Nika Riots

April 28, 2023

Correlation to State Content Standards

7.1.3. Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Cahtolic, and their two distinct views on the church-state relations.

Expected Student Outcomes (Objective)

Students will be able to:

1. Describe the events of the Nika Riots and how they came to an end.

2. Identify Justinian's accomplishments in Constantinople.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

Daily Journals: Students will work on their starter based on "This Day in History" by reading a chunked section and placing the sentences in or of CLAIM, STATEMENT, EVIDENCE, and CONCLUSION.

Direct Instruction (10 min.)

SDAIE: Direct Teach/chunking/Close Reading/annotate/Video Clips: Nika, Nika, Nika: Teacher will introduce the events of the Nika Riots through 3 chunked passages from Judith Herrin's Women in the Purple. Teacher will lead the class in a close reading then right after teacher will use talk to the text to have students annotate the passage. Video clip will be shown to help visual students understand the passages.

Guided Practice (10 min.)

SDAIE: TPS/EQ: Nika, Nika, Nika: Teacher will go over the answers tot he essential question in the Nika Riots and provide further explanations through mini lecture.

SDAIE: TPS/Cornell Notes: Justinian I: Teacher will go over the answers to Cornell notes that covers the accomplishments of the Justinian I. Students would have completed the assignment with their group and teacher will clarify his accomplishments.

Independent Practice (20 min.)

SDAIE: Annotate/Chunked Reading/Essential Questions/Sentence Stems/Video Clip: Nika, Nika, Nika: Students will annotate the chunked reading of the events that lead to the Nika Riots and answer EQ based on the reading. The reading will cover the events on how the decision was made to crush the riot. Teacher will set up the stage of why the people were upset.

SDAIE: Jigsaw/Annotate/Chunked Reading/Cornell Notes: Justinian I Cornell Notes: Students will complete their Cornell Notes as a Jigsaw Group. Students will select a number. Once they have selected their number students will be shown one of three tasks that will help them complete their Cornell Notes. One part will be a video clip that will cover Justinian's Early Years, a chunked reading covering Rebuilding Constantinople, and another chunked reading discussing Justinian's Claim to Fame. The Cornell Notes have hints (talk to the text) to help students guide their reading to gather only the important information.

Homework.

EdPuzzle: Justinian due by Friday at 5 p.m.

Closure (5 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.

April 18-19, 2024

Correlation to State Content Standards

Expected Student Outcomes (Objective)

Today I am learning about Justinian I reign by:

1. Identifying the importance of the royal color.

2. Describing how the royal color was made during the Byzantine Empire.

3. Understanding the challenging decisions facing Justinian during the Nika Riots.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

Daily Journals: Students will place the four sentences that are provided by the teacher that are a summarized version of "This Day in History" from the History Channels website in order to complete a proper CER.

Direct Instruction (5 min.)

SDAIE: Direct Teach: Importance of Colors: Teacher will display three colors and have students discuss what they believe those colors mean. Teacher will then discuss the importance of those colors in society. This is the anticipatory set to transition into the importance of color and to introduce the royal color.

Guided Practice (10 min.)

SDAIE: Close Read/Annotate/Chunked Reading/EQ: The Royal Color: Teacher and students will read a passage by Judith Herrin, Women in Purple which introduces the importance of the royal color. The Passage has been chunked and brought down 6th grade textile level. Students will be asked to annotate what color is considered the royal color and why it is important.

Independent Practice (25 min.)

SDAIE: Video Clip/Close Paragraph: Making the Royal Color: Students will watch a video clip that demonstrates how the royal color was made and what they used to make it. They will complete a close summary created by the teacher to check their understanding of the process.

Homework.

EdPuzzle: Justinian due by Friday at 5 p.m.

Closure (3 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.