Pr03a2_No Dark Age in the Islamic World (Slide by Slide Description)

Pr03a2_No Dark Age in Islamic World (Slide by Slide Description)

The accompanying presentation to this slide by slide description can be accessed by clicking the link above.

Cover Slide: The Bismillah (“In the Name of Allah, the Most Gracious, Most Merciful”). The opening phrase to all the chapters (Sura) of the Qur-an, except for one (9th). It is also uttered before special occasions. The slide shows a beautiful rendition of Arabic calligraphy. Calligraphy is a tool to elevate text to a visual beauty while the text also maintains it’s literal beauty.

Slide #2: Map of the Islamic Empire. The Prophet dies in AD 632 (born AD 570), but not before he was able to unite the peoples of the Arabian peninsula. Each succeeding Caliphate expands upon the initial political success of the rising Islamic Civilization. The map is color-coded to show how each caliphate (Orthodox and Umayyad) extended the reach of the civilization. A great benefit of this map is that it’s easy to see how Jewish and Christian peoples diffuse with the advancing Arabs. The Byzantine Empire in the North is the greatest Christian presence in the region. The final caliphate (Abbasid, AD 750) is not shown since the expansion has predominantly halted and begins a gradual decline thereafter.

Slide #3: This slide reinforces the oft repeated statement of the power of cultural diffusion and commercial activity. Wherever the merchant goes, there goes the ideas of his society. Wherever contact is made, there is transferred the ideas. North Africa, as most of the ancient world, had contact with Arab merchants.

Slide #4: This graphic is great to contextualize size and the “bridging” role played by the Islamic Civilization. This empire connected East with West. Trade traversed the length of this empire and carried ideas far beyond their place of origin.

Slide #5: The Abbasid Caliphate is commonly associated with the Golden Age of Islamic Civilization. It’s achievement in the Arts and Sciences did not reflect it’s declining political influence. This map shows how the empire is contracting under the weight of rebellious provincial governors and external incursions (Fatamid Emirate of Iberia, The Frankish Kingdom of Western Europe, and the Turks of Central Asia).

Slide #6: The list of literary accomplishments is long and this slide only touches upon a small fraction. The Qur-an is accepted as the highest poetic form in the Arabic language. When one recites a verse from it, its as if the person is singing. 1001 Arabian Nights has achieved global recognition and still entertains people today despite it’s age. Calligraphy and the poems of Omar Khayyam elevate the written word to a state of beauty, beyond the ordinary role of conveying information.

Slide #7: Architecturally, the Islamic Civilization was able to assimilate the ideas of others (Rome’s arch) and modify/ transport them to ends of their empire (Spain- Alhumbra/ South Asia- Taj Mahal).

Slide #8: The mastery of navigation (for trade) and organize time (for prayers and rituals) turned the Islamic Culture into one of Math and Science. The requirement to read the Qur-an made the population literate (comparatively). Contact with the Indian Subcontinent expose the Arab merchant to numerals that are then carried throughout the empire. These numerals, erroneously, are known as Arabic Numerals. South Asia also contributes knowledge about the viral nature of illnesses and the tools that can combat it (Syringes).

Slide #9: Lastly, here are examples of pottery and rugs that sport the same visual beauty that adorns Arabic text. The religious prohibition to depict images of people also encourages experimentation with other artistic forms (Calligraphy, geometric shapes).

Are you smarter than a 9th Grader?

This map (below) contains the locations of places, persons, and events discussed during the semester. Can you match the icons on the map with the correct description provided in the list that follows? Give it a shot.

World History II Map Review

1. From Tenochtitlan, located in this area, did the Mexica (Aztec) rule over their empire.
2. This is the city from where the Emperor Justinian (Corpus Juris Civilis) and Alexius I (1st Crusade) ruled the Byzantine Empire.
3. This area encompasses much of the Mughal Empire.
4. The Grand Canal, the oldest man-made structure still used for it’s original purpose, is located here.
5. The location of Portugal and Spain since they became ‘nations’ during the Renaissance.
6. This became an Ottoman ‘lake’ after the decline of Venice in the 15th – 16th C.
7. The defeat of the Spanish Armada (1518) at the hands of Queen Elizabeth I’s English Navy occurred here. England was primed to challenge the Spanish Empire in the open seas.
8. Cahokia, the greatest ‘Mound Builder’s’ (Mississippian) city was here.
9. The great cities of Jenne, Timbuktu, and Gao reflected the wealth and political strength of the ‘trade’ empires that developed here.
10. It was to this island that the Mongols attempted to invade, but were repulsed, twice, by a force that came to be known as ‘Kamikaze’.

Pu03c_Early and Feudal Japan

Pu03c_Early and Feudal Japan

Latitudinal

6. A social, political, & economic system based on land ownership.
7. Japan’s 1st shogunate. Repelled Mongols that reached Japan.
11. ‘Human-like’ or ‘Man-like’, but not necessarily in form or physical appearance.
13. Marks the gateway to a Shinto Shrine. Often found near or in a body of water.
14. ~80% of Japan is covered by this.
17. A literary (poetic) form marked by a 5-7-5 syllabic structure. Reached it’s height during the Heian Period (8th-12th C.).
18. The title of one who is entrusted with the responsibility of acting as a ‘conduit’ between the natural and supernatural worlds.
20. “Divine Wind”. Protector of Japan and mortal enemy of the Mongols.
22. One expression of Japan’s geologically active nature.
23. Families related to one another via a common ancestor.
24. A clan that has historically and traditionally been dedicated to a particular Kami. One responsibility for this type of clan is to maintain a shrine dedicated to that Kami. This tradition dates back to the prehistoric period in Japan (before 7th C).
25. The ethical code of the Samurai warrior.
26. In times of peace, the Samurai warrior becomes this for his Daimyo. It is an administrative role.
27. Capital city of the Tokugawa Shogunate.

Longitudinal

1. Having originated, or occurring naturally, in a region or environment.
2. The watery result of an oceanic earthquake.
3. Japanese feudal warrior.
4. Capital city of modern Japan.
5. A Samurai (land-owning) lord.
8. A category of faiths that view the natural world as having a spiritual element.
Objects in nature are generally infused with a spiritual force.
9. Overall military commander of feudal Japan. Traditionally, appointed by the Emperor, but is the ‘actual’ day-to-day ruler of the state.
10. Images and/ or objects of religious reverence. Hint: Revisit the differences between the Eastern Orthodox and Roman Catholic Church during the Early Middle Ages.
12. A Samurai without a lord.
15. The “Divine Sun”. The top entity within Shinto’s pantheon of divine forces.
16. Japan’s indigenous religion.
17. Japan’s cultural golden age.
19. This form of Buddhism was imported from China ~6th C. It became central to the Samurai ethic for its dependence on meditation (focused thought) and self-discipline.
20. Japanese word literally translated as “divine” or “spirit”. They’re anthropomorphic forces within nature.
21. A group of islands.

Pu03c_The Mongols

Pu03c_The Mongols

East – West
2. Lacking a tomb culture, this was a form of burial for peoples living on the steppes. (2 words)
4. A government whose top political figure is a ‘Khan’. Initially, these were sections of the larger Mongol Empire. Eventually, they broke away and became independent.
6. The ‘given’ name of the 12th – 13th C. unifier of the nomadic peoples of the steppes.
8. An action meant to be of short duration for the purpose of stealing property from a neighboring people. Historically common among nomadic peoples of the world.
9. Mongol for “Leader” or “Ruler”.
12. Served as a physical dividing line between the nomadic lifestyle of the North and West, and the sedentary lifestyle of the South. (2 words)
13. Stretches of dry (arid) grasslands in central and eastern Asia. Often the homes of nomadic peoples who depend on the grasslands to raise livestock (sheep, horses, camels, goats, etc…).

North – South
1. Her life is example of the influence and authority women exerted in Mongol society.
3. Today, it identifies a Turkic ethnic group in Russia. Formerly, and erroneously, extended to include nearly all Central Asian, Turkic, and Mongolian ethnic groups.
5. Mongol for ‘Meeting’ or ‘Assembly’ of tribal chieftains. This is a cultural trait of Central Asian steppe peoples.
6. Mongol ‘Sky’ god.
7. The lifestyle that dominated the steppes north and west of the Great Wall.
10. This animal was absolutely pivotal to the peoples of the steppes. Though not often a food source, it was indispensable for survival.
11. Though not a food source, this creature was important as a pack-animal. Another species of this creature roams the arid areas of the Middle East and North Africa.

A03_HGS-An Age of Exchange and Encouter 500 – 1500 (Ch.12 – Ch.15)

A03_HGS-An Age of Exchange and Encounter 500 to 1500 CE (Ch.12 – Ch.15)

Purpose

Along with class lessons and activities, these assignments for Ch.12 – Ch.15 will help us address these essential questions…

• How did the development of kingdoms and empires in East Asia help spread religions, culture, trade, and technological innovations?
• What political and economic systems emerged in the Middle Ages and how was the Church a unifying force?
• What religious, economic, and political events led to the development of Western Europe?
• How did early African societies develop from hunting-gathering groups into empires?

Themes

• Religious & Ethical Systems
• Empire Building
• Cultural Interaction
• Power & Authority
• Economics
• Interaction with the Environment

Given

Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.

Task

We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.

The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. Your notes should focus on the historical significance of the vocabulary term.

These notes are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.

The vocabulary listed below are divided into their respective sections. Your notes should be compiled for each section and submitted as separate assignments.

Example: Your first reading assignment will cover A03c Section01. We label the file that your assignment is in as  A03cS01 (Assignment Unit03, c = chapter 12, Section01). Therefore, for this first chapter, you have five separate sections to submit into your Dropbox ‘Assignments’ folder in Cornell Notes format.

Label each submitted file in the format 2-digit Pd#_LastNameFirstName-A03cSection# (Example: 09_SmithJohn-A03cS01). In this example 9th period student, John Smith, submitted his Cornell Notes for A03cS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

When submitting this assignment as a digital file, be sure to follow these steps:
-If you hand-wrote the assignment, scan the paper and convert to a digital file (PDF).
-If you are typing, convert the file into a PDF file using the same program you typed with.

A03c (Ch12)
Empires In East Asia (600 to 1350 CE)

Terms, Names, Phrases

Section01

-Tang Taizong
-Wu Zhao
-Movable Type
-Gentry

Section02

-Pastoralist
-Clan
-Genghis Khan (Chinggis San)
-Pax Mongolica

Section03

-Kublai Khan
-Marco Polo

Section4

-Shinto
-Samurai
-Bushido
-Shogun

Section05

-Khmer Empire
-Angkor Wat
-Koryu Dynasty

A03d (Ch.13)
European Middle Ages 500 – 1500 CE

Terms, Names, Phrases

Section01

-Middle Ages
-Franks
-Monastery
-Secular
-Carolingian Dynasty
-Charlemagne

Section02

-Lord
-Fief
-Vassal
-Knight
-Serf
-Manor
-Tithe

Section03

-Chivalry
-Tournament
-Troubadour

Section04

-Clergy
-Sacrament
-Canon law
-Holy Roman Empire
-Lay Investiture

A03e (Ch.14)
The Formation of Western Europe 800 – 1500 CE

Terms, Names, Phrases

Section01

-Simony
-Gothic
-Urban II
-Crusade
-Saladin
-Richard I (the Lion-Hearted)
-Reconquista
-Inquisition

Section02

-Three-field system
-Guild
-Commercial Revolution
-Burgher
-Vernacular
-Thomas Aquinas
-Scholasticism (Scholastics)

Section03

-William the Conqueror
-Henry II
-Common law
-Magna Carta
-Parliament
-Hugh Capet
-Philip II
-Estates-General

Section04

-Avignon
-Great Schism
-John Wycliffe
-Jan Hus
-Bubonic plague
-Hundred Years’ War
-Joan of Arc

A03f (Ch15)
Societies and Empires of Africa – 800 to 1500 CE

Terms, Names, Phrases

Section01

-Patrilineal/ Matrilineal

Section02

-Ghana
-Mali
-Mansa Musa
-Ibn Battuta
-Songhai

Section03

-Swahili

AN03a2_ An Age of Exchange and Encounter: No ‘Dark Age’ in the Islamic World.

Timeline: 8th C. – 13th C.
FS: There is no ‘Dark Age’ in the Islamic World.

Main Idea
Byzantium (though in Asia Minor, they continued to refer to themselves as Roman) was a shining beacon of civilized life. But to its south, in the Middle Eastern deserts of the Arabian peninsula, there was a stir within tribal customs of the Bedouin. In less than 200 years, it became clear that what was developing in the desert was more than a faith. It was the start of a civilization that would challenge its bigger ‘brother’ to the north and the great Tang dynasty to the east. Europe would fear it and become partially conquered by it. This Islamic empire would become a ‘bridge’ between eastern and western cultures as well as the Classic and Medieval world. Once Islam crossed into the continents of Africa, Asia, and Europe the civilization bloomed with the splendor of the classical civilizations of the past.

I. The Spread of Islam
Islam spread throughout the Middle East and North Africa from 632-750 CE. This was a contributing factor to the present dominance of Islam and Arab culture in this area.

A. Very Fast. Three directions & three continents
B. Military Conquests
C. Tolerant Rule (1)
D. Increasing Conflict with Byzantine Empire

II. The Caliphate
The Islamic civilization existed for a period of 600 years. In that time, the center of religious/ secular leadership went from Mecca (the home of The Prophet) to Damascus and then to Baghdad. As time passed, the governmental form of this rising civilization evolved from a religious and tribal base to the secular and institutional base of empires. Central to it, however, remained the question as to who would be the successor to The Prophet.

A. Orthodox Caliphate (632 – 661)

1. Caliph: “Successor” to the Prophet Muhammad. This carried political significance. It did not bestow the title of ‘prophet’ on any individual who became Caliph.
2. The faith extends beyond the boundary of the Arabian peninsula.
3. The mixing of politics with religion leads to intrigue and assassinations.

B. Umayyad Caliphate (Damascus, 7th – 8th C.)

1. Assassination of Husayn
2. Extend Islam to Europe (Iberian Peninsula)

C. Abbasid Caliphate (Baghdad, 8th – 13th C.)

1. Dominated East – West Caravan Trade
2. Preservation and Support for ‘learning’. (The Golden Age)

III. The Golden Age

A. Arts
Islamic artists became famous in their own right by comprising some of the world’s most expressive poetry. But to Muslims, the greatest literary work then and now is the Qur-an.

1. Preservation of ‘Classical’ culture via recording of texts and visual arts.
2. Poetry: The Rubaiyat by Omar Khayyam
3. Literature: Prose/ Poetry

a. The Qur-an
b. 1001 Arabian Nights

B. Sciences

1. Mathematics

• al-Khwarizmi (9th C.) => Algebra
• Arabic Numerals and Concept of ‘zero’

2. Chemistry: Alchemy
3. Medicine

a. ‘Viral’ nature of disease and development of Vaccines
b. Anesthesia
c. Compilation of medical texts:

* al-Rhazes (850 – 923)
* Ibn-Sina (aka ‘Avicenna’) in Europe (980 – 1037)

4. Astronomy

a. Religious Significance
b. Sea Charts and maps with Latitude Lines
c. Astrolabe

5. Architecture: Domes, Arches, & Towers (as in Mosque design)

6. Cultural/ Material Diffusion

a. Spices and other luxury items from Far East, South, & S-E Asia (Pepper, Cinnamon, and Nutmeg).
b. Direct competition with Chinese and Byzantine commerce.
c. Silk and Paper from Far East.
d. Lateen Sail

Footnotes
1. The trans-Saharan caravan trade, in addition to these, spread Islam into the rest of the Arabian Peninsula, Africa, Asia, and Europe. These activities encouraged cultural diffusion. Since tolerance was a religious requirement, the conquest and rule over non-Muslims was less problematic.

Resources
-World History: Perspectives on the Past
-Slide Presentation

FilmQ03_Ch.10: The Muslim World- Islamic Civilization Expands

How to Use Video as a Source

Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the screen. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.

Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide the sheet of paper where your responses will go. On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

When made available, contribute your response, comments, criticism, and questions (in complete sentences) to the class via the Verso application (rather than on paper). The goal is to have everyone contribute at least once in preparing a review sheet of this video. The content you share now will be required on future quizzes and exams.

SOURCE: Millennium Video Series, The 11th Century: Century of the Sword, CNN Productions, Inc. 1999. [~9 Min. total]

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. While the focus of the film is the spread of Islamic civilization, don’t ignore the role of commerce/ trade in diffusing cultures and spreading ideas.

Context: Arabian Peninsula, Europe, Africa, & Asia, c. 7th – 11th C.
1. Where did the Islamic faith originate?
2. How would you describe the lifestyle of the peoples that were rapid adopters of Islam?
3. What is a possible explanation for the wide acceptance of commercial activity by Muslims?
4. Why might it be said that Islam was a major catalyst for change in non-Islamic societies?
5. Which city was the ‘jewel’ of 11th Century Islamic civilization?
6. Why are the scholars of the Islamic Iberian peninsula (Fatimid Emirate) a bridge to the classical period of Europe?

Unit Vocabulary: Caliph, Abbasid, Caliphate

Pu03b_Byzantines, Russians, Turks Interact

Pu03b_Byzantines, Russians, Turks Interact

Pu03b_Byzantines, Russians, Turks Interact

Oriental – Occidental

3. An architectural achievement in the use of arches and domes. It’s name means “Holy Wisdom”. 2 words
9. By controlling trade passing through this narrow waterway (between the Black Sea and the Sea of Marmara) the city of Byzantium accumulated great wealth.
12. A prince favored by Russia’s overlords and rewarded for his service against his own people. 2 words
13. Vladimir, in the 10th C., converted to Christianity and so did this city, which he ruled. The city was, and continued to be, a commercially driven urban center since its founding by Vikings.
14. The Mongols swept into Western and Southwestern Asia and dealt a death blow to this final caliphate of the Islamic civilization.
15. The historical term referring to the official split between the Western (Roman Catholic) Church and the Eastern (Orthodox) Church in the year 1054. 2-words
19. A Central Asian nomadic group that comes to conquer a vast expanse of the Eurasian continent in the 13th and 14th C., including the fledgling Russian state.
20. A prince that will confront and shake-off Russia’s conquerors in the 14th C. He is the first to adopt the title of Czar. 2-words
22. Literally means “smasher of icons”.
23. Generally accepted name of the Eastern Christian Church, administered from the city of Constantinople during the Byzantine period. 3 words
25. Byzantine monks helped create the Cyrillic Alphabet to aid this group in the development of a written language.

Polar

1. A panel of legal experts were called together. The panel combed through 400 years of Roman law. It found a number of laws that were outdated and others that were contradictory. The panel created a single, uniform code consisting of four works: A. “The Code” contained nearly 5,000 Roman laws that were still considered useful. B. “The Digest” quoted and summarized the opinions of Rome’s greatest legal thinkers. C. “The Institutes” was a textbook that told law students how to use the laws. D. “The Novellae” (New Laws) presented legislation passed after 534. 3-words
2. This literally means “removal” of a Christian from the community of Christ’s followers. In both Eastern and Western traditions, such an act will prevent that person from entering Heaven (reaching Salvation).
4. A 6th C. movement within the Eastern Orthodox Church that erupts into violence on the streets of Constantinople. Supporters of the movement protested the use of religious icons by smashing them.
5. This Central Asian group of Turkic nomads swept into Southwest Asia and conquered Baghdad in the 11th C. They converted to Islam in the process of migrating.
6. Generally accepted name of the Western Christian Church, administered from the city of Rome. 3 words
7. The tradition whereby an inheritance is left to the eldest son. Ignoring this tradition contributed to fragmentation and the decline of Kiev as a political power.
8. This empire was the surviving (Eastern) portion of the original Roman Empire. It would last until ~1454.
10. By discovering how this material was made, Byzantine merchants were able to undermine the Chinese monopoly and strengthen their grip on East-West trade.
11. The title of the religious leader of the Christian Church established in the surviving (Eastern) portion of the Roman Empire.
16. Capital city of the Byzantine Empire.
17. This urban center produced powerful princes that will eventually lead Russia toward liberation from its conquerors. It will help create the Russian Empire.
18. In 527, this person became emperor of the (Eastern) Roman Empire. He had the Hagia Sophia built and his best general, Belisarius, almost reconquered the former (Western) Roman empire.
21. Title of the religious leader of the Western Church. Established in the former (Western) portion of the Roman Empire.
22. Religious symbols used in rituals and observance of the faith. It was the source of a major dispute between the Eastern and Western Christian churches.
24. The weakening Byzantine state and the incursions of nomadic (Muslim) peoples into the Holy Lands, convinced the head of the Western Christian (Roman Catholic) Church to call for this sacred effort.

A03_HGS-An Age of Exchange and Encounter 500 – 1500 CE (Ch.10 – Ch.11)

A03_HGS-An Age of Exchange and Encounter 500 – 1500 CE (Ch.10 – Ch.11)

Purpose:
Along with class lessons and activities, these assignments for Ch.10 – Ch.11 will help us understand how communication between regions, and the peoples who live there, allows the flow of ideas that ultimately contribute to change.

The Essential Question is…
How did inter-regional interaction provide an impetus to an era of communication and idea exchange?

Themes:
-Cultural Interaction
-Religious and Ethical Systems
-Empire Building

Given

-Use the *World History: Patterns of Interaction* (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task
Refer to the instructions for A01, they apply here as well.

A03a (Ch.10)
Cultures of the Mountains and the Seas

Terms, Names, Phrases

Section 01
-Allah
-Muhammad
-Islam
-Muslim
-Hijrah
-Mosque
-Hajj
-Qur’an
-Sunna
-Hadith
-Shari’a

Section 02
-Caliph
-Caliphate (This term was added by Mr.V and you should use another source to define it.)
-Rashidun (*Rightly Guided Caliphs*) (This term was added by Mr.V and you should use another source to define it.)
-Umayyads
-Shi’a
-Sunni
-Sufi
-Abbasids
-al-Andalus
-Fatimid

Section 03
-Calligraphy
-Astrolabe (This term was added by Mr.V and you should use another source to define it.)
-The Thousand and One Nights* (This term was added by Mr.V and you should use another source to define it.)
-Arabesque (This term was added by Mr.V and you should use another source to define it.)
-al-jabr* (This term was added by Mr.V and you should use another source to define it.)
-Treatise on Small Pox and Measles* (This term was added by Mr.V and you should use another source to define it.)
-The Guide for the Perplexed* (This term was added by Mr.V and you should use another source to define it.)
-The Ideal Man (according to Ikhwan As-Safa, quoted in *The World of Islam*, pg. 279 of textbook)

A03b (Ch.11)
Byzantines, Russians, and Turks Interact

Terms, Names, Phrases

Section 01
-Justinian
-Justinian Code
-Hagia Sophia
-Patriarch
-Icon
-Excommunication
-Cyrillic alphabet

Section 02
-Slavs
-Vladimir
-Yaroslav the Wise
-Ivan III
-Czar

Section 03
-Seljuks
-Vizier

P02_HGS-Marvels of Classical Civilizations

P02_Mindmap of Marvels of Classical Civilizations

I. The purpose of this research project is to…

A. Practice academic research skills.
B. Continue familiarization with research data manipulation.
C. Sharpen skills with computer applications in the gathering, analysis, and presentation of findings (data).
D. Familiarize with and exploit the organizational features of mind mapping using Mindmeister.

The term’s research requirement is to be tackled in school (in-class) and out of school (home, museum, library, etc.).

II. Constructing a Mindmap of Classical Marvels
Students will construct a mind map using their Mindmeister accounts. The mind map will serve dual roles as a:

A. Research primer.
B. Study tool for exams later in the term.

1. This is a group activity.
2. Each group member must be assigned a task to complete and be accountable for.
3. The mind map being constructed must fully exploit all the application features available and accessible to the student on mindmeister.
4. The mind map must reflect the concepts, imagery, overlapping relationships, and factual content that support and enrich the knowledge of the central idea.
5. It’s expected that the mind map will contain: text, images, relevant iconography, and Internet links. All sources must be cited using the MLA citation resources below.
6. Completion

a. A student within each group will be the ‘Owner’ of the map. That student will share the mind map with Mr.V using Mr.V’s DOE email address. Ask Mr.V for it if you don’t know what it is. The map ‘Owner’ will also share the map with each member in the group using the distinct email addresses of each member.

b. Every group member, and Mr.V, must have “Can Edit” access to the mind map.

c. The mind map must be labeled in the following fashion: Pd#_Classical Marvels of…: … -Grp# (Ex.: 08_Classical Marvels of Han China-02 which means Pd08 Topic of Han China and Group 02).

d. Remember, the label of the mind map has to be inserted in the Central Node.

e. Be sure to refer to your previous use of Mindmeister and revisit some of the challenges and successes you and your group members encountered using its features.

III. Content & Analysis Components of the Mindmap (The Branches of the Mindmap)

A. Context: Time, Place, Circumstance.
B. Construction/ Manufacture Details

1. Materials used.
2. Labor needs.
3. Unique or unusual construction events.

C. Evaluation of the ‘Marvel’

1. Purpose of the ‘Marvel’
2. Pro/ Con about the construction, implementation, and use of the ‘Marvel’.
3. Modern Legacy. What role does the ‘Marvel’ play in our modern world?

D. Marvels Mr.V will Assign.

1. Anc. Greece: Parthenon
2. Anc. Greece: Antikythera Mechanism
3. Anc. Rome: Pantheon
4. Anc. Rome: Cement/ Concrete
5. Han Dynasty: Civil Service System
6. Han Dynasty: Paper

IV. Sharing Discoveries with Classmates (Oral Presentation)

A. Highlight your ‘Marvel’s’ wonders and flaws.

– Context: Time, Place, Circumstance.
– Describe/ Explain a benefit derived from that Marvel.
– Describe something that many may not know about that Marvel.
– Describe/ Explain a flaw or other negative aspect of that Marvel (Cost burden, design, impact on society, etc.).

B. Administrative Requirements

– One person per group offers the presentation in front of class
– 5 – 7 minutes in length.
– The speaker may have note cards to refer to, but not read from. The speaker must have 3 images that will supplement the verbal presentation. The images should help the audience appreciate the significance of the Marvel.

 

Resource
– Modern Language Association (MLA) citation resources
– Purdue’s Online Writing Lab ([https://owl.english.purdue.edu/owl/resource/747/01/](#))
– EasyBib Citation Generator ([http://www.easybib.com](#))