Reginald Whitaker


Reginald Whitaker

Mar. 20- Mar. 24, 2017 Lesson Plan

Lesson Title: The controlled land of the Byzantine Empire before, after, and during the height

of their rule.

DoDEA Standards:
6SS.912.W.2.1: Locate the extent of the byzantine territory at the height of the empire

This is the time during students’ lives where they will start exploring other Cultures and how these cultures influenced their lives. This lesson is designed to help tenth grade high school students compare and contrast the similarities and differences of the Byzantines’ empire during the Middle Ages.
I want my students in this [[#|lesson plan]] to learn about the power and influence of the Byzantine Empire. I will also show them how great the Byzantine territory was stretching from Europe to Asia and into Africa. I want students to realize just how influential this culture was just by having been so large and how it split away from Rome. Students will also be introduced to influential leaders who helped shape the mold of this truly great society.

Goals Objective:
6th grade Social Studies students will be able to identify through critical analysis; the borders of the Byzantine empire, what culture the Byzantines were born from, and be able to name at least one influential leader with 100% accuracy.

1. Map Byzantine Empire under Justinian
a. Locate where the Byzantine Empire was at the height of their rule on a modern day map of the world
b. Make inferences about historical events and eras using historical maps and other historical sources.
c. Use a transparency of the Byzantine Empire over a present day map to show the just how powerful they were.
2. Describe the challenges of the region during their roughly 1000 year reign.
a. Explain how Byzantine Empire survived and prospered for so long.
b. Show the empires height under Justinian and the transitions to Charlemagne and Constantine.
1. Anticipatory Set:
Start off the class by showing a modern day map of the world with the Byzantine transparency over top of it. Ask the class what country this is to see if anyone tries to make a guess at it (might get [[#|Russia]] as an answer). Next, ask the class if anyone has heard of this culture and what they already know about it. Introduce a couple key terms like bible, crusades, Christianity, etc. then re-ask the question and see if anyone has been refreshed on the topic. (ESOL Strategy: Linking content to previous experiences)
2. Objective:
Explain to the class that they will be learning about the rise of the Byzantine Empire starting with the schism from the Roman Empire all the way to height of its power under the control influential world leaders like Justinian, Charlemagne, and Constantine. Students will learn how the Empire expanded in size and influence and how these figures made valuable contributions to their own culture and future cultures to come.

3. Essential Questions:
“How are the Byzantines different from the Romans?”
“In what ways has Byzantine Empire influenced the world today?”
“What contributions did they make to the world?”

4. Model:
Eclectic Classroom:
· Posters
· Maps
· Transparencies
· Videos:
__The Byzantine Empire Part 2__8:51
__The Byzantine Empire Part 3__7:05
· In-class computers

5. Check for Understanding:
“Real-World” – Have students discuss in class how a topic or concept relates to a real world application. Then have students write about this topic for homework. Variation: ask them to record their answer on index cards. (ESOL Strategy: Small Groups)

6. Guided Practice
Pass out materials for the students to create their own study guides. These will be collected and redistributed to the class before any quizzes to help study. Tell the students that if they are respectful music will be played but talking should be at a minimum. Then circulate throughout the room and assist students as needed.

7. Independent Practice:
Assign take home activity, where students type up a summary of the day’s lesson and what they learned from it. They will also include what they already knew about
the Byzantine Empire or culture.
Referring to the video review how the Byzantine Empire came to power, how long they ruled, and what was their down fall.

**__The Byzantine Empire Part 2__**8:51
**__The Byzantine Empire Part 3__**7:05
· Video of the current war on Jihad
· Map of the Mediterranean Sea today/Transparency of Byzantine territory at its height
Student spiral notebook

Using a KWL I will instruct students to draw a line down the middle of a page in their notebooks. Next I tell them to title each side influential people and the other influential events.
· I give them a brief introduction to the Byzantine empire – Shock factor-
1. legalization of Christianity
2. Schism from Roman Empire
3. Fending off Huns
· Location of Empire in relation to U.S.
1. dates of rise and fall
2. show size of territories at peak/use transparency to show difference in empire then and now
  • Brief introduction to some notable figures
    1. Constantine- movement of capitol city from Rome to Constantinople
    2. Romulus Augustus- reuniting of Rome
    3. Alexius 1- Beginning of the crusades
As I give the lesson I will tell the students to jot down as many influential people and what they are known for. This is a good way to get students accustomed to taking notes by ear instead of just copying what I write on the chalkboard.

I plan to use several types of assessments throughout the school year
  • At the end of every day/lesson I will have every student write a one minute reflection paper about what they have learned in the lesson – instructing them to use as many names and events as they can recall.
  • At the completion of the full lesson I will administer a short 5-10 question quiz in which I call for short response answers to questions like: Name a notable figure in the Byzantine Empire’s history and also name what they are most known for.
  • Chapter 11 Test in 2 weeks

Labeled ESOL Strategies:

1. Visual Aid
2. Choral Response
a. Jeopardy game
b. Hangman
c. Speed round family feud
3. Small Groups
a. Interpretation of a piece of art
b. Role play of a character
4. Linking content to previous experiences
a. Person reflection linking subject of the to something of today
b. Religious symbolism
5. Provide the student with and outline/ copies of maps, Notes, powerpoint
6. Highlight important information
7. Use short, simple sentences when giving my lesson