Unit Plan For Byzantine Empire kz3z
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1 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Byzantine Empire Subject Area
Developmental Profile 11+ years old Students
Humanities Length of Time 2 weeks (10 days in total) Grade Level Grade-7
Piaget's theory - Students in this age are theoretical, hypothetical, and counterfactual thinking. Abstract logic and reasoning. Strategy and planning become possible. The concepts learned in one context can be applied to another. Vygotsky’s Theory Students are in formal operational period - Mental operations applied to abstract ideas; logical, systematic thinking. Erickson’s theory (Students from 6-12 years old ) - Learn new skills (intellectual, social, physical, that will allow them to fit into the adult world) with competence.
Main Idea (Claim) History is one important aspects of human’s lives for we were affected by its consequences. Past has influenced our social, cultural, political and religion. Only through studying history can provide the knowledge of changes that had been happening in the lives of people in our societies. Studying the history of Roman Empire, the east and the west will help to relate to ourselves of who we are and what we are today. Biblical Perspective and Interdisciplinary Connections We ought to study history in order to trace back the beautiful creation of God as a good citizenship of His Kingdom. God wants us to learn history because He was the one who inspired the Bible for us to read as a historical book. Although the Byzantine Empire was flourished at the beginning finally, the nation was taken over (compare and contrast with the concept Creation and Fall categories from CFRR). It is also another way to prove the sovereignty of God over the rise and fall of nations. Enduring Understandings 1. The largest population in Roman Empire caused the separation, Eastern Roman Empire which was the Byzantine Empire and Western Roman Empire 2. Country’s highest educational and socioeconomic status 3. The political issues, riots, and achievements of the Emperor and the Empress 4. The beginning of Roman Law Laws are important for a nation to be in unity and peaceful which will help reduced corruptions
Essential Questions 1. How did the Byzantine Empire begin? 2. What made the city Constantinople the largest and the richest at that time? 3. How did Emperor Justinian reign the nation and how Theodora was a ed Empress? 4. How was the ancient Roman law made? What is the purpose of making laws? For a nation, why do you think laws are necessary? Are those laws effective or not? What are some reasons of making changes? 5. What were the differences between
2 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
5. Eastern Orthodox Christianity (Patriarch) vs. Roman Catholic Church (Pope) Part of the derivation of different denominations in Christianity 6. The fall of Byzantine Empire Knowledge The learner will know: - The beginning of the Byzantine Empire
Christianity in Byzantine Empire and in Western Roman Empire? 6. How did the Byzantine Empire fall? What are some possible reasons of the fall of a nation?
Skills The learner will be able to: - Outline the history and locate the geography of Byzantine Empire
Dispositions The learner will value: - The importance of (geography) the land, territory to a nation as they trace back the history
-
The socioeconomic status of the Empire
-
To view people, economic status, language, culture and literature
-
The changes that had been impacted the societies in which we live
-
The political issues and the rule of Justinian with Theodora
-
Identify the role of a ruler, the cause and effects of riots, to describe the event of Nika Revolt and reflect with political issues happening in their own countries, to debate about the rights of women
-
The great commission of Justinian, the role of a wife as a good er
-
The fall of Hagia Sophia Church
-
Acquire the knowledge of how the Church had been changing over time
-
The fact that God does not exist in the temple only for He is omnipresent.
-
The creation of Roman law
-
Assess the Roman laws and relate it with their own nation’s laws, to value the law of God
-
The importance of ‘peace’ for a nation, Law of God (love your neighbors as yourselves) through knowing themselves and others as a good citizenship
-
Christianity in Eastern and Western Roman Empire
-
Differentiate the religious status (Eastern Orthodox and Roman Catholic Church)
-
The true worship of God comes from the heart
-
Good Presentation
-
Integrate, illustrate, and present
-
Collaboration and Teamwork
3 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Formative Assessments 1. Quizzes 2. Participation in class and group discussion
Objectives Assessed To recall what they have learned To contribute ideas and opinions To
3. Recap questions
To summarize the lesson of the day
4. Worksheet
To evaluate the text (individually)
5. Reflective questions
To connect and reflect the ideas from the lessons and with real life
6. Debating
To defend their opinions (verbal skill) To narrate and perform
7. Acting out
Summative Assessment(s) Group poster presentation
Objectives Assessed - To demonstrate (integrate and illustrate) knowledge and understanding of the content - To research more information (not to rely only on the content knowledge that the teacher provides) - To participate, help, and collaborate with the team - To be a good and authentic presenter not a reader
Unit Schedule Day Lesson 1, Information/
Lesson Focus Topic- Introduction to Byzantine Empire Objectives- to locate the timeline, the map, and to outline the unit overview Activity- opening activity, use power point slides and map, ask students (split into small groups) to come in front of the class and locate the Byzantine Empire on the map, showing a short video clip about the Empire Formative Assessment- give a small quiz in the end of class Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 2 Topic- The Capital City Constantinople, language and culture, literature, and Information and economy status Understanding - Objectives- to find the things that made the city the world’s biggest and richest during that time, to view people, language, culture and literature of Constantinople Activity- Review, give a reading handout, read individually first, classroom discussion, showing a video clip and a song about Constantinople Formative Assessment- class participation, ask questions to quiet students to share their opinions
4 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Summative Assessment- Group poster presentation project (at the end of the unit) Lesson 3 Understanding and applying the ideas
Topic- Emperor Justinian - Objectives- to compare and contrast the ruling system of an ancient Emperor and the rulers in today, to value the blessing of God to whom who rules as His will Activity- Review, provide a reading handout, read with a partner, provide guiding questions to discuss and to write down the answers with their partners, classroom discussion Formative Assessment- Working with group and class participation, collect the answer papers for checking understanding Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 4 Understanding and Evaluation
Topic- Empress Theodora Objectives- to assess the big role of an Empress, her contribution to the nation and debate on women’s rights Activity- provide a reading handout and five guiding questions, think-pair- share with a partner, choose a speaker share to the class, male and female will be divided into two groups debating on women’s rights Formative Assessment- Guiding and two reflective questions, Debating Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 5 Evaluation
Topic- Hagia Sophia Church Objective- to acquire the knowledge of how the Church had been changing over time; from a Church to a Mosque, and now was turned into a museum, to generate the possible reasons over it’s changing Activity- Review, Watch video clip, group discussion, use power point slides to show the picture of old and new Hagia Sophia, introduce the rubric for poster and remind about the project Formative Assessment- Recap questions by selecting students to answer Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 6 Understanding and evaluation
Topic- Chariot Race (blue vs. green) in the Hippodrome Objectives- to view the popular chariot races during the Byzantine era, to evaluate the purposes of the race Activity- Review, Watch a movie clip, class discussion with 3 guiding questions, lecturing, Poster project begins Formative Assessment- Class discussion, Group work participation Summative Assessment- Summative Assessment- Group poster presentation project (at the end of the unit) Topic- Political Issues/ Nika Revolt Objectives- to describe the event of Nika Revolt and reflect with political issues happening in their own countries Activity- Reviewing, showing a video about Nika Revolt, Class discussion with 5 guiding questions and one reflective question, Dividing students into two big groups for Acting out one scene from Nika Revolt Formative Assessment- Class participation ,Narrate and perform the Nika Revolt, Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 7 Applying and Evaluation
Lesson 8 Evaluation and
Topic- Roman Law - Objectives- to review how the Roman Laws look like and analyze which laws are
5 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Analyzing
applicable in today’s world and which ones might need changes, to value the law of God Activity-Opening activity with a scenario about rules for driving, use power point slides to study the formation of Roman Law, read some Roman laws and evaluate, One reflective questions, preparation time for poster presentation Formative Assessment- worksheet of Roman laws and Reflective questions, research and preparation time for poster presentation Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 9 Evaluation and Analyzing
Topic- Christianity in the Byzantine Empire Objectives- To differentiate Christian practices in the Western Roman Empire and the Eastern Byzantine Empire. To predict how much percentage of religion should involve in a country? Activity- Review, lecturing on the similarities and differences of the two churches, Show a recap video clip on the entire two weeks lessons, Work on Poster Formative Assessment- Class participation, Group work on poster presentation Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 10 Creation
Topic- Group Poster Presentation Objectives- to integrate, illustrate, and present what they have learned Activity- practice time, remind about the rubric, presentation time, from teacher Formative Assessment- Rubric Summative Assessment- Group poster presentation project (at the end of the unit)
6 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Rubric for Summative Assessment; Group Poster Presentation (Reference: from IB-MYP Program) Criterion Knowing & Understanding
Research
Communicating
Excellent (8)
Average (4)
- (Thoroughly) Demonstrate Demonstrate some of the knowledge and content understanding of the knowledge and content and understanding of concepts the concepts - Poster is well organized with clear illustration Two and more sources Two or more are stated along with sources are the evaluation of the stated but lack of information and evaluating of the connect with own information ideas - Communicate (using - Communicate eye-, clear (using eyeand audible with , clear confidence, good and audible) posture) but the - Transition goes transition does smoothly within not go well group within group
Developing (2)
Not Yet (0)
Make an attempt to demonstrate some of the content knowledge but unorganized
No evidence of understanding the content knowledge
Some information and sources are stated (sources are less than two)
No evidence of researching (information, ideas and sources are not stated) Lack of communication; Reading only (but no eye, not clear and audible)
Attempt to communicate (using eye, clear and audible) and present
Byzantine Empire Grade 7
Byzantine Empire Subject Area
Developmental Profile 11+ years old Students
Humanities Length of Time 2 weeks (10 days in total) Grade Level Grade-7
Piaget's theory - Students in this age are theoretical, hypothetical, and counterfactual thinking. Abstract logic and reasoning. Strategy and planning become possible. The concepts learned in one context can be applied to another. Vygotsky’s Theory Students are in formal operational period - Mental operations applied to abstract ideas; logical, systematic thinking. Erickson’s theory (Students from 6-12 years old ) - Learn new skills (intellectual, social, physical, that will allow them to fit into the adult world) with competence.
Main Idea (Claim) History is one important aspects of human’s lives for we were affected by its consequences. Past has influenced our social, cultural, political and religion. Only through studying history can provide the knowledge of changes that had been happening in the lives of people in our societies. Studying the history of Roman Empire, the east and the west will help to relate to ourselves of who we are and what we are today. Biblical Perspective and Interdisciplinary Connections We ought to study history in order to trace back the beautiful creation of God as a good citizenship of His Kingdom. God wants us to learn history because He was the one who inspired the Bible for us to read as a historical book. Although the Byzantine Empire was flourished at the beginning finally, the nation was taken over (compare and contrast with the concept Creation and Fall categories from CFRR). It is also another way to prove the sovereignty of God over the rise and fall of nations. Enduring Understandings 1. The largest population in Roman Empire caused the separation, Eastern Roman Empire which was the Byzantine Empire and Western Roman Empire 2. Country’s highest educational and socioeconomic status 3. The political issues, riots, and achievements of the Emperor and the Empress 4. The beginning of Roman Law Laws are important for a nation to be in unity and peaceful which will help reduced corruptions
Essential Questions 1. How did the Byzantine Empire begin? 2. What made the city Constantinople the largest and the richest at that time? 3. How did Emperor Justinian reign the nation and how Theodora was a ed Empress? 4. How was the ancient Roman law made? What is the purpose of making laws? For a nation, why do you think laws are necessary? Are those laws effective or not? What are some reasons of making changes? 5. What were the differences between
2 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
5. Eastern Orthodox Christianity (Patriarch) vs. Roman Catholic Church (Pope) Part of the derivation of different denominations in Christianity 6. The fall of Byzantine Empire Knowledge The learner will know: - The beginning of the Byzantine Empire
Christianity in Byzantine Empire and in Western Roman Empire? 6. How did the Byzantine Empire fall? What are some possible reasons of the fall of a nation?
Skills The learner will be able to: - Outline the history and locate the geography of Byzantine Empire
Dispositions The learner will value: - The importance of (geography) the land, territory to a nation as they trace back the history
-
The socioeconomic status of the Empire
-
To view people, economic status, language, culture and literature
-
The changes that had been impacted the societies in which we live
-
The political issues and the rule of Justinian with Theodora
-
Identify the role of a ruler, the cause and effects of riots, to describe the event of Nika Revolt and reflect with political issues happening in their own countries, to debate about the rights of women
-
The great commission of Justinian, the role of a wife as a good er
-
The fall of Hagia Sophia Church
-
Acquire the knowledge of how the Church had been changing over time
-
The fact that God does not exist in the temple only for He is omnipresent.
-
The creation of Roman law
-
Assess the Roman laws and relate it with their own nation’s laws, to value the law of God
-
The importance of ‘peace’ for a nation, Law of God (love your neighbors as yourselves) through knowing themselves and others as a good citizenship
-
Christianity in Eastern and Western Roman Empire
-
Differentiate the religious status (Eastern Orthodox and Roman Catholic Church)
-
The true worship of God comes from the heart
-
Good Presentation
-
Integrate, illustrate, and present
-
Collaboration and Teamwork
3 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Formative Assessments 1. Quizzes 2. Participation in class and group discussion
Objectives Assessed To recall what they have learned To contribute ideas and opinions To
3. Recap questions
To summarize the lesson of the day
4. Worksheet
To evaluate the text (individually)
5. Reflective questions
To connect and reflect the ideas from the lessons and with real life
6. Debating
To defend their opinions (verbal skill) To narrate and perform
7. Acting out
Summative Assessment(s) Group poster presentation
Objectives Assessed - To demonstrate (integrate and illustrate) knowledge and understanding of the content - To research more information (not to rely only on the content knowledge that the teacher provides) - To participate, help, and collaborate with the team - To be a good and authentic presenter not a reader
Unit Schedule Day Lesson 1, Information/
Lesson Focus Topic- Introduction to Byzantine Empire Objectives- to locate the timeline, the map, and to outline the unit overview Activity- opening activity, use power point slides and map, ask students (split into small groups) to come in front of the class and locate the Byzantine Empire on the map, showing a short video clip about the Empire Formative Assessment- give a small quiz in the end of class Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 2 Topic- The Capital City Constantinople, language and culture, literature, and Information and economy status Understanding - Objectives- to find the things that made the city the world’s biggest and richest during that time, to view people, language, culture and literature of Constantinople Activity- Review, give a reading handout, read individually first, classroom discussion, showing a video clip and a song about Constantinople Formative Assessment- class participation, ask questions to quiet students to share their opinions
4 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Summative Assessment- Group poster presentation project (at the end of the unit) Lesson 3 Understanding and applying the ideas
Topic- Emperor Justinian - Objectives- to compare and contrast the ruling system of an ancient Emperor and the rulers in today, to value the blessing of God to whom who rules as His will Activity- Review, provide a reading handout, read with a partner, provide guiding questions to discuss and to write down the answers with their partners, classroom discussion Formative Assessment- Working with group and class participation, collect the answer papers for checking understanding Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 4 Understanding and Evaluation
Topic- Empress Theodora Objectives- to assess the big role of an Empress, her contribution to the nation and debate on women’s rights Activity- provide a reading handout and five guiding questions, think-pair- share with a partner, choose a speaker share to the class, male and female will be divided into two groups debating on women’s rights Formative Assessment- Guiding and two reflective questions, Debating Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 5 Evaluation
Topic- Hagia Sophia Church Objective- to acquire the knowledge of how the Church had been changing over time; from a Church to a Mosque, and now was turned into a museum, to generate the possible reasons over it’s changing Activity- Review, Watch video clip, group discussion, use power point slides to show the picture of old and new Hagia Sophia, introduce the rubric for poster and remind about the project Formative Assessment- Recap questions by selecting students to answer Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 6 Understanding and evaluation
Topic- Chariot Race (blue vs. green) in the Hippodrome Objectives- to view the popular chariot races during the Byzantine era, to evaluate the purposes of the race Activity- Review, Watch a movie clip, class discussion with 3 guiding questions, lecturing, Poster project begins Formative Assessment- Class discussion, Group work participation Summative Assessment- Summative Assessment- Group poster presentation project (at the end of the unit) Topic- Political Issues/ Nika Revolt Objectives- to describe the event of Nika Revolt and reflect with political issues happening in their own countries Activity- Reviewing, showing a video about Nika Revolt, Class discussion with 5 guiding questions and one reflective question, Dividing students into two big groups for Acting out one scene from Nika Revolt Formative Assessment- Class participation ,Narrate and perform the Nika Revolt, Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 7 Applying and Evaluation
Lesson 8 Evaluation and
Topic- Roman Law - Objectives- to review how the Roman Laws look like and analyze which laws are
5 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Analyzing
applicable in today’s world and which ones might need changes, to value the law of God Activity-Opening activity with a scenario about rules for driving, use power point slides to study the formation of Roman Law, read some Roman laws and evaluate, One reflective questions, preparation time for poster presentation Formative Assessment- worksheet of Roman laws and Reflective questions, research and preparation time for poster presentation Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 9 Evaluation and Analyzing
Topic- Christianity in the Byzantine Empire Objectives- To differentiate Christian practices in the Western Roman Empire and the Eastern Byzantine Empire. To predict how much percentage of religion should involve in a country? Activity- Review, lecturing on the similarities and differences of the two churches, Show a recap video clip on the entire two weeks lessons, Work on Poster Formative Assessment- Class participation, Group work on poster presentation Summative Assessment- Group poster presentation project (at the end of the unit)
Lesson 10 Creation
Topic- Group Poster Presentation Objectives- to integrate, illustrate, and present what they have learned Activity- practice time, remind about the rubric, presentation time, from teacher Formative Assessment- Rubric Summative Assessment- Group poster presentation project (at the end of the unit)
6 Rosy Thinn 2 weeks
Byzantine Empire Grade 7
Rubric for Summative Assessment; Group Poster Presentation (Reference: from IB-MYP Program) Criterion Knowing & Understanding
Research
Communicating
Excellent (8)
Average (4)
- (Thoroughly) Demonstrate Demonstrate some of the knowledge and content understanding of the knowledge and content and understanding of concepts the concepts - Poster is well organized with clear illustration Two and more sources Two or more are stated along with sources are the evaluation of the stated but lack of information and evaluating of the connect with own information ideas - Communicate (using - Communicate eye-, clear (using eyeand audible with , clear confidence, good and audible) posture) but the - Transition goes transition does smoothly within not go well group within group
Developing (2)
Not Yet (0)
Make an attempt to demonstrate some of the content knowledge but unorganized
No evidence of understanding the content knowledge
Some information and sources are stated (sources are less than two)
No evidence of researching (information, ideas and sources are not stated) Lack of communication; Reading only (but no eye, not clear and audible)
Attempt to communicate (using eye, clear and audible) and present
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