Tom Burns- Beacon High School 9.5 POLITICAL POWERS AND ACHIEVEMENTS: 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.
How should historians measure the success of an empire?
Did the Roman Empire really “fall” in 476?
Compare and contrast empire building in Byzantium and Western Europe.
How did the decline of Charlemagne’s Empire changed life in Europe?
How do medieval empires compare geographically?
Compare and contrast empire building in the Abbasid Caliphate and Mongol Empire.
How do successful states maintain control over their people?
Measure the influence of a civilization based on their accomplishments.
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 location and relative size of postclassical states and empires at the height 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 (e.g., Buddhism, writing, poetry, art) and how those elements were adopted in and adapted to Japanese society.
Day 1: Review of Rome and Introduction to Activity #1.
Supporting Question: Did the Roman Empire really “fall” in 476?
Review the Fall of Rome
Day 2: Compare the role of Justinian and Charlemagne in building empires after the Fall of Rome
Supporting Question: Compare and contrast empire building in Byzantium and Western Europe.
Review terms: empire, Golden Age, tributary states and Dark Ages
Review the map of the division of the Roman Empire from yesterday
Have students work in pairs to compare the work of Charlemagne and Justinian in Activity #2
Day 3- 6: Institutions of Western Europe
Supporting Question: How did the decline of Charlemagne’s Empire changed life in Europe?
Discuss these maps showing life in Europe after Charlemagne’s death. (Map 1, Map 2)
Review terms and discuss roles of feudal life on the manor in this PowerPoint.
Think- Pair- Share on the impact of Mongol control of Chinese technology and the Silk Road.
Review student conclusions with the class.
Have students read about the diffusion of gunpowder. Ask them to list the effects of the spread of gunpowder.
Present them with similar examples from shipbuilding, papermaking and printing technology.
Day 12: Spread of East Asian technology 2
Supporting Question: Measure the influence of a civilization based on their accomplishments.
Have students read about the diffusion of Chinese influence to Japan. Ask them to work together to identify the specific ways China contributed to Japan and how Japan managed to preserve their culture. Then ask them to judge who benefitted the most from this exchange.