WH Unit 2 (SSWH4, SSWH5, SSWH6, SSWH12, SSWH7): "Development & Interactions during the Medieval Era" (500s CE - 1600s CE)
Play Unit 2 Post-Assessment Kahoot Review Game: create.kahoot.it/share/wh-unit-2-post-assessment-review/33a2be66-ae75-4ef0-8c71-f883f8766779
Unit 2 Performance Tasks: Tasks 1-3.
Task 3 Joint Task Force Report:
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Task 2 Journal Entries:
For Research of historical persons of interest in writing journals:
Travels of Ibn Battuta: orias.berkeley.edu/resources-teachers/travels-ibn-battuta
Mansa Musa: www.bu.edu/africa/outreach/teachingresources/history/k_o_mali/
Ghengis Khan: buncombeschools.org/common/pages/UserFile.aspx?fileId=6071836
Akbar the Great: wwnorton.com/college/history/ralph/workbook/ralprs21.htm
Travels of Ibn Battuta: orias.berkeley.edu/resources-teachers/travels-ibn-battuta
Mansa Musa: www.bu.edu/africa/outreach/teachingresources/history/k_o_mali/
Ghengis Khan: buncombeschools.org/common/pages/UserFile.aspx?fileId=6071836
Akbar the Great: wwnorton.com/college/history/ralph/workbook/ralprs21.htm
task_2_unit_2_journaling_entries.pdf | |
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Task 1 Graphic Organizer Research:
For Research of your continent use the following secondary sources: Africa: https://www.metmuseum.org/toah/hd/tsis/hd_tsis.htm,
Asia: www.britannica.com/topic/Islamic-world/Cultural-core-areas-of-the-settled-world
Europe: https://www.britannica.com/topic/Islamic-world/Islamic-history-from-1683-to-the-present-reform-dependency-and-recovery
For Research of your continent use the following secondary sources: Africa: https://www.metmuseum.org/toah/hd/tsis/hd_tsis.htm,
Asia: www.britannica.com/topic/Islamic-world/Cultural-core-areas-of-the-settled-world
Europe: https://www.britannica.com/topic/Islamic-world/Islamic-history-from-1683-to-the-present-reform-dependency-and-recovery
task_1_unit_2_graphic_organizer.pdf | |
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Bubonic Plague Primary Source: http://www.eyewitnesstohistory.com/pfplague.htm
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sswh7_geographic_mapping_activity_activity.pdf | |
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SSWH12 Ottomans, Safavid, Mughal SPRITE Graphic Organizer: Students will complete the graphic organizer below using the lecture above and annotations from the textbook Ottomans - Ch. 19, Lesson 1-2 pages 434 – 439, Safavid – Ch. 19, Lesson 2 pages 439 – 441, Mogul (Mughal) Empire – Ch. 19, Lesson 3 pages 442 – 446).
sswh12_ottomans_safavids_mughal_SPRITE_Graphic_Organizer.pdf | |
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sswh12_ottoman_safavid___mughal_empires_geographic_mapping_activity.pdf | |
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For the "Road to Timbuktu" Documentary watch only up to minute 53.
sswh6_the_road_to_timbuktu_documentary_questions.pdf | |
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sswh6b_swahili_city-states_ibn_battuta_primary_source.pdf | |
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sswh6a_ibn_battuta_sudanic_states_ibn_battuta_primary_source.pdf | |
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SSWH6a,b Sudanic States and Swahili City-States Double Bubble Thinking Map: Students will create a Double Bubble Thinking Map (See WH Resources tab) comparing and contrasting the Sudanic states (Ghana, Mali, and Songhai Empires) [Ch. 13, Lesson 2, pages 311-315] and Swahili City-states (Ch. 13, Lesson 2, pages 315-316) with annotations from the mini-lecture above and the textbook. Students must have at least 4 subpoints for each Sudanic state, 4 subpoints for the Swahili city-states, and 1 shared similarity between both for a score of a 85.
sswh6_sudanic_kingdoms_and_swahili_city-states_geographic_mapping_activity.pdf | |
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SSWH4e Mongol Impact on Russia, China, and the Middle East 3 Tiered-Venn Diagram: Students will create a 3-Tiered Venn Diagram (example below) that describes the differing and similar impacts of the Mongol Empire on Russia, China, and the Middle East from the mini-lecture above and complete annotations from the textbook (Ch. 11, Lesson 2 pages 255-256; Ch. 12, Lesson 4 page 297). Students must have at least 1 similarity (Except Russia and China) and 3 differences present for all circles allowing for a score of an 85.
sswh4e_ghenghis_khan_&_mongol_empire's_impact_on_russia_china_and_middle_east_mini_lecture.pdf | |
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sswh4e_ghenghis_khan_&_mongol_empire's_impact_on_russia_china_and_middle_east_student_notes.pdf | |
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SSWH4e "History Channel's - Barbarians: The Mongols" Documentary Video/ Reflection Journal #4: Students will create a t-chart considering the question "How barbaric were the barbarians (Mongols)?" Students' t-chart will be divided into Barbaric and Sophisticated and will takes notes via the documentary video below. Students will write at least 5 sentences with supporting details from the documentary video and have 3 underlined SSWH4 vocabulary terms arguing whether the Mongols were barbaric or sophisticated for a nomadic society for a score of a 85. For a 100, students must write 10 sentences and have 3 SSWH4 vocabulary terms.
sswh4d_decline_of_byzantium_and_fall_of_constantinople_mini-lecture.pdf | |
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sswh4d_decline_of_byzantium_and_fall_of_constantinople_student_notes.pdf | |
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SSWH4c Great Schism Venn Diagram: Students will create a Venn diagram where they will explore the differences and similarities between the two Eastern Greek Orthodox Christian and Roman Catholic churches. Students will also take notes on their Venn Diagram from the video above.
sswh4b_byzantiums_impact_on_the_russian_empire_mini-lecture.pdf | |
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sswh4b_byzantiums_impact_on_the_russian_empire_student_notes.pdf | |
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sswh4_the_byzantine_empire_engineering_an_empire_documentary_questions.pdf | |
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sswh4_byzantine_empire_russian_empire_&_mongol_empire_geographic_mapping_activity.pdf | |
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SSWH5e Islam, Christianity, and Judaism Classifying Tree Thinking Map: Students will analyze the relationship between Judaism, Christianity and Islam by describing the similarities and differences between the religions through a Classifying Tree Thinking Map (SEE WH RESOURCES Tab for a Tutorial called "Thinking Map Directions for Students") from the above mini-lecture and textbook (Judaism: Ch. 2, Lesson 2 pages 33-34, Christianity: Ch. 8, Lesson 1 pages 178-182, Islam: Ch. 9, Lesson 1 pages 206-209).
sswh5e_relationship_between_judaism_christianity_and_islam_mini-lecture.pdf | |
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sswh5e_relationship_between_judaism_christianity_and_islam_student_notes.pdf | |
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SSWH5d Concept Map Islamic Cultural Achievements: Students will identify the contributions of Islamic scholars in math, science, and geography by adding notes to their created Concept Map (below). Students will complete annotations from the mini-lecture above and textbook (Ch. 9, Lesson 3, pages 218-219).
sswh5d_contributions_of_islamic_scholars_mini-lecture.pdf | |
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SSWH5c Economics of Muslim Trade Routes Flow Map Thinking Map: Students will assessing the economic impact of Muslim trade routes to India, China, Europe, and Africa by adding notes to their created sequencing Flow Map Thinking Map (SEE WH RESOURCES Tab for a Tutorial called "Thinking Map Directions for Students"). Using the flow chart provided, show the impact the Muslim trade routes had on the Afro-Eurasian region. Students should include any technology, events, or other details that are important to the trade routes from the textbook (Ch. 9, Lesson 3, pages 215-216) and include the mini-lecture above.
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SSWH5b Reasons for the Sunni and Shi'a Muslim Split Flow Map Thinking Map: Students will understand the split between Sunni and Shi'a Muslims where they will add their notes to their created sequencing Flow Map Thinking map (SEE WH RESOURCES Tab for a Tutorial called "Thinking Map Directions for Students") and add textbook annotations to their Thinking Map (Ch. 9, Lesson 2, pages 210-214).
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sswh5a_origins_of_islam_documentary_questions.pdf | |
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5a_islamic_caliphates_geographic_mapping_activity.pdf | |
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wh_unit_2_vocabulary.pdf | |
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