• Opener: Philosophy| Religion and Morality

• This unit we are discussing two of the most influential religions of the world today.  So, here is a question to consider related to religion:

  • Without religion would people be less, equally, or more corrupt?

• Alternative: Great Race | Western Europe geography

• Lesson: The Cross: Christianity before 1450 C.E.

  • I. Geography: Great Race | Western Europe

  • II. Notes: Christianity and Medieval Europe and the Black Death*

    • *We will also do Section 2: The Black Death because it is a shortened week

• Closing: Image Analysis | Medieval Manor

  •  How would this source be useful to a student writing a research paper on medieval European society?

  • What other historical artifacts might be produced from the manor pictured on this map?

  • What are the limitations of this map as a historical source?

• Opener: Contextualization | Christianity and Wealth Accumulaiton

  • 2017 DBQ | What is the Christian view on wealth accumulation presented in the document below?

    • Context: what is going on in Europe around the time the document was written, c. 450 C.E.?

    • Sourcing: How does the source of the document, the Christian monk Gerontius, relate to what the question is asking:

      • 2017 DBQ Prompt | Evaluate the extent to which religious responses to wealth accumulation in Eurasia in the period circa 600 B.C.E. to 1500 C.E. differed from state responses to wealth accumulation.

• Lesson: The Crown: State-building in Europe

  • I. Notes: State-Building in Europe

• Closing: Great Race | Durer's Horsemen (1498)

  •  Identify the four Horsemen of Apocalypse in Albrecht Durer's 15th century print. 

Opener: Vocabulary Quiz | The Worlds of Christendom

• • Take the vocabulary quiz in Schoology.  You will have five minutes once you begin the quiz.  

Lesson: Thematic Chart | The Worlds of Islam and Christendom 

• Complete the thematic chart as a class, with each student copying their own chart for sake of studying tonight.  

• (Extension) Dad Jokes | The Renaissance 

• • Q: What did the Terminator say when he accidentally got sent back in time to the Renaissance?

    • A: I'll be Bach.

    • Teacher's note: this joke isn't even accurate.  Bach was from the Baroque period of music, not the Renaissance.  Make sure to say that part about Bach and Baroque to your friends afterwards - people love a good explanation after a poorly implemented joke.

  • Q: Did you hear about the crab who could paint?

    • A: His name was Leonardo Da-Pinchi.  

Closing: Check Student Work | The Thematic Chart

• I will go around and check to make sure your chart matches the one we created on the board.  You will lose points based on how fewer details you have compared to the class chart.

• Opener: Prepare | Study for 10 minutes

  • Review your notes, practice writing questions, document analysis, and relevant worksheets

• Test: Weeks 4 and 5 | The Worlds of Islam and Christendom

  • 25 selected response questions worth two points each

  • 0 modified written response (e.g. write a long essay as a short essay) worth ten points

• Closing: Foreshadowing | Pastoral Peoples, c. 1200 to 1450 C.E.

  • Next week we will be studying Pastoral Peoples, c. 1200 to 1450 CE.  Tell me three types of animals you expect to hear about in a lesson on pastoral peoples.  Identify one animal you are certain will not be in next week's lesson.

Opener: Relax | You Do Not Have School Today

• • But your teachers do.

Lesson: Understand the Day Off | Professional Development Day

• • Today your teachers will be exposed to a variety of information about how to provide a more enriching experience for your education.  Upon your return, they will have new ideas to try out and may even have new policies to implement.  

Closing: Celebration | Professional Development Day 

• •  You do not have school today.  Find your bliss.