Campus: Princeton High School Author(s): Maurice Lock Jr



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Campus: Princeton High School

Author(s): Maurice Lock Jr.

Date Created / Revised: 7/14/2016

Six Weeks Period: 2nd

Grade Level & Course: 11th World History/AP World History

Timeline:  25 days

Unit 4/5: Medieval Rebuilding & Reconsolidation 600-1450

Lesson #1

Stated Objectives:

TEK # and SE

1C Identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: The spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia.
4 History: The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450.
4A Explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire.
4B Explain the characteristics of Roman Catholicism and Eastern Orthodoxy.
4C Describe the major characteristics of and the factors contributing to the development of the

Political/social system of feudalism and the economic system of manorialism.


4D Explain the political, economic, and social impact of Islam on Europe, Asia, and Africa.
4E Describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa.
4F Describe the interactions between Muslim and Hindu societies in South Asia.
4G Explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe.

4H summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia;



4I explain the development of the slave trade;
4J analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and
4K summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.
15B analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.
16A locate places and regions of historical significance directly related to major eras and turning points in world history;
16B analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals
20B Identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.
23A describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and
23B identify examples of religious influence on various events referenced in the major eras of world history.
25D Explain how Islam influences law and government in the Muslim world.
26A identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures;
26B analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced
27A identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties;
29F analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;
29G construct a thesis on a social studies issue or event supported by evidence;
30B use standard grammar, spelling, sentence structure, and punctuation;
30C interpret and create written, oral, and visual presentations of social studies information; and
30D transfer information from one medium to another.





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