Overview

This unit focuses on the dynamic interplay between religion, society, and culture during the post-classical era (600-1450 CE) and the modern era (1500-1800 CE).  It examines the impact of world religions, with a focus on understanding the nuances of identity and the role of religion in shaping societies. Students will explore how differences in religious beliefs can lead to rifts and the emergence of different sects within religions. They will analyze how conflicts rooted in religious differences can become geopolitical in nature, impacting international relations and global dynamics.  Building off background knowledge from 7th grade and the religious concepts as described in texts, students examine the actual utilization in practice. 

Students will analyze how established religions like Buddhism and Hinduism, alongside newly emerging monotheistic traditions like Christianity, Judaism, and Islam, underwent significant transformations. This era witnessed the rise of centralized religious institutions, such as the Catholic Church and the Islamic Caliphate. These institutions not only played a crucial role in disseminating religious teachings but also exerted a profound influence on legal codes, social structures, and artistic expression. Through a critical examination of primary and secondary sources, students will explore how religious beliefs became a powerful unifying force, shaping art, literature, education, and even political systems. In addition, students will explore The Great Schism: This split between the Eastern Orthodox Church and the Catholic Church highlights the complexities within established religions. It demonstrates how theological disagreements and political power struggles could lead to diversification within a single tradition, similar to the Shi'a-Sunni split.  Students will gain a deeper understanding of how the religious developments of the post-classical and modern eras laid the groundwork for the rich tapestry of religious traditions that continues to influence the world today.

The focus of each unit could include one or more of the following:

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

• History: 1.1.b. Gather and analyze historical information to address questions from a range of primary and secondary sources containing a variety of perspectives. For example: Perspectives of historically underrepresented groups.

• History: 1.3.b. Investigate causes and effects of significant events from the Renaissance to the present. Including but not limited to: the Arab Spring movement.

• History: 1.3.c. Analyze the complexity of events from the Renaissance to the present. For example: Religious rifts (e.g., the Protestant Reformation, the Shiite/Sunni split in Islam)

• History: 1.3.e. Evaluate the historical development and impact of philosophical and political movements and belief systems. Including but not limited to: the development and expansion of Judaism, Christianity, Islam, Hinduism, Buddhism, Sikhism, and Taoism.

• History: 1.3.g. Describe and analyze the historical development and impact of the arts and literature on the cultures of the world. 

• Geography: 2.2.b. Analyze, interpret, and predict the influences of migration and the distribution of human populations based on reciprocal patterns. For example: Historical events, the spatial diffusion of ideas, technologies, and cultural practices.

• Geography: 2.3.c. Explain how migration of people and movement of goods and ideas can contribute to and enrich cultures, but also create tensions.

• Geography: 2.3.e. Make predictions and draw conclusions about the positive and negative global impact of cultural diffusion and assimilation. For example: language, religion, and ethnicity.

• Geography: 2.3.f. Examine geographic concepts through the lens of multiple diverse perspectives from various regions of the world and with consideration for indigenous, dominant, and marginalized populations. Including but not limited to: Christians in the Middle East and tribal groups in Afghanistan.

CORE RESOURCES World Studies Unit 2: Savvas aligned materials for Unit 2