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Rosy Thinn Byzantine Empire


2 weeks Grade 7

Byzantine Empire

Subject Area Developmental Profile


11+ years old Students
Humanities
Piaget's theory
Length of Time - Students in this age are theoretical, hypothetical, and
counterfactual thinking. Abstract logic and reasoning.
Strategy and planning become possible. The concepts
2 weeks (10 days in total)
learned in one context can be applied to another.
Grade Level
Vygotskys Theory
Grade-7 Students are in formal operational period
- Mental operations applied to abstract ideas; logical,
systematic thinking.

Ericksons 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 humans 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 Essential Questions


1. The largest population in Roman Empire 1. How did the Byzantine Empire begin?
caused the separation, Eastern Roman 2. What made the city Constantinople the
Empire which was the Byzantine Empire largest and the richest at that time?
and Western Roman Empire 3. How did Emperor Justinian reign the
2. Countrys highest educational and nation and how Theodora was a
socioeconomic status supported Empress?
3. The political issues, riots, and 4. How was the ancient Roman law
achievements of the Emperor and the made? What is the purpose of making
Empress laws? For a nation, why do you think
4. The beginning of Roman Law laws are necessary? Are those laws
Laws are important for a nation to be in effective or not? What are some
unity and peaceful which will help reasons of making changes?
reduced corruptions 5. What were the differences between
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Rosy Thinn Byzantine Empire
2 weeks Grade 7
5. Eastern Orthodox Christianity (Patriarch) Christianity in Byzantine Empire and
vs. Roman Catholic Church (Pope) in Western Roman Empire?
Part of the derivation of different 6. How did the Byzantine Empire fall?
denominations in Christianity What are some possible reasons of the
6. The fall of Byzantine Empire fall of a nation?

Knowledge Skills Dispositions


The learner will know: The learner will be able to: The learner will value:
- The beginning of the - Outline the history and - The importance of
Byzantine Empire locate the geography of (geography) the land,
Byzantine Empire territory to a nation as
they trace back the
history

- The socioeconomic - To view people, - The changes that had


status of the Empire economic status, been impacted the
language, culture and societies in which we
live
literature

- The political issues and - Identify the role of a - The great commission of
the rule of Justinian with ruler, the cause and Justinian, the role of a
Theodora effects of riots, to wife as a good supporter
describe the event of
Nika Revolt and reflect
with political issues
happening in their own
countries, to debate
about the rights of
women

- The fall of Hagia Sophia - Acquire the knowledge - The fact that God does
Church of how the Church had not exist in the temple
been changing over time only for He is
omnipresent.

- The creation of Roman - Assess the Roman laws - The importance of


law and relate it with their peace for a nation,
own nations laws, to Law of God (love your
neighbors as yourselves)
value the law of God
through knowing
themselves and others as
a good citizenship

- Christianity in Eastern - Differentiate the - The true worship of God


and Western Roman religious status (Eastern comes from the heart
Empire Orthodox and Roman
Catholic Church)
- Good Presentation - Collaboration and
- Integrate, illustrate, and Teamwork
present
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Rosy Thinn Byzantine Empire
2 weeks Grade 7
Objectives Summative
Formative Assessments Objectives Assessed
Assessed Assessment(s)
1. Quizzes To recall what they Group poster - To demonstrate
have learned presentation (integrate and
illustrate)
2. Participation in To contribute ideas knowledge and
class and group and opinions understanding of the
discussion content
To - To research more
information (not to
3. Recap questions To summarize the rely only on the
lesson of the day content knowledge
that the teacher
4. Worksheet To evaluate the text provides)
(individually) - To participate,
help, and collaborate
5. Reflective questions To connect and with the team
reflect the ideas - To be a good and
from the lessons and authentic presenter
with real life not a reader

6. Debating To defend their


opinions (verbal
skill)
7. Acting out To narrate and
perform

Unit Schedule

Day Lesson Focus


Lesson 1, Topic- Introduction to Byzantine Empire
Information/ Objectives- to locate the timeline, the map, and to outline the unit overview
Remember 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 worlds 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
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Rosy Thinn Byzantine Empire
2 weeks Grade 7
Summative Assessment- Group poster presentation project (at the end of the unit)

Lesson 3 Topic- Emperor Justinian


Understanding - Objectives- to compare and contrast the ruling system of an ancient
and applying the Emperor and the rulers in today, to value the blessing of God to whom who
ideas 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 Topic- Empress Theodora


Understanding Objectives- to assess the big role of an Empress, her contribution to the nation and
and Evaluation debate on womens 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 womens rights
Formative Assessment- Guiding and two reflective questions, Debating
Summative Assessment- Group poster presentation project (at the end of the unit)

Lesson 5 Topic- Hagia Sophia Church


Evaluation 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 its 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 Topic- Chariot Race (blue vs. green) in the Hippodrome


Understanding Objectives- to view the popular chariot races during the Byzantine era, to evaluate
and evaluation 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)
Lesson 7 Topic- Political Issues/ Nika Revolt
Applying and Objectives- to describe the event of Nika Revolt and reflect with political issues
Evaluation 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 8 Topic- Roman Law


Evaluation and - Objectives- to review how the Roman Laws look like and analyze which laws are
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Rosy Thinn Byzantine Empire
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Analyzing applicable in todays 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 Topic- Christianity in the Byzantine Empire


Evaluation and Objectives- To differentiate Christian practices in the Western Roman Empire and
Analyzing 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 Topic- Group Poster Presentation


Creation Objectives- to integrate, illustrate, and present what they have learned
Activity- practice time, remind about the rubric, presentation time, feedback from
teacher
Formative Assessment- Rubric
Summative Assessment- Group poster presentation project (at the end of the unit)
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Rosy Thinn Byzantine Empire
2 weeks Grade 7

Rubric for Summative Assessment; Group Poster Presentation (Reference: from IB-MYP Program)

Criterion Excellent (8) Average (4) Developing (2) Not Yet (0)
Knowing & - (Thoroughly) Demonstrate Make an attempt No evidence of
Understanding Demonstrate some of the to demonstrate understanding
knowledge and content some of the the content
understanding of the knowledge and content knowledge
content and understanding of knowledge but
concepts the concepts unorganized
- Poster is well
organized with clear
illustration
Research Two and more sources Two or more Some information No evidence of
are stated along with sources are and sources are researching
the evaluation of the stated but lack of stated (sources (information,
information and evaluating of the are less than two) ideas and
connect with own information sources are not
ideas stated)
Communicating - Communicate (using - Communicate Attempt to Lack of
eye-contact, clear (using eye- communicate communication;
and audible with contact, clear (using eye- Reading only
confidence, good and audible) contact, clear and (but no eye-
posture) but the audible) and contact, not
- Transition goes transition does present clear and
smoothly within not go well audible)
group members within group
members

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