Unit Theme/Focus

Byzantium and Islam (325 AD – 1453)

Grade Level  

9^th

Duration

4 weeks after end of Rome and Christianity unit.

Description

This unit the Eastern Roman Empire from the foundation of Constantinople until its fall to the Moslem Turks. A history and examination of Islam must then also be included.

Essential Concepts

1. Constantine review.
2. Differences between the East and the West: language, population, wealth.
3. Byzantine ruling ideology.
4. Justinian and Theodora (527 – 565).
5. Procopius---The Secret History.
6. The Persian threat.
7. The Nika Riots (532).
8. The Gothic Wars (535 – 554).
9. Hagia Sophia.
10. Religious turmoil: monophysitism, iconoclasts.
11. Heraclius (610 – 640).
12. Mohammed (570 – 632).
13. Islam.
14. Islamic theology.
15. Islamic expansion.
16. Poitiers 732.
17. Manzikert 1071.
18. The 4^th Crusade 1204.
19. The Fall 1453.
20. Heritage of Byzantium.

Course Objectives

1. Strategic position of Constantinople.
2. The nature of the Byzantine monarchy and court.
3. Theological intoxication.
4. Why expansion to the West?
5. Justinian as example of Byzantine emperor.
6. Why the weakness in the face of Islam?
7. Why Islam conquered so quickly?
8. The nature of Islamic society.
9. Islam in Spain.
10. The rise of the Turks.
11. Reasons for the fall of Constantinople.

Primary Assessments

1. All students must master the elements of historical essay writing.

2. All students must be familiar with the analysis of historical data.

3. All students must be able to view Byzantine and Islamic history in general and all of ancient history in particular in their proper time frames.

4. All students must be able to explain the basics of Islamic theology. 

Technology Integration

1. All quizzes and exams must have an Internet component; that is, all  essays must show evidence of research done outside of the class and the text. 

Primary Materials

1. The Pageant of World History.
2. Procopius.

Teacher Reflections

1. Weekly in-class essay quizzes and exams have proved to be invaluable to improve students’ writing and understanding of the subject. 

2. Having all students show evidence of Internet research improves markedly the quality of information written on in-class essays.