Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• People and events are organized chronologically to increase understanding of historical relationships.
• Societies are diverse and change over time.
• Technological developments have impacted individuals and societies throughout history.
• Religious beliefs and philosophical ideas change societies.
• Different forms of government have been developed, practiced, and changed throughout history.
• Geographic tools are used to locate and derive information about the past.
• Physical and human characteristics of places define regions.
• Trade specialization, and interdependence influence relationships among individuals, groups and societies.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• How does the chronology lead to the understanding of historical relationships?
• How did the major events affect the development of a civilization?
• Which civilization studied was the most advanced, and why?
• How did technological changes impact each civilization? Which changes had the most impact and in which civilization?
• How were ancient civilizations governed?
• What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)? What impact did these religious beliefs have on each civilization?
• How do physical and human characteristics define and identify region and place?
• How did the physical characteristics of regions influence human characteristics?
• How did trade and specialization result in interdependence?

Standards and Benchmarks

History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Benchmark B: Students use chronology to organize historical events and people.
History S3: Students understand that societies are diverse and change over time.
Benchmark B: Students understand the history of social organization in various societies.
History  5: Students understand political institutions and theories that developed and changed over time.
Benchmark A: Students understand political institutions and theories that developed and changed over time.
History  6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark A: Students know the historical development of religions and philosophies.
Benchmark  B: Students know how societies have been affected by religions and philosophies. 

Geography  Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark 2 A: Students know the physical and human characteristics of places.
Benchmark B: Students know how and why people define regions.
Benchmark C: Students know how culture and experience influence people's perceptions of places and regions.
Geography  6: Students apply knowledge of people, places, and environments to understand the past and present, and to plan for the future.
Benchmark A: Students know how to apply geography to understand the past.

Civics 4: Students understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels.
Benchmark A: Students know what citizenship is.
Benchmark D: Students know how citizens can participate in civic life.
Economics 2: Students understand how different economic systems employ different means to produce, distribute, and exchange goods and services.
Benchmark B: Students understand how a country's monetary system facilitates the exchange of resources.
Economics 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
Benchmark A: Students understand that the exchange of goods and services creates economic interdependence and change.

         
 

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units: 
Lesson 1:  The Roman Republic
Duration:  2 days
   
Standards/Indicator:  History 3:   Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they change over time.
Enduring Understanding:  Societies are diverse and change over time.
Essential Questions:  Which of the social and religious practices of the ancient Roman republic had the greatest influence on the Roman culture?  Why did the Roman republic fall after Julius Caesar was assassinated?
Assessment:   Which of the social and religious practices of the ancient Roman republic had the greatest influence on the Roman culture?  Why did the Roman republic fall after Julius Caesar was assassinated?

Activities

1. Look at the map on page 209 in The Ancient World. Complete map activities. Why is ancient Rome’s location strategic? Was the republic protected? How? Why?

2. Read The Ancient World pages 210-215, taking notes in a graphic organizer.

3. Watch video clips about Julius Caesar: Julius Caesar Emerges as Dictator and Julius Caesar Assassinated Bringing Civil War. Take notes.

4. Journal entry: You are sitting in the senate on March 15, 44 B.C., when Julius Caesar enters the chamber, Write a journal entry noting what happened next, including the reasons for the action. Journal entry needs to be 1 page long.

5. Read "Focus on the Roman Soldier" pages 216-217 and complete assessment.

Differentiation
Support (RtI tiers 2 & 3): The Ancient World page 210.  Watch the video of Romulus and Remus (2:30). Then read the story of Romulus and Remus, and draw a picture of the ancient city of Rome.
Extensions:  Draw caricatures of a plebian and a patrician in ancient Rome.  Make sure the caricatures are dressed according to their place in society. Write 4-6 descriptions/actions of each.

Supplemental Education Resources 
Read Cicero and the Roman Republic and complete the assignment.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Lesson 2:  The Roman Empire  
Duration:   2 days
     
Standards/Indicator:  History 5: Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
Enduring Understanding:  Different forms of government have been developed, practiced, and changed throughout history.
Essential Question:  How were ancient civilizations governed?   How did ancient Rome rule the empire?   Why is Roman law important to us today?
Assessment:  How were ancient civilizations governed?   How did ancient Rome rule the empire?   Why is Roman law important to us today?

Activities 

1. Look at the map on page 209 in The Ancient World. The Roman Empire had expanded to parts of Africa, Asia, and Europe. Name some countries that were once controlled by the Roman Empire. How could these areas be ruled? Go to the Passport to the World and register. Then choose Italy and learn about the history of this part of current day Europe. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Italy.

2. Read The Ancient World pages 218-223 and take notes in a graphic organizer. Write 2 facts about each of the “five good emperors”.

Resources:  The Ancient World pages 209, 218-223.

Differentiation
Support (RtI tiers 2 & 3): Read page 223 in The Ancient World “The Laws of Rome”.  What do the laws mean to the Roman citizen?  Do any of these laws relate to our Bill of Rights?  Explain your answer.
Extensions: Read Trade Routes and Currency Help the Romans Build a Stronger Empire and complete the activity.

Supplemental Education Resources:  Read Reform in the Roman  Republic: The Lives on Tibrius and Gauis Gracchus, and complete the assignment.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Lesson 3:  Roman Daily Life
Duration:  2- 5 days
       
Standards/Indicator:  History 3:  Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Literacy
ISTE - Standard 1B Creativity and Innovation: Create original works as a means of personal or group expression.
ISTE Standard 1C Creativity and Innovation: Use models and simulations to explore complex systems and issues.
Enduring Understanding:  Societies are diverse and change over time. Effective readers know that literature provides an understanding of human experience.
Effective writers utilize the writing process to organize and strengthen all modes of writing. 
Essential Questions:   Which civilization studied was the most advanced, and why?  What was life like for the rich, the poor and the slaves of ancient Rome?   Does the success and prosperity of one group of people always depend on taking it away from another group of people? 
Assessment:  Which civilization studied was the most advanced, and why?  What was life like for the rich, the poor and the slaves of ancient Rome?  

Activities

1. The Roman Empire grew by conquering other people and forced the conquered people to adapt to the Roman ways of living. Was the Roman civilization the most advanced? If so, why?  What was life like for the rich, the poor and the slaves of ancient Rome? Does the success and prosperity of one group of people always depend on taking it away from another group of people? These are important questions to be able to answer because these same questions can be applied today. As you explore the history of the ancient Romans and how they interacted with other civilizations and cultures, ask yourself how their actions compare with how countries interact with each other today. What lessons can be learned from the Romans? Watch video clip: Daily Life in Ancient Rome 4:46 and take notes.

2. Copy the concept web on page 224. Read The Ancient World pages 224-228 and take notes in the graphic organizer.

3. Look at the map on page 209 in The Ancient World. The Roman Empire had expanded to parts of Africa, Asia, and Europe. Name some countries that were once controlled by the Roman Empire. How could these areas so far from Rome be ruled?

4. Read The Ancient World pages 218-223 and take notes in a graphic organizer. Write 2 facts about each of the “Five Good Emperors”.

5. Historians record historic events and pay special attention to the accuracy of the details. in this activity, you will choose and complete one of the options to contribute to a class newspaper about daily life in ancient Rome. Watch the video introduction, then use Google Earth and other Internet resources to complete your chosen activity.
   Before beginning, Discuss with your teacher the Kid Friendly 4 Point Rubric that will be used to grade your writing assignment.
   
   Roman Circus - Watch the video simulation of the Roman Circus Maximus. Complete questions page 228. Write a newspaper article for the Sports section of the Roman Daily News that describes the Grand Opening of Roman Circus. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Colosseum - Watch the video 3D simulation of the Roman Colosseum. Write a newspaper article for the Entertainment section of the Roman Daily News that describes the Grand Opening of Roman Circus. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Theater - Watch the video 3D simulation of the Roman Theater. Write a newspaper article for the Entertainment section of the Roman Daily News that describes the Grand Opening of Roman Theater. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Temple - Watch the video 3D simulation of the Roman Temple. Write a newspaper article for the Religion section of the Roman Daily News that describes a typical event at the Roman Temple. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   City of Rome - Watch the video 3D simulation of Ancient Rome and write a newspaper article for the Front Page of the Roman Daily News describing the city of Rome in the Golden Age. Describe the city layout, and major architectural highlights and attractions for citizens and tourists. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Baths - Watch the video 3D simulation of the Roman Baths and write a newspaper article describing the Bath for the Health and Society section of the Roman Daily News. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Editorial On Slavery - Watch the Slavery in Rome video (2:06). Pretend you are a Roman citizen, and you believe that slavery is wrong.  Write an editorial commentary for the Editorial section of the Roman Daily News calling for the end of slavery.  Include the reasons why you believe it is wrong including the harsh conditions that the slaves have endured.  
   
   Music of Ancient Rome - Listen to examples of Music from Ancient Rome. Then research Ancient Roman Musical Instruments and the Music of Ancient Rome. Pompei is the best, but all examples demonstrate how simple their music was compared to today. That is due to the limited variety of instruments during the time. The music is very similar to what we know as early Native American music and the instruments were very similar, simple flutes, reeds, drums, percussion instruments and simple melodies. Like the Native Americans, music was used in celebrations and spiritual ceremonies. Write a newspaper article for the Entertainment section of the Roman Daily News that describes Music of Ancient Rome. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 

Technology Integration
If students compose their final draft in a Microsoft Word document, articles can be combined to create and electronic newsletter/newspaper for distribution to students, posting on the school website, or archived and posted in this unit as an example of exemplary student work. Teachers can submit electronic files to be posted as attachments for to the District 11 Social Studies Coordinator at altofmm@d11.org.

Differentiation
Support (RtI tiers 2 & 3): Reread page 226 about the circuses.  Draw an illustration of the Circus.  Write two sentences describing your drawing.
Extensions: Does the success and prosperity of one group of people always depend on taking it away from another group of people?  How would you feel if your family and community lost a war with the Roman soldiers and were taken into captivity to become slaves? What other solution could you provide to the Roman soldiers to avoid becoming a slave?  Write a speech to the Roman Emperor explaining why your community should not be taken as slaves, and what you could offer the empire if you were allowed to remain free?

Supplemental Education Resources:  Read Roman Contributions to Literature and complete the activity.
Permission granted to use this material  by Teacher Curriculum Institute, June 2008

Lesson 4: Christianity and the Roman Empire  
Duration:  2 days
       
Standards/Indicator:  History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies. 
Enduring Understanding: Religious beliefs and philosophical ideas change societies.
Essential Questions:  What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)?  What impact did these religious beliefs have on each civilization? 
Assessment:  What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)?   What impact did these religious beliefs have on each civilization?

Activities

1. Watch the video clip: The Advent of Christianity (1:15) and take notes.

2. Copy the flowchart on page 229 and read The Ancient World pages 229-233, and take notes.

3. Complete questions and the Writing Activity page 233.

4. Complete "Skill for Life" pages 234-235.

Differentiation
Support (RtI tiers 2 & 3):  The Ancient World page 232.  Look at the map and identify cities and countries where Christianity spread.  Why did people turn to Christianity and away form the Roman gods? 
Extensions: Read The Influence of Paul on Christian Beliefs and complete the assignment.

Supplemental Education Resources:  Research catacombs where early Christians buried their dead and worshipped in secret.  Write an essay about the catacombs.  Use the Catacombs Website.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Lesson 5:  The Fall of Rome
Duration:  2 days
     
Standards/Indicator:  History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time 
Enduring Understandings:  Societies are diverse and change over time.
Essential Questions: How did the social and economic aspects of the ancient Roman empire impact its decline?  How did Christianity affect the Roman empire? 
Assessment:   How did the social and economic aspects of the ancient Roman empire impact its decline?  How did Christianity affect the Roman empire? 
Unit Assessment:  The Ancient World pages 241-242.

Activities

1. Turn to the map on page 232 in The Ancient World. Name the cities and countries that were part of the Roman Empire. One emperor ruled all this area. How could an emperor rule territory in three continents? Why would it be difficult to defend the area against attack?

2. Read The Ancient World page 236 about emperor Constantine, and take notes about his connection to Christianity.

3. Copy the cause-and effect chart on page 236 and complete as you read.

4. Watch video clip: The Decline and Fall of Rome, (4:02) and take notes. Read pages 237-240 and take notes.
   The Romans decided to produce more coins, putting less silver in them. The value went down causing inflation. How did inflation contribute to the decline of the empire? Write your answer in your notebook.

5. Complete the Questions and/or the Writing Activity page 240.

6. Watch the video clips: Emperor Nero and the Christians (2:02) and What We Can Learn From the Fall of the Roman Empire (4:22). Discuss the Essential Questions for this lesson as a class, then write your own summary paragraph answering each question.

Differentiation
Support (RtI tiers 2 & 3):  Read The Ancient World page 236 about Constantine and draw an illustration about what he saw before going into battle. How did this sign change him?  What would you have done if you were Constantine?
Extensions:  Research the Emperor Diocletian. Write a report about Diocletian.

Draw heads or busts of different Romans including a Christian, a Roman soldier, and a government official toward Diocletian. Include facial expressions representing the feelings of each, and draw thought bubbles above the heads showing what each one might be thinking when Diocletian was emperor.

Make a timeline for ancient Rome. Use The Ancient World and the Ancient Roman Museum.

Supplemental Education Resources:  Research Germanic Tribes.  Where did the tribes come from?  How did they invade the Roman empire?     

Lesson 6:  The Byzantine Empire: Map Skills
Duration: 1 day
     
Standards/Indicator:   Geography 1:   Interpret maps, globes, charts, and geographic databases to locate information about places
Enduring Understanding: Maps, globes, and other geographic tools are used to acquire, process, and report information about the past and present.
Essential Question:   How did the location of the Empire affect its development and place in the world?
Assessment:  How did the location of the Empire affect its development and place in the world?  Why was trading so important in the Byzantine empire?

Activities  

1. Medieval Times To Today page 9. Study the map and describe where the Byzantine empire was located. Which continents were part of the Byzantine empire? Name some important trading cities in the empire. Why were these cities crucial in trading? Go to the Passport to the World and register. Then choose Turkey and learn about the history of this part of the Middle East. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Turkey.

2. Examine the land and sea routes. Why was trade so important to the Byzantine empire? Discuss the questions on page 9.

3. Using the maps on pages 260 in Medieval Times To Today, write the present day countries that were part of the Byzantine empire.

4. Watch video clip: Constantinople: Capital of the Byzantine Empire. Take notes on the location of Constantinople.

5. Watch these ttwo video clips and write a summary paragraph about the impact of Christianity on the Roman Empire: The Advent of Christianity (1:15), Christianity and Chaos (3:04)

Differentiation
Support (RtI tiers 2 & 3):  Locate the Mediterranean Sea on page 9 in Medieval Times To Today.  Why is the sea so important to the Byzantine empire?  Why are there both land and sea routes? Locate three trading cities that are also present day cities.  Write your answers in your notebook.
Extensions:  Design a real estate advertisement that would encourage people to move to Constantinople.  Use a large poster board for your advertisement.

Supplemental Education Resources:  Research Constantinople and its strategic location using the New York School District Website Resources and Encarta Encyclopedia.  Write an essay about the importance of its location.

Lesson 7: The Byzantine Empire
Duration: 2-3 days
      
Standards/Indicator:  History 3:  Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding:   Societies are diverse and change over time.
Essential Question:  Which cultural elements made the empire unique?  How do Byzantine achievements impact the world today?
Assessment:  Which cultural elements made the empire unique?  How do Byzantine achievements impact the world today?

Activities

1. Watch the video clip: The Byzantine Empire (6:37)and take notes.

2. Copy the concept web on page 10. Read Medieval Times To Today pages 10-15 and take notes.

3. Watch video clip: The Founding of Constantinople: 330 AD, and take notes.

4. Complete Writing Activity and/or questions page 15.

5. Complete Skills for Life pages 16-17.

Differentiation
Support (RtI tiers 2 & 3): Reread “A Religious Dispute” on pages 14 in Medieval Times To Today. Divide a sheet of paper into two columns. Label the columns Roman Catholic and Greek Orthodox. List details of the two churches, including the location of the churches. Draw sketches to accompany your details. 
Extensions: Read about the Byzantine Empire and write an essay about the powerful empire.

Lesson 8:  The Beginnings of Islam
Duration:  2 -3 days
       
Standards/Indicator:  History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding:  Religious beliefs and philosophical ideas change societies.
Essential Question:  What are the major beliefs of Islam?   How do these beliefs impact Muslim life?
Assessment:  What are the major beliefs of Islam?   How do these beliefs impact Muslim life?

Activities

1. Read Medieval Times To Today pages18-21 (Headings: The Arabian Peninsula and The Prophet Muhammad) and take notes about Muhammad and the rise of Islam. How did Muhammad follow his mission from God?

2. Watch video clip: The Rise of Islam (4:10) and take notes.

3. Writing Assignment: You are a Bedouin herder at the time of Muhammad. Write a speech to deliver to fellow Bedouins.  Tell why you think Muhammad's teachings will help improve your life.

4. Watch the video clip: Islam, A Challenge to Christianity (4:04)

Differentiation
Support (RtI tiers 2 & 3):  Read “Links to Economics” in Medieval Times To Today page 20.  Draw a comic strip that illustrates how merchants bought and sold items on credit. 
Extensions:  Complete the Writing Activity on page 23 in Medieval Times To Today .
Research the Shrine of the Rock in Jerusalem. Read about the Shrine of the Rock and write a description. 
Permission granted to use this material  by Teacher Curriculum Institute, June 2008

Lesson 9:  The Beginnings of Islam
Duration: 2-3 days
       
Standards/Indicator:   History 6:   Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding: Religious beliefs and philosophical ideas change societies.
Essential Questions:  What are the major beliefs of Islam?   How do these beliefs impact Muslim life?  What are two beliefs shared by Jews, Christians, and Muslims? 
Assessment:  What are the major beliefs of Islam?   How do these beliefs impact Muslim life?  What are two beliefs shared by Jews, Christians, and Muslims?

Activities

1. Watch video clip: Islam: A Challenge to Christianity (4:04), and take notes.

2. Read Medieval Times To Today pages 21-23 and take notes on Islam.

3. Watch video clip: Muslim Ramadan: The Holiest Festival (2:25) and take notes.

4. Writing Assignment: A friend has has asked you to explain the Muslim religion. Write a letter describing the Five Pillars of Islam.

5. Watch video clip: Honoring Temple to Three Religions (3:44) and take notes.

6. Complete "Focus on Bedouin Life" pages 24-25.

Differentiation
Support (RtI tiers 2 & 3):  Read Medieval Times To Today page 21 “The Five Pillars of Islam”.  Draw five pillars or columns and write the five pillars of Islam.  Make an illustration for each pillar.
Extensions:  Research Ramadan, the fourth pillar of Islam. 
http://www.submission.org/ramadan/about-R.htm   Make a poster with the important facts about Ramadan.

Lesson 10:  The Golden Age of Muslim Civilization
Duration:  3 days
         
Standards/Indicator:  History 4:  Identify and explain changes in technology and evaluate their impact on historical events
Enduring Understanding:   Technological developments have impacted individuals and societies throughout history.
Essential Questions:   What major Islamic contribution to science, mathematics and literature had the greatest impact on society? 
Assessment:   What major Islamic contribution to science, mathematics and literature had the greatest impact on society?
Unit Assessment:  Complete Medieval Times To Today page 31-32.

Activities

1. Watch the video clip: Islam (28:00) and take notes.

2. Islam’s golden age was a time of greatness. Copy the timeline from Medieval Times To Today on page 26 and read pages 26-30. Fill in the timeline and take notes on the Islamic achievements.

3. Write an acrostic poem, using the words “Golden Age”. Include achievements of the Golden Age.

Differentiation 
Support (RtI tiers 2 & 3):  Make a poster advertising a traveling exhibit of Islam’s golden age.  Include historic details and artifacts of Islam.
Extensions:  Create a mosaic to summarize key details on Islam’s golden age and the contributions to science, math, and literature.  Use pages 28-30.  The mosaic should include an appropriate title, at least five sections, key words or phrases for each section, and a picture.  

Supplemental Education Resources: http://www.teachtci.com/resources/ha/MWH/literature/title03.aspx Read the selection about Khayyam’s poems and complete activity.
Read the tale “Sinbad the Sailor” from The Thousand and One Nights.  What is the moral of the story?  How did the sailor become wealthy?  Draw a picture to illustrate the moral.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Lesson 11: Golden Ages of China
Duration:  3 days
       
Standards/Indicator:  History 5: Identify and explain changes in technology and evaluate their impact on historical events.
Enduring Understanding:  Technological developments have impacted individuals and societies throughout history.
Essential Question:  What were the technological and scientific achievements of the Song and Tang Dynasties in the Golden Age of China? 
Assessment:  What were the technological and scientific achievements of the Song and Tang Dynasties in the Golden Age of China?

Activities

1. Complete the Map Activity on page 89. Go to the Passport to the World and register. Then choose China and learn about the history of this part of Asia. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for China.

2. What makes a “golden age”? China had a golden age when there was a time of peace, prosperity, technology and artistic achievement.
   Watch the video clip: Story of the Silk Road (7:56) and take notes.

3. Copy the Venn diagram on page 90 and read pages 90-97 in Medieval Times To Today. Take notes on the achievements during the golden ages.

4. Watch video clip: Era of the Yuan Dynasty 1279-1368: The Travels of Marco Polo (1:39) and take notes.

5. Writing Activity: You are a trader on the Silk Road. Write a journal entry that describes the sights along the Silk Road, the bustle of the trading centers and the actual trades. Include goods brought from Europe to trade and goods you take home. Draw a picture that describes your journal entry.
   Complete Skills for Life pages 98-99.

Differentiation 
Support (RtI tiers 2 & 3): Read Medieval times To Today page 90-92 about the Silk Road and Grand Canal. Draw a picture of the Silk Road with all the animals carrying goods to trade.  Describe your picture in 2-3 sentences.
Choose 2 inventions on page 92 and explain how these inventions have changed your life or society.
Extensions: Read the selection about Marco Polo and complete activity.

Lesson 12:   Map Skills - Medieval Japan
Duration:  1 day
         
Standards/Indicators:  Geography 1:  Interpret maps, globes, charts, and geographic databases.
Geography 2:  Define and identify regions by describing physical and human characteristics of place.
Enduring Understanding:   Maps, globes and other geographic tools are used to acquire, process and report information about the past.
Essential Question:    How did the physical characteristics of Feudal Japan help shape Feudal Japan's view of the world?
Assessment:   How did the physical characteristics of Feudal Japan help shape Feudal Japan's view of the world?

Activities

1. Look at the physical map on page 101 in Medieval Times To Today. Describe Japan’s location. How did the sea protect Japan? Describe the terrain in Japan. Are there mountains? Using the map on page 260 in Medieval Times To Today, identify five countries and four bodies of water that are close to Japan. Go to the Passport to the World and register. Then choose Japan and learn about the history of this part of Asia. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Japan.

2. Draw a map of Japan, label the physical features that influenced Japan's view of the world. (isolated islands, mountains, trade routes, seas and ocean).

Differentiation
Support (RtI tiers 2 & 3): Using a physical map of Japan, locate the physical features from a list. 
Extensions: Explore the Japanese Lifestyles Website and the Japanese Islands Website.  Write eight important facts about Japan, including climate, physical features, location, and total area. Create a page in a travel book on Japan.
Research one of Japan's major islands. Write an advertisement for the island. Use the Encarta Enclyclopedia Link. Click on one of the four major islands in the first paragraph for additional information.

Lesson 13:  Medieval Japan
Duration (Days): 2-3 days
         
Standards/Indicator:  History 3:Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding:  Societies are diverse and change over time.
Essential Question:  How were the social and economic aspects of feudalism in Japan interdependent?
Assessment:  How were the social and economic aspects of feudalism in Japan interdependent?

Activities

1. Watch the video clip: Samurai Swords and Armor (2:27) and take notes.

2. Copy the chart page 100 and read Medieval Times To Today pages 100-105.

3. Read Medieval Times To Today pages 103-104. Draw a large triangle and draw three horizontal lines.
   Label the four social classes and jobs of each class. Draw pictures for each social class.

4. Watch the video clip: Ancient Warriors (5:17) and add to your notes on the Samurai.

5. Complete the Writing Activity on page 105.

6. Complete the Focus on A Japanese Home activity on pages 106-107.

Differentiation 
Support (RtI tiers 2 & 3): Give students the four social classes and their order in feudalism, and have them draw pictures of them.  Write three questions and answers about the samurai if you could interview him.
Extensions: Read Poems About Warriors and complete the assignment.

Lesson 14: The Great Mughal Empire
Duration: 3 days
         
Standards/Indicator:  History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding:  Religious beliefs and philosophical ideas change societies.
Essential Question:  What impact did Hinduism have on Muslim rulers?  Why was Akbar a wise and great ruler?
Assessment:  What impact did Hinduism have on Muslim rulers?  Why was Akbar a wise and great ruler?
Unit Assessment:   Medieval Times To Today page 113-114.

Activities

1. Watch the video clip: The Spread of Islam, The Mogul Empire, The British Empire, and India's Independence (3:53) and take notes.

2. Copy the timeline on page 108 and fill in the important events.

3. Read Medieval Times To Today pages 108-112, and take notes.

4. Draw a large pyramid to show the social classes of the caste system. There are five social classes in the Hindu caste system. Label the classes and illustrate them. Draw heads and facial expressions that convey the feelings of the Mongols, the Hindus, and government officials, and the artists when the Mongols invaded India. Make thought bubbles above their heads showing what each group is thinking.

Differentiation
Support (RtI tiers 2 & 3):   Draw a caricature of Akbar, and write 4-5 details about how his people perceived him. (pages 110-111) 
Extensions: Watch the Welcome to the Taj Mahal video (1:34)  Read about the Encarta Encyclopedia information about the Taj Mahal.  Write a postcard from the Taj Mahal, describing it. Draw a picture on the postcard. Read the Encarta Encyclopedia information about Akbar: Greatest Mughal Emperor. Write a eulogy for Akbar. Include his accomplishments and how his people perceived him. 

Parent Resources