Target Curriculum: World History and Social Science
Target Grades: 9
SOLs: HSS 9.1 and 9.11
Time: 150 Minutes (three, 50-minute blocks or two, 75-minute lessons)
Objective and Goals:
To help students understand the state of the world around the year 1000 AD as it pertains to the Byzantine Empire.
Purpose:
To teach students the vocabulary, geography and historical significance of the Byzantine Empire and provide students with an opportunity to analyze and discuss characteristics of that empire with particular attention focused on the historical themes of Conflict, Innovation and Cultural Diffusion.
Materials:
Student text, wall map, photos, notebook, paper, pencil, colored pencils, ruler, and student graphic organizer shell (outline/study aid to be completed by the students).
Procedure:
Activity 1: INTRODUCTION TO THE BYZANTINE EMPIRE (30 minutes)
- Show students pictures of current day Turkey and Istanbul.
- Utilize the atlas in the student text. Remind students that they will be studying the Mediterranean area, focusing on the Balkan Peninsula, Asia Minor, ancient Russia and the waterways connecting the Black and the Mediterranean seas.
- Have students locate the physical features, waterways and cities that helped to define the region.
Activity 2: STUDENT DISCUSSION: GEOGRAPHY (20 minutes)
- Discuss the characteristics of the people that established the empire. Locate Constantinople.
- Discuss the strategic location of Constantinople and why it was and still is an ideal location for trade.
Activity 3: TIMELINE ACTIVITY: The New Rome & Byzantine Civilization (50 minutes)
- Organize students into four separate work groups.
- Require students to use their notes and text in order to construct a comprehensive timeline (minimum of 10 entries) that portrays the significant events, people, and innovations that defined the Byzantine Empire and its legacy (30 minutes).
- Have each student group present its timeline and the rationale used for selecting the items placed on the timeline to the entire class. Allocate 5 minutes for each group to make its presentation (20 minutes).
Activity 4: GRAPHIC ORGANIZER (20 minutes)
- Have each student use his/her notes and the text to complete a graphic organizer shell by identifying the people, places and events associated with the birth of the empire, the flourishing of a civilization, and the creation of a "Third Rome." (15 minutes)
- Discuss the completed Graphic Organizer and ensure that every student has an accurate organizer that can be utilized as a study guide.
Activity 5: CLASSROOM DISCUSSION/FEEDBACK (30 minutes)
- Students will be provided an opportunity to demonstrate their knowledge through a guided discussion that will reinforce the information received during the lesson
Discussion Questions:
- Why was Constantinople chosen as the New Rome?
- What were the significant characteristics of the Byzantine Empire?
- Why was the preservation of Greek and Roman learning a significant contribution of the Byzantine Empire?
- What made the Byzantine Empire so rich and powerful?
- What were the sources of conflict between the Eastern and Western Churches?
- How did Justinian's reign contribute to world civilization?
- What was Theodora's contribution to world civilization?
- How did religious disputes, such as the iconoclastic controversy, affect Byzantine political and social affairs?
- What role did Christianity play in Byzantine and neighboring societies?
- What were the causes of the schism in the Christian Church? Could the split have been prevented? How?
- How did Cyril and Methodius contribute to world civilization?
Observation:
This lesson permits the teacher to observe a variety of learning activities (including individual and group activities) and allows the teacher to assess the retention of previously presented materials as well as the assimilation of new materials.
Conclusions:
Students will be able to develop a timeline identifying the significant events that defined the Byzantine Empire and compile relevant information using a graphic organizer to facilitate comparison of details concerning the lesson.
For Your Information:
There are many wonderful Web sites that give information about Turkey and its significance in the histories of Greece and Rome. Check www.pwnet.org for additional resources.
- http://www.mci.com/marcopolo: provides both classroom activities and lesson plans as well as a listing of panel-reviewed/approved web sites that can be safely used for in-class activities.
- http://www.nationalgeographic.com: links to National Geographic Society web sites.
- http://www.nationalgeographic.com/resources/ngo/education: provides link to National Geographic Society and student-friendly web sites, and includes maps, student assemblies to ask questions, bulletin boards and classroom ideas.
- http://www.odci.gov/cia/publications/factbook/index.html: contains information used by government agencies on geographical, demographic, government, economic and infrastructure data.
- http://city.net: contains information on areas and countries of the world.
- http://www.nmnh.si.edu/departments/anthro.html: provides anthropology notes from the Smithsonian Institution, including recent research, teaching strategies, and a national network of anthropologists, archaeologists, and others.
- http://www.cis.yale.edu/pieris: provides the ability to conduct on-line browsing of a Teaching Resource Collection Library and includes a directory of approximately 5000 educational audio-visual and print resources on Africa, Asia, Latin America, the Middle East, Russia and global issues.
Evaluation:
Students can continue to practice map reading skills by locating other countries using lines of latitude and longitude (without being given the countries' names) as a scavenger hunt.
Extension:
- Encourage students to look for examples of Byzantine architecture and art in their environment.
- Provide students with web sites that provide additional information regarding the Byzantine Empire.
Cautions and Concerns:
This lesson will be presented early in the course. It is essential to ascertain the map reading and analytical capabilities of the students and reinforce as needed prior to the presentation of the material.
Written By: Kjeld F. Christensen
Submitted By: Kjeld F. Christensen
Grade Taught: 9 - 9
School: Woodbridge Senior High School
Division: Prince William County Schools