🛡️Post-Classical Period 👘

(1200 CE - 1450 CE) | Unit 1 & 2

We will touch briefly on some material that pre-dates 1200 CE as part of our transition from Foundations into the College Board designated periods.

Day 1 - Byzantine Empire

Day 2 - Byzantine Empire

Day 3 - Feudalism

Day 4 - Plague

Day 5 - The Crusades

Day 6 - African Empires

Day 7 - China

Day 8 - Mongols

Day 9 - Mongols

Day 10 - Travellers

Day 11 - Trade Routes

Day 12 - Silk Road Simulation

Day 13 - Pre-Columbian Americas

Day 14 - Unit Test

1.1, 1.3 - China and Southeast Asia

1.2 - Dar al Islam

1.2, 1.6, 1.7, 2.1, 2.2, 2.5, 2.6 - Byzantine Empire, Russia, Mongols

1.4 - Pre-Columbian Americas

1.5, 2.3, 2.4 - African Empires

1.6 - Europe

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 - Post-Classical Trade

2.5 - Travellers

Unit Standards:

Georgia Standards of Excellence - 4, 5, 6, 7, 8

AP World History Key Concepts - 3.1, 3.2, 3.3

AP World History Modern Topics: - 1.1-2.7

Byzantines

Week 1 - At the beginning of the week, you will read a PDF chapter from an old textbook (AMSCO, 2018, Chapter 7) and will be assigned end-of-chapter questions in a Google Form to complete by the end of the week. This is fully independent reading and analysis to be done as homework.

Day 1 – We will begin by introducing the new unit by reviewing my website – (Period 1 Link) to set a vision for the new unit. We will introduce the Byzantines using a quick word association activity. Once that’s done, we will do our notes (Slides 1-20) and InSPECT chart as described above. After notes, you will complete the Byzantine Empire Mini-Q using a provided Slide deck and Google Doc for your responses. Students will work with a partner to discuss their responses, but will complete the Google Docs individually. Your responses will be checked for AI and verified through document edits to ensure that you have typed your responses, not copied and pasted from elsewhere.

Day 2 - We will begin by reviewing student document responses as a class to ensure comprehension and give you a chance to add material as needed. This is a modeling stage of work quality expectations that we need to do in the first months of the year, and a part of gradual release. After this, we will complete our notes (Slides 21-41) and look at Russia specifically. You will take your InSPECT notes during the lesson and will also answer the provided reflection questions in a Padlet. On the Padlet, you will have your choice of how you answer each of the reflection questions – you can record yourselves, type, upload pictures of written responses, etc. and will be required to comment on at least two peers using the ABC method - A = Agree with B = Build upon C = Challenge.

Feudal Europe

Week 2 - At the beginning of the week, you will read chapters from your new AMSCO book (Chapter 1.2, 1.6. 1.7) and will be assigned end-of-chapter questions in a Google Form to complete by the end of the week. This is fully independent reading and analysis to be done as homework.

Day 3 – First, we will discuss and review the Byzantine Empire as a class, focusing on the role of different social classes. After that group review, we will do our handful of Slides (7-12) on feudalism and manorialism. Then, you will work in your table groups on the provided worksheet (link). While you will be collaborating and discussing, you are to do your own work and use your own words. Like the InSPECT charts, students can do this physically or digitally – both options will be provided – but will need to submit digitally to Google Classroom.

Day 4 – We will begin class by discussing and doing a mini-brain dump of what you picked up from the lesson regarding the role of the church in feudal Europe. Then, we will do our handful of Slides (1-6) and InSPECT notes for the day, which will include some videos that we will discuss and review. At the end of the notes, you will respond to the following prompt – “describe in one or two sentences how the Black Death impacted European society”. You will jot these initial ideas down on the provided sticky notes. Then, you will be provided laminated hard copies of the provided documents on the plague (documents) – one set per group of desks. These documents will also be available in Google Classroom. In your groups, you will analyze, annotate, and discuss the documents for 15 minutes. Then, in a Google Form, you will respond to the following prompt: “Using the information in the documents, alter your original description of the social and political impacts of the Plague. Your new description should be no less than 8-10 sentences and reference each of the documents. You can do this by using parentheses or working in references.”

Day 5 – We will begin class with an image analysis, and you will take five minutes to complete a “see, think, wonder” protocol. Then, we will do our notes (13-21) and InSPECT chart for the day, including some videos. You will be provided with these notes as well (link) for reference in Google Classroom. To wrap up this week, you will engage in a creative activity where you create a comic strip. You will be able to do this on paper using provided art supplies in class, or digitally through Google Draw or Slides, Canva, StoryboardThat, or Pixton, etc. You will need to choose a character - knight, peasant, noble, monk, merchant, or serf - and include these three elements:

(1) Feudal System: Depict the character’s role in feudal society (e.g., owing service, farming land, collecting taxes).

(2) The Plague: Show how the Black Death changes their life—loss, fear, superstition, or opportunity.

(3) The Crusades: Have your character join, support, oppose, or be affected by the Crusades.

Africa and Asia

Week 3 - At the beginning of the week, you will read a chapter from your new AMSCO book (Chapter 1.1, 1.3, 1.5) and will be assigned end-of-chapter questions in a Google Form to complete by the end of the week. This is fully independent reading and analysis to be done as homework.

Day 6 - We will begin our lesson by doing a word-association sponge to see what you already know – or believe. Then, you will receive direct instruction using these Slides and videos: link here. You will be completing an InSPECT chart with sections designed for different relevant African empires from the lesson. After notes, you will complete the Mansa Musa Mini-Q using a provided Slide deck and Google Doc for your responses. You may work with a partner to discuss your responses, but you will complete the Google Docs individually, and your responses will be checked for AI and verified through document edits to ensure that you have typed your responses, not copied and pasted from elsewhere. “You can collaborate with a friend in class, but please remember a) you must ultimately turn in your own work and b) you cannot divide and conquer. You can simply use two brains at the same time to discuss each item. True collaboration happens together, not separately.”.

Day 7 - We will begin our lesson with a “see, think, wonder” protocol with an image and will then discuss. You will receive direct instruction using these Slides and videos: link here and will complete an InSPECT chart for the Song Dynasty. Then, you will work independently on a reading with questions (linked here). I will be walking around working with students one on one.

Mongols and Travellers

Week 4 - At the beginning of the week, you will read a chapter from your new AMSCO book (Chapter 2.1-2.4) and will be assigned end-of-chapter questions in a Google Form to complete by the end of the week. This is fully independent reading and analysis to be done as homework.

Day 8 – We will review some previous material about the Mongols to reactivate student knowledge - using these Slides and videos (slides 9-13): link here. Then, you will be assigned your role for the Mongol Trial! Day 8 is a prep day, and Day 9 is the trial itself. Indictment: Genghis Khan and his descendants have been indicted as guilty of crimes against humanity and as uncivilized conquerors and rulers in the 13th and 14th centuries. Students will use a SignUpGenius to select their roles – you can serve as witnesses or attorneys during the trial. All necessary files are here. Witnesses and attorneys will get one-on-one instructions from me in class. Once you have your roles, you will prepare independently and with your team (prosecution and their witnesses, defense and their witnesses). All students will prepare documents that reflect their role in this simulation. Attorneys will prepare their opening and closing statements, and witnesses will prepare their testimony based on their Witness Biography Sheets. It is highly encouraged to be in character, dressed up, etc., to bring this to life!

Day 9 – We will have our trial in class! During the trial, when not providing testimony, you will complete the Point of View Sheet as "jurors”. At the end of the simulation, all students will vote to decide if the Mongols were civilized or uncivilized using a Google Form.

Day 10 – You will receive direct instruction using these Slides and videos: link here. I will introduce you to four travelers – Marco Polo, Ibn Battuta, Xuanzang, and Margery Kempe. I will also provide you with biographies for these people - all are combined in a single PDF. I will do a short intro for all of them! As I do so, you will think about which one interests you the most. Next, you will use the provided materials to complete the Post Classical Travel Agency brochure as described in the attached set of Slides! Brochures can be done on paper or digitally using platforms like Canva.

Post-Classical Trade and The Americas

Week 5 - At the beginning of the week, you will read a chapter from your new AMSCO book (Chapter 2.5-2.7) and will be assigned end-of-chapter questions in a Google Form to complete by the end of the week. This is fully independent reading and analysis to be done as homework.

Day 11 – You will work independently on the Post-Classical Trade in Afro-Eurasia Map. You will use the provided reading that has pictures, maps, quotes, and videos embedded in it. As the document goes, tasks are included with instructions. This map will be completed in color and should be as neat and tidy as possible. You will be provided the option of doing it on paper on a provided printed map, OR in Google Slides using the provided Slide and graphics from platforms like Flaticon. I will take this time to walk around and work with students individually.

Day 12 – You will do a quick review with me over the Silk Road using these Slides (1-8). Then, we will do a simulation of Silk Road trade in class – You will be provided with physical trade goods that I have cut out of paper and laminated, along with fake money, and divided into civilizations to trade with one another. Instructions here. At the end of the simulation, we will do a group discussion and synopsis about your experience, specifically evaluating how your experiences did or did not line up with what you read about and learned about this unit

Day 13 – We will begin this lesson with an image and will do a “see, think, wonder” protocol. Then, you will receive direct instruction using these Slides and videos: link here. During notes, you will be completing provided InSPECT charts to organize your notes on the Maya, Aztec, and Inca. These will be provided digitally and as paper copies. You can choose how to engage with the notes, but will need to submit them digitally through Google Classroom at the end of the lesson. Those who do their notes on paper will upload pictures or PDF versions of their work to be checked. Finally, you will create a one-pager on the civilization of your choice. You can create it over the Aztec, Maya, or Inca. The one-pager should include: at least 5 images, the time period, location (including a map), major achievements, information about all major InSPECT themes, information about their fall (to the best of their ability), at least two good sources, cited in MLA or APA, and an effort at making it aesthetically pleasant/neat/well designed. This one-pager can be done by hand, using PiktoChart, Canva, Google Drawings, Google Slides, or really any program that appeals to you.

Day 14 - Stimulus-Based test in a mock-AP exam style over 1.1-2.7.