Quarter Four:

Time Period: Medieval

Fourth Quarter: Essential Understandings
Essential Understandings reflect outcomes for student learning based on the Grade 9 Social Studies and English Language Arts
Standards. Essential Understandings are the big ideas which bridge time and space and which comprise expected deep
understandings deried from stud!. "he Essential Understandings are clustered into themes which are studied throughout the course.
Students who successfull! complete #onors 9 $orld #istor! and Literature will hae demonstrated on performance assessments a
firm grasp of the Essential Understandings b! proiding specific examples and anal!%ing &ust how theses concepts hae occurred
through world histor! and how the! are reflected in world literature.
Theme: Space and Place
1. Geography inluences the development o a civili!ation.
#ow do new territorial discoeries challenge existing cultural practices and priorities'
#ow does a ciili%ation(s location affect its global interaction and authorit!'
". Forces o nature create economic and cultural changes in a civili!ation.
#ow does a ciili%ation(s location affect its global interaction and authorit!'
#ow did disease impact and change the wa! ciili%ations'
#. $umans shape and adapt to their environment.
#ow do new territorial discoeries challenge existing cultural practices and priorities'
#ow does a ciili%ation(s location affect its global interaction and authorit!'
%. & civili!ation's geographical location aects its glo(al interaction and economic and political po)er.
#ow does a ciili%ation(s location affect its global interaction and authorit!'
#ow did disease impact and change the wa! ciili%ations operated'
Theme: *ulture
+. Movement o goods, people, and ideas are conduits or cultural change.
#ow do new territorial discoeries challenge existing cultural practices and priorities'
#ow did disease impact and change the wa! ciili%ations operated'
#ow did the )rusades affect the moement of goods* peoples* and ideas throughout Europe and the +iddle East'
-. .anguage, literature, and the arts relect the values and (elies o a civili!ation and transmit culture.
#ow do the language and literature of a people reflect historical processes li,e assimilation and domination'
$hat alues and beliefs are reflected in the literature* language* and arts of a particular time'
#ow did beliefs about roles of women and children affect the lies of indiiduals in arious cultures'
/. *ulture disperses through assimilation or domination.
#ow do new territorial discoeries challenge existing cultural practices and priorities'
#ow do the language and literature of a people reflect historical processes li,e assimilation and domination'
#ow did the )rusades affect the moement of goods* peoples* and ideas throughout Europe and the +iddle East'
#ow were the +iddle Ages a reflection and adaptation of the practices and beliefs in earlier societies'
$hat caused the flowering of -slam'
#ow did the idea that might ma,es right characteri%e the dispersion of cultures'
0. *ivili!ations share common characteristics.
#ow did beliefs about roles of women and children affect the lies of indiiduals in arious cultures'
#ow were the +iddle Ages a reflection and adaptation of the practices and beliefs in earlier societies'
Since the world(s ma&or religions hae so man! commonalities* wh! are the! often in conflict'
Theme: Time, *ontinuity, and *hange
1. Po)er and authority shape the rights and responsi(ilities o individuals and societies2 individuals assume and shape po)er
and authority.
#ow do changes in power and authorit! oer time impact the rights and responsibilities of indiiduals in societies'
#ow did beliefs about roles of women and children affect the lies of indiiduals in arious cultures'
#ow did the idea that might ma,es right characteri%e the dispersion of cultures'
$hat was the ultimate goal of the Spanish -n.uisition'
13. The chronology o glo(al events and patterns o historical change contri(ute to the rise and all o civili!ations.
#ow did the )rusades affect the moement of goods* peoples* and ideas throughout Europe and the +iddle East'
#ow were the +iddle Ages a reflection and adaptation of the practices and beliefs in earlier societies'
$hat caused the flowering of -slam'
$ere the )rusades &ustified' Explain.
Theme: Science, Technology, and Society
11. Science and technology aect and are aected (y political, economic, and societal changes.
#ow did the role of science and technolog! change as ciili%ations matured'
#ow did disease impact and change the wa! ciili%ations operated'
1". Scientiic and technological discoveries challenge e4isting cultural norms and change glo(al perspectives.
#ow did the role of science and technolog! change as ciili%ations matured'
Theme: *ommunication
1#. *ommunication includes all human attempts to convey a message.
$hat alues and beliefs are reflected in the literature* language* and arts of a particular time'
1%. The ideas o eective communicators inluence and are inluenced (y their society.
#ow do the language and literature of a people reflect historical processes li,e assimilation and domination'
$hat alues and beliefs are reflected in the literature* language* and arts of a particular time'
#ow do changes in power and authorit! oer time impact the rights and responsibilities of indiiduals in societies'
#ow did the idea that might ma,es right characteri%e the dispersion of cultures'
1+. *ommunicators relect the (ias o their time.
#ow do the language and literature of a people reflect historical processes li,e assimilation and domination'
$hat alues and beliefs are reflected in the literature* language* and arts of a particular time'
1-. 5normed readers, listeners, and vie)ers construct meaning through the lens o personal 6no)ledge and e4perience.
$hat alues and beliefs are reflected in the literature* language* and arts of a particular time'
.egend or Materials
LOL 9/ The Language of Literature0"E1 2inth Grade
LOL EL/ "he Language of Literature Electronic Librar!
WL/ $orld Literature0"E
WH/ Human Journey: World History0"E
7$8 World History in Documents
GWP/ Granger(s $orld of 3oetr!
LC/ Literature )onnections4The Language of Bb/ 5lac,board 6nline 7esource
5. The 9ise o 5slam :1 )ee6;
Social Studies Standards: -SS1a,c2 13SS1a,e2 -SS"a,c2 1SS"(,c2 -SS#a,c2 -SS%a,(2 1SS%a2 -SS+(2 -SS-(2 -SS/a2 -SS13a
English .anguage &rts Strands: E1<9eading2 E"<7riting2 E#<Spea6ing, .istening and =ie)ing2 E%<*onventions, Grammar
and Usage o the English .anguage2 E+<.iterature2 E-<Pu(lic 8ocuments2 E/<Functional
8ocuments
Social Studies E.& Suggested 5nstructional
Strategies
Suggested &ssessment
8. "he 7ise of -slam
a. A )ulture of "raders
9. +ohammad(s :ision
;. "he #i&ra
a. "urning 3oint
<. "eachings of -slam
a. +onotheistic
=. =. >ie 3illars of -slam
?. "he @oran
a. Sacred $ord of God
A. A $a! of Life
a. -slamic S!stem of Laws
b. 7ole of $omen
B. An Age of )on.uests
Islam-Empire of Faith035S
:ideo
C6ne D:D per schoolE
from the Koran translated b!
2. F. Dawood
CWL0page ?;<E
Islam-Empire of Faith
35S $ebsite to accompan!
:ideo
Islam Empire of Faith
!ie"ing #uide
)reatie $riting 7esponse0
Students write a brief sermon Ca
speech that addresses morals or
responsibilit!E to delier to
classmates focused on a moral
Lin,s to 7ubrics and 6ther
Assessments on the 35S Site.
6ral )ommunications 7ubric
a. Death of +ohammad
b. )aliph Abu 5a,r
8. )on.uest of
5!%antine Empire
9. 7easons for Success
a. )ommon >aith
b. b. Acceptance of 6thers
8G. "he $orld of Learning
a. 3hilosoph!
b. +athematics
c. Astronom!
d. +edicine
lesson such as/ personal
responsibilit!* the need to
consider the rights of others*
the importance of wor,ing
cooperatiel!. Sermons should
appeal to fear of punishment*
hope for reward* or a sense of
fairness.
C$L0page ?;AE
Students 7esearch +uslim
)ontributions to +edicine and
Science in Small Groups on the
go$hr"$com website C$#0page
9<90Use @e!wordE and )reate
a 3ower 3oint of their >indings.
55. &rican *ivili!ations :1 )ee6;
Social Studies Standards: -SS"c2 1SS"(,c2 -SS%a,(2 1SS%a2 -SS+(2 -SS-(,c2 1SS-a,c2 -SS/a,c
English .anguage &rts Strands/ E1<9eading2 E"<7riting2 E#<Spea6ing, .istening and =ie)ing2 E%<*onventions, Grammar
and Usage o the English .anguage2 E+<.iterature2 E-<Pu(lic 8ocuments2 E/<Functional
8ocuments
Social Studies E.& Suggested 5nstructional
Strategies
Suggested &ssessments
1. Sahara Trade
a. Geography and the
Economy
(. Gold and Salt
". Ghana
a. Gold<Salt Trade
(. Muslim Merchants and
5slamic Faith
1. 7ritten .anguage,
*oinage, Farming
#. The >ingdom o Mali
a. Sundiata
1. Founder o Mali
%. Songhai
a. ?e) >ingdom
(. .argest State in 7est
&rica
1. Sonni &li
c. *ivil 7ar
+. &4um
a. >ing E!ana and ?u(ia
(. & Trade ?et)or6
c. The Spread o
*hristianity
d. Ethiopia
-. Great @im(a()e
a. Economy and
Government
(. 8ecline
rom Sundiata A&n Epic o
Bld Mali (y 8. T. ?iane
translated (y G. 8. Pic6ett
:WL p. 13";
$ondrous 3owers/ +irror*
Sandals* and A +edicine
5ag % Togo Dilemma Tale
retold b! A. $. )ardinall
CWL0page 9<E
and Hor
"he >ie #elpers* a
Grumshi Dilemma "ale
C"ogoE b! A.$. )ardinall
CWL0page 9?E
Students *ompare the MaCor
Similarities and 8ierences
o the >ingdoms o >ush and
Mali Using a Graphic
6rgani%er
7rite a *ompareD*ontrast
Essay Eased on the Graphic
Brgani!er
Analyzing Dilemma Tales
:1; 5ndividually, Students
9ead Bne o the T)o
8ilemma Tales and
5dentiy at least Three
E4amples o *haracters,
Events, or 8etails that are
9ealistic and Three
E4amples o Things that
are Fantastic
:"; Students )ho 9ead the
Same Tale Pair up and
*ompare and Fustiy their
9esponses
:#; Students then Pair )ith a
&ccuracy o 5normation on
the Graphic 6rgani%er
*ompareD*ontrast Essay
9u(ric
#raphic &rgani'ers

Peer and Sel &ssessment
o the &ccuracy o the
5normation Eased on:
# 9ealistic E4amples2
# Fantastic E4amples2 and
Participation
Student )ho 9ead the
other 8ilemma Tale and
9eport their Findings
to the *lass.
:WL-page1/;
555. Middle &ges :% )ee6s;
Social Studies Standards: Proposed Standards: -SS1a,c2 -SS"c2 1SS#d2 -SS%(2 1SS%a2 -SS0c,d2 1SS13c2 13SS+a2 13SS-(2
13SS1d
English .anguage &rts Strands/ E1<9eading2 E"<7riting2 E#<Spea6ing, .istening and =ie)ing2 E%<*onventions, Grammar
and Usage o the English
.anguage2 E+<.iterature2 E-<Pu(lic 8ocuments2 E/<Functional 8ocuments
Social Studies E.& Suggested 5nstructional
Strategies
Suggested &ssessment
8. "he 7ise of Europe
a. +edieal 3eriod
b. Geographical Location
and 7esources
9. "he 5!%antine Empire
a. Fustinian )ode
b. )onstantinople
;. "he Germanic @ingdoms
a. "he >ran,s
b. Europe and the +uslim
$orld
<. "he Age of )harlemagne
from the (ong of )oland
translated b! >rederic, Goldin
CWL0page ?99E
*onduct an Inter+ie"
Students "a,e on the 7ole of a
2ewscaster 7eporting on the
5attle of 7oncesalles or 6ne
of the +ain )haracters in the
Song of 7oland. Students
should $or, in 3airs Cone
newscaster and one characterE
to Discuss -ssues and "opics for
the -nteriew. -nteriews
should be conducted for the
class.
)hec,list for the -nteriew
based on/
probing .uestions dealing
with the most important
aspects of the battle
references to the literature
accurac! of the portra!al
a. A )hristian Emperor
b. Goernment
c. 7eial of Learning
=. After )harlemagne
a. Legac! of )harlemagne
b. A 2ew $ae of
-nasions
?. "he Emergence of
>eudalism
a. -nasions
b. +utual 6bligations
c. Structured Societ!
A. "he $orld of 2obles
a. Achieing @nighthood
b. )astles
c. 2oblewomen
d. )hialr!
B. 3easants and +anor Life
a. +edieal Econom!
b. 3easant Life
9. "he )hurch and +edieal
Life
a. "he 3arish 3riest
b. :iews of $omen
8G. "he 3ower of the )hurch
The &nce and Future King b!
".#. $hite
C)lass Set of "exts0 Selected
)haptersE
)omeo and Juliet
CL* 2oelsE
CWL0page AG9E
Socratic Seminar Guide and
3owerpoint 3resentation
% Wal, in my (hoes
Students research and assume
the role of one of the following
for a class period/ Serf1 Land0
6wner1 )lerg!1 $oman1
+erchantH"radesman1
6erlord1 andHor @night
Students +emori%e and 3resent
the 3rologue to the )lass
Leels of School
Students -dentif! )rimes and
Sinners in high school life.
Students assign Sinners to
Different Leels and )reate
3unishments Similar to Dante(s
See 5b >older/
Iuarter >our Lesson 3lans J
The &nce and Future King
Iui%%es for The &nce and
Future King
7ole 3la! 7ubric
+emori%ation 7ubric
3anel Discussion 7ubric
-nferno Iui%
Grows
a. "he )hurch and >eudal
Societ!
b. 7eligious Authorit!
c. A >orce for 3eace
88. Fews in Europe
a. Fewish )ommunities
89. An Agricultural
7eolution
8;. "rade 7eies
a. 2ew "rade 7outes
8<. Growth of 7o!al 3ower
a. Strong +onarchs
b. 2orman )on.uest
c. A Unified Legal S!stem
d. )onflict $ith the
)hurch
e. "he +agna )arta
f. "he #ol! 7oman Empire
g. )onflict 5etween 3opes
and Emperors
h. "he )rusades
i. Effects of the )rusades
on Europe
8. Uniersities
from the -nferno from the
Di+ine *omedy b! Dante
Alighieri translated b! Fohn
)iardi
CWL0page A<8E
Descriptions. Students then
3articipate in a 3anel
Discussion to 3resent their
7eflections.
Students $or, in Small Groups
to -llustrate 6ne of the )antos
from the -nferno* and $rite a
"hree Sentence Summar! of
their )anto.
)ompare Similarities and
Differences between the
)rusades and the +odern
+iddle East )onflict in Small
Groups. 6ne +ember of each
Group Seres on the 3anel
Discussion.
Students research "he 5lac,
Death and its effects on the
econom!* music and the arts*
the church* etc. Students then
compare "he 5lac, Death to
current outbrea,s of infectious
diseases.
-nferno Art and "hree Sentence
Summar!
3anel Discussion 7ubric
9. Science and
+athematics
;. +edieal Literature
<. Architecture and Art
,. "he 5lac, Death
l=. Upheaal in the )hurch
8?. "he #undred Kears( $ar
"he "ale of "he >alcon
from the Decameron b!
Gioanni 5occaccio
translated b! +ar, +usa and
3eter 5ondanella
CWL0page B8;E
andHor
The Decameron0 -ntroduction
to the 6nset of the 5lac,
Death as described b!
Gioanni 5occaccio
"he Decameron 7esources
7ecommended $ebsites
The -lac, Death
History of the -lac, Death
5=. The &mericas :1.+ )ee6s;
Social Studies Standards: Proposed Standards: -SS"c2 1SS"(,c2 -SS%(2 -SS+(2 -SS-(,c: 1SS-a,c2 -SS/a,c
English .anguage &rts Strands/ E1<9eading2 E"<7riting2 E#<Spea6ing, .istening and =ie)ing2 E%<*onventions, Grammar
and Usage o the English .anguage2 E+<.iterature2 E-<Pu(lic 8ocuments2 E/<Functional
8ocuments

Social Studies E.& Suggested 5nstructional
Strategies
Suggested &ssessment
8. "he $orld of the +a!as
a. "emples and 3alaces
b. Social )lasses
c. Adances in Learning
d. Decline
9. 7oots of A%tec )ulture
"he $ooden 3eople from the
.opol !uh1 A Iuiche +a!an
+!th translated b! Dennis
"edloc,
CWL0page8BE
2ews 5roadcast
Students $or, in Small Groups
to 3repare a 2ews 7eport on
6ne of the >ollowing/
A%tec "ribe 6erruns
+a!an "oltec )it! of 3uella
C88=8E
2ews 5roadcast 7ubric
a. "eotihuacan
b. Arrial of the A%tecs
c. )on.uering an Empire
d. Goernment and Societ!
e. 7eligious 5eliefs
;. "he -ncan Empire
a. Goernment
b. 7oads and 7unners
c. Dail! Life
d. >arming
e. +etalwor,ing
f. +edical Adances
g. 7eligion
/00 1ations0The )ise and Fall
of the %'tecs1 @ein )ostner
Explores America(s -ndian
#eritage
CD:D Set06ne per SchoolE
+a!an Scientist
Determines Actual 2umber
of Da!s of the Kear C8989E
+a!an and Luni +ass
Staration C8989E
-ncan +edicine 7ooted in
+agic C8;9<E
A%tecs 6ffer #uman
Sacrifices C8<;8E
Small Groups 3resent their
5roadcast to the )lass.
=. Briginal Production Perormance &ssessment :1.+ )ee6s;
Students complete portolios
Group presentations
&ssessment Bpportunities