Khaleb Straight - The Byzantine Empire Russia and Eastern Europe Unit - Final

THE BYZANTINE
EMPIRE, RUSSIA, AND

EASTERN EUROPE
Description and Rationale:
The Byzantine Empire came out of the collapse of the Roman Empire. Byzantium
was a city on the shores of the Bosporus strait. This location was ideal as it
connected the Mediterranean Sea to the Black Sea. It also connected Europe to Asia.
When the capital was moved from Rome to Byzantium the city took on a new name,
Constantinople. The city became a prime trading location because of its
geographical location. The city grew in power and wealth. This wealth is what
attracted many enemies to the empire and caused the need for Constantinople to
develop defenses. The Byzantine Empire was success for over 1000 years until it
finally fell to the Turks.
The Byzantine Empire also influenced the growth of Russia and Eastern Europe.
Russias unique geographical location allowed it to be influenced by the Byzantine
Empire. Eastern Europes unique geography played a role in the migration that
contributed to cultural diversity in Eastern Europe. Geography is a common theme
throughout the unit.
This unit will serve as a link between the fall of Ancient Rome and the rise of Islam.
By: Khaleb Straight
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Date: 12/01/2014
World History
THE BYZANTINE EMPIRE, RUSSIA, AND EASTERN EUROPE
Day 1: Tuesday 10/28/2014

Lesson Title: The Byzantine Empire and
Constantinople
Objectives: Students will understand why
Constantinople became known as the New
Rome.
Process/Topic:
Pretest
Group Discussion
Think, Pair, Share
Map Work
Assignment: Byzantine Empire, Russia,
Eastern Europe Map
Day 2: Wednesday 10/29/2014
Lesson Title: Constantinople All about the
Geography
Objectives: Students will understand how
geography both positively and negatively
impacted Constantinople.
Process/Topic:
Group Discussion
Valens Aqueduct System Video Clip
Group Discussion
Assignment: Chapter 9, Section 1, Textbook
Reading
Day 3: Thursday 10/30/2014
Lesson Title: Emperor Justinian I
Objectives: Students will be able to
summarize the ways in which the Byzantine
Empire prospered under Justinian.
Process/Topic:
Individual Reading
Group Collaboration
Group Presentations
Assignment: Justinian Code Annotation
Assignment
Day 4: Friday10/31/2014
Lesson Title: Justinians Code
Objectives: Students will be able to compare
American laws to Justinians Code and apply
this knowledge to answer scenario questions.
Process/Topic:
Filling in Gaps from Presentations
Individual Reading
Group Discussion
Assignment: Understanding Justinians Code
Day 5: Monday 11/03/2014

Lesson Title: The Great Schism
Objectives: Students will be able to analyze
how Christianity in the Byzantine Empire
differed from Christianity in the West
Process/Topic:
Group Discussion
SIOP Visualizing what we learn
Emperor Basil II Video Clip
Simulation
Group Discussion
Reading
Day 6: Tuesday 11/04/2014
Lesson Title: The Byzantine Empire Decline
and Collapse
Objectives: Students will be able to explain
why the Byzantine Empire collapsed and
examine the Empires lasting heritage.
Process/Topic:
Class Discussion
Predict/Discover
Geography Practice
Assignment: The Rise of Russia (Three
Geographical Zones)

Lesson Title: The Rise of Russia
geography influenced the rise of Russia and
will be able to describe the growth of Kiev.
Process/Topic:
Plickers
Note taking strategy Recognizing
Sequence
Group Discussion
Reading
Day 8: Thursday 11/06/2014
Lesson Title: The Byzantine Empires
Influence over Russia
Objectives: Students will be able to explain
how Mongol rule affected Russia and how its
rulers developed authoritarian control.
Process/Topic:
Group Discussion
Group Presentations
Reading
Day 9: Monday 11/10/2014
Lesson Title: Russia: Ivan the Great and Ivan
the Terrible
Objectives: Students will be able to describe
how Moscow took the lead in Russia and how
its rulers developed authoritarian control.
Process/Topic:
Group Discussion
Individual Reading
Y Chart Making Predictions
Group Discussion
Assignment: Online Classroom - The Rise of
Russia Questions
Day 10: Tuesday 11/11/2014

Lesson Title: Eastern Europe
migrations contributed to cultural diversity in
Eastern Europe.
Process/Topic:
Group Work
Not taking Graphic Organizer Activity
Group Discussion
Group Work Sheet Table
Assignment: Review Sheet for the Test
Lesson Title: Review Day
Objectives: Students will review the material
from the unit.
Process/Topic:
Student Clarification of Material
Review Game
Assignment: Study for the Test
Day 12: Thursday11/13/2014

Lesson Title: Test Day
Objectives: Students will take the unit test.
Process/Topic:
Test
Work on any assignments not turned in
during the duration of the unit.
Assignment: No Homework
Pre-Test
Class Discussion
Think, Pair, Share
Pair Work
Simulation
Interactive Map Work
Jigsaw Presentations
Group work
Reading Assignments
Textbook Assignments
Illustrating what you learned
Making posters
White board as instruction aid
Use of video clips
Whip around
Read aloud
Pearson World History Textbook

Chromebooks
Pre-Unit Test
City Walls Video Clip: http://www.wimp.com/citywalls/
Valens Aqueduct Video Clip: https://www.youtube.com/watch?v=QJ0DRhRhAtY (Begin at 6:26)
Basil Video Clip: https://www.youtube.com/watch?v=QJ0DRhRhAtY (Begin at 38:00)
Chapter 9 Section 2/Section 3 Handouts
Ivan the Great Handout
The Byzantine Empire, Russia, and Eastern Europe Map Assignment
Justinian Law compared to US Law Handout
Nika Riots Reading
Emperor Justinian and the Corpus Juris Civilis Reading
Hagia Sophia Reading
Justinians Code Annotation
Understanding Justinians Code Handout
The Byzantine Empire and Constantinople PowerPoint
The Byzantine Empire The Great Schism and the Decline and Collapse PowerPoint
Constantinople The Importance of Preparation PowerPoint
Ivan the Terrible Y Chart Pictures
Unit Test Review Sheet
Unit Test
Plickers
Lesson Plans
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Lesson 1
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Teacher Name: Khaleb Straight
Date: 10/28/2014
Content Area: World History
Class Hour: 2nd/3rd
Grade Level: 9th Grade
Class Length: 1:06:00 (One hour, six minutes)
Lesson 1: The Pre-Test/Byzantine Empire and Constantinople

Objectives:
Understand why Constantinople became
known as the New Rome.
Summarize the ways in which the Byzantine
Analyze how Christianity in the Byzantine
Empire differed from Christianity in the West.
Explain why the Byzantine Empire collapsed
and examine the Empires lasting heritage.
Focus Question:
What made the Byzantine Empire rich and
successful for so long and why did it finally
collapse?
Blooms Level:
Evaluation:
Students will be able to judge what
geographical factors positively/negatively
affected Constantinople.
Analysis
Students will be able to identify key cities,
regions, and geography on a map and label it.
Comprehension
Students will be able to explain how the
Byzantine Empire is connected to the Roman
Empire.
Standards: GLCE: Social Studies, High School, World History & Geography
WHG ERA 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E. / A.D.
4.3.4 The Eastern European System and the Byzantine Empire to 1500 Analyze restructuring of
the Eastern European system including
o The rise and decline of the Byzantine Empire.
o The regions unique spatial location.
o The regions political, economic, and religious transformations.
o Emerging tensions between East and West (National Geography Standard 3, p. 188).
Assessment of Learning:
Connecting the fall of Rome to the Byzantine Empire.
Cornell Notes That will be turned in at the end of class.
Class discussion
Checking for understanding through randomly asking students clarifying and probing questions.
Think, Pair, Share. (Constantinople geographical advantages/disadvantages)
Map Work Assignment
Relevance:
The acceptance of Christianity in what would become the Western World.
Map work to understand where these places are in the world.
Materials: Laptop, HDMI Cord, PowerPoint, Chromebooks, Projector, White Board Markers,
Whiteboard, Byzantine Empire, Russia, and Eastern Europe Outline Map Handout.
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Arts/Technology Integration Strategy:

Art will be integrated through maps depicting the peak of the Roman Empire and the Roman
Empire splitting, close up map of Constantinople, portrait of Constantine, Eastern Europe map
that the students will fill out.
Technology will be integrated through the use of Chromebooks and PowerPoint.
Time Frame
Learning Plan
5:00
1. Getting Started
Image of the Roman Empire (Have students use previous knowledge to discuss
what the image is of and how the fall of Rome connects with the Byzantine
Empire.)
Clearly state objectives for students.
15:00
2. Pre-Test (Assessing students prior knowledge)
15:00
3. Class Discussion
Constantine - Moving the capital from Rome to Byzantium and renaming it
Constantinople.
Theodosius I Splits Rome in half.
15:00
4. Think, Pair, Share

Close-up Image of Constantinople
o What do you see?
o Is Constantinople an ideal location for New Rome? Why or Why not?
Geographical advantages/disadvantages.
13:00
5. Map Work The Byzantine Empire, Russia, and Eastern Europe

This map will be referenced throughout the unit because it incorporates the key
cities, regions, and geography of all three sections of Chapter 9.
What is not completed becomes homework.
3:00
6. Closure
What we will be doing next class?
Homework:
Complete map work.
Accommodations or Extensions:
Repeat or have students repeat information to give multiple opportunities for students to make
sure they understand and are following along.
Pictures and maps to help with understanding.
Think, Pair, Share
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Lesson 1 Materials
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The Byzantine Empire, Russia, and Eastern Europe

Pre-Unit Exam
The Pre-Unit Exam assess where you are at with the material. This helps Mr. Straight better
prepare his lessons for the unit. This exam will go into the gradebook as a credit/no credit
assignment dependent on completion!
Section 1: Matching
Match the terms to the description.
1. ____ Mongol armies who ruled over most of medieval Russia.
2. _____ A Byzantine emperor determined to revive ancient Rome.
3. _____ An area southeastern Europe extending into the
Mediterranean Sea.
4. _____ The open treeless grassland of Southern Russia.
5. _____ The capital of the Byzantine Empire.
6. _____ The center of the first Russian state.
7. _____ A tsar who unified much of northern Russia under his rule.
8. _____ After the death of this tsar Russia turned chaotic.
9. _____ The Byzantine church practiced this type of religion.
10. _____ A ruler who has absolute power.
Section 2: Multiple Choice

Write the letter of the correct answer in the blank provided.
_____ 11. The city of Constantinople
a. Was able to prosper despite having no harbor
b. Commanded key trade routes linking Europe and Asia.
c. Cut all cultural ties with the heritage of Rome.
d. It had few defenses and was vulnerable to attack
_____ 12. The highest Church official in the Byzantine Empire
a. Pope
b. Patriarch
c. Bobby Shmurda
d. Emperor
_____ 13.
a.
b.
c.
d.
What issue was the cause for the bitter battle between eastern and western Christianity?
The Roman Church rejected Justinians Code
A Byzantine emperor allowed priests to marry
A Byzantine emperor banned religious icons.
The Roman Church used Latin as its official language.
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_____ 14. What helped cause the decline of the Byzantine Empire?
a. Mongol raiders attacked Constantinople.
b. The Nika Revolt started by the Blues and the Greens.
c. Hagia Sophia
d. Venetian merchants gained control of Byzantine trade.
_____ 15. Which region of medieval Russia served as a great highway for nomadic migration?
a. the northern forests
b. the Balkan Peninsula
c. the Ural Mountains
d. the southern steppe
_____ 16. Which of the following statements are true about the Mongol rule of medieval Russia?
a. Mongols destroyed trade routes between China and Eastern Europe.
b. Russian rulers continued the Mongols use of absolute power.
c. The Mongols created a no flex zone.
d. Mongol rule strengthened ties between Russia and Western Europe.
_____ 17. Ivan the Great
a. Sought to limit the power of landowning nobles.
b. Reformed Russian law based on Western traditions.
c. Organized the oprichniki to enforce his will.
d. Was the first Russian ruler to be officially crowned tsar.
_____ 18. Justinians most important achievement was
a. His international diplomacy
b. The great conquest of Theodora
c. moving the capital of Rome to Constantinople
d. the Corpus Juris Civilis or Body of Civil Law
_____ 19. The West Slavs of Poland were influenced by missionaries spreading
a. Eastern Orthodox Christianity
b. Logics Under Pressure
c. Roman Catholicism
d. Islam
_____ 20. The Turks used this to beat the Byzantines
a. Greek Fire
b. Cyrillic
c. Cannons
d. Dej Loaf
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Pre-Unit Exam (Answer Key)
The Pre-Unit Exam assess where you are at with the material. This helps Mr. Straight better
prepare his lessons for the unit. This exam will go into the gradebook as a credit/no credit
assignment dependent on completion!
Section 1: Matching
Match the terms to the description.
11. __B__ Mongol armies who ruled over most of medieval Russia.
12. __D__ A Byzantine emperor determined to revive ancient Rome.
13. __E__ An area southeastern Europe extending into the
Mediterranean Sea.
14. __J__ The open treeless grassland of Southern Russia.
15. __H__ The capital of the Byzantine Empire.
16. __C__ The center of the first Russian state.
17. __I__ A tsar who unified much of northern Russia under his rule.
18. __G__ After the death of this tsar Russia turned chaotic.
19. __F__ The Byzantine church practiced this type of religion.
20. __A__ A ruler who has absolute power.
Section 2: Multiple Choice

Write the letter of the correct answer in the blank provided.
__B__ 11. The city of Constantinople
e. Was able to prosper despite having no harbor
f. Commanded key trade routes linking Europe and Asia.
g. Cut all cultural ties with the heritage of Rome.
h. It had few defenses and was vulnerable to attack
__B__ 12. The highest Church official in the Byzantine Empire
e. Pope
f. Patriarch
g. Bobby Shmurda
h. Emperor
__C__ 13.
e.
f.
g.
h.
What issue was the cause for the bitter battle between eastern and western Christianity?
The Roman Church rejected Justinians Code
A Byzantine emperor allowed priests to marry
A Byzantine emperor banned religious icons.
The Roman Church used Latin as its official language.
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__D__ 14. What helped cause the decline of the Byzantine Empire?
e. Mongol raiders attacked Constantinople.
f. The Nika Revolt started by the Blues and the Greens.
g. Hagia Sophia
h. Venetian merchants gained control of Byzantine trade.
__D__ 15. Which region of medieval Russia served as a great highway for nomadic migration?
e. the northern forests
f. the Balkan Peninsula
g. the Ural Mountains
h. the southern steppe
__B__ 16. Which of the following statements are true about the Mongol rule of medieval Russia?
e. Mongols destroyed trade routes between China and Eastern Europe.
f. Russian rulers continued the Mongols use of absolute power.
g. The Mongols created a no flex zone.
h. Mongol rule strengthened ties between Russia and Western Europe.
__A__ 17. Ivan the Great
e. Sought to limit the power of landowning nobles.
f. Reformed Russian law based on Western traditions.
g. Organized the oprichniki to enforce his will.
h. Was the first Russian ruler to be officially crowned tsar.
__D__ 18. Justinians most important achievement was
e. His international diplomacy
f. The great conquest of Theodora
g. moving the capital of Rome to Constantinople
h. the Corpus Juris Civilis or Body of Civil Law
__A__ 19. The West Slavs of Poland were influenced by missionaries spreading
e. Eastern Orthodox Christianity
f. Logics Under Pressure
g. Roman Catholicism
h. Islam
__C__ 20. The Turks used this to beat the Byzantines
e. Greek Fire
f. Cyrillic
g. Cannons
h. Dej Loaf
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You may use any map in the textbook chapter, unit opener, or Atlas for
reference. There are a total of 25 locations to label. Each location is
worth a point.
Step 1: Locate and Label
O The Roman Empire
O The Aegean Sea
O The Byzantine Empire
O The Mediterranean Sea
O Constantinople
O The Volga River
O Jerusalem
O The Ural Mountains
O Rome
O The Russian Principalities
O Venice
O The Polish States
O Athens
O The Balkans
O Alexandria
O Asia Minor
O Kiev
O The Khanate of the Golden Horde
O Moscow
O Hungry
O The Bosporus Strait
O Novgorod
O The Baltic Sea
O Lithuania
O The Black Sea
Step 2: Create a key for your map.
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Key
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Lesson 2
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Date: 10/29/2014
Class Hour: 2nd/3rd
Lesson 2: Constantinople - All about the Geography

Objectives:
Understand how Geography both positively
and negatively impacted Constantinople.
Focus Question:
collapse?
Blooms Level:
Evaluation:
Students will be able to compare and
contrast the advantages and disadvantages of
Constantinoples location.
Students will be able to justify Valens
Aqueduct system.
Analysis
Students will be able to explain how, as well
as why, the Byzantine Empire needed to
protect itself.
Work in pairs (The advantages and disadvantages of Constantinoples location.)
o Pairs will be called on to share.
Class discussion
Think, Pair, Share
Relevance:
How aqueduct systems are used to collect, transport, and store water.
Whiteboard, paper, and pen/pencils.
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Art will be integrated through pictures and videos of the Byzantine Empire. This includes art
depicting Constantinoples Greek fire, iron chain, city walls, and aqueduct system.
Technology will be integrated through the use of video, Chromebooks and PowerPoint.
Time Frame
Learning Plan
10:00
1. Getting Started
Discuss in pairs the advantages and disadvantages of Constantinoples location.
o Write down and advantage and disadvantage
o Prepare to be called on!
Clearly state objectives of todays lesson for the students.
11:00
2. Why is this important?

The Byzantine Empire served as a shield/ buffer for Western Europe and protected
it from invasion by the Arabs. If The Byzantine Empire was not there Islam may of
become the predominate religion in Europe. - Geography!
15:00
3. Socratic Method Class Discussion

The need for water and Valens Aqueduct
5:00
4. Valens Aqueduct Video
20:00
5. Class Discussion
The need for defense - Connect to previous lesson about location and trade.
o Muslims ship warfare and the Huns stirrups.
o Greek Fire, Giant Iron River Chain, City Walls
5:00
6. Closure
What we will be doing next class?
o Diving deeper into the importance of the Byzantine Empire.
Students will turn in their Byzantine Empire, Russia, and Eastern Europe Map.
Students will turn in their pair work.
Homework:
Chapter 9, Section 1, Textbook Reading
Pictures and videos to help with understanding.
Work in pairs to help recall previous lesson.
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Lesson 2 Materials
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Lesson 3
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Date: 10/30/2014
Class Hour: 2nd/3rd
Lesson 3: Emperor Justinian I

Objectives:
Focus Question:
collapse?
Blooms Level:
Synthesis:
Students will prepare a presentation to teach
the class.
Students will design a poster on their topic.
Analysis:
Students will analyze informational text and
determine what information is most
important to share with the class.
Presentations
Group Interjection
Class discussion
Relevance:
The idea that laws can create stability amongst various groups with differing views.
Whiteboard, paper, and pen/pencils, Nike Riot handouts, Corpus Juris Civilis handouts, Hagia Sophia
handouts, Justinians Code Annotation Assignment.
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Art will be integrated through the making of posters
Technology will be integrated through the use of a video clip
Time Frame
Learning Plan
10:00
1. Getting Started
Open with video clip of Constantinoples city walls. (Connect to previous lesson.)
Have students recall the three defense systems that Constantinople had.
Lead into Justinian and give some background information
5:00
2. Group Assignment Introduction

6 groups/3 readings (There will be two groups for each reading). I will only have
three groups present (one for each reading). The group that does not present will
be responsible for making sure the other group hits all the key information and fill
in any gaps.
15:00
3. Group Reading
Each group will read their informational text.
Readings: Corpus Juris Civilis, Nika Riots, and Hagia Sophia.
10:00
4. Group Work
Make poster of group reading.
Teacher will monitor
20:00
5. Group Presentations
Take notes on other presentations.
6:00
6. Closure
Connect all three of the readings for student understanding.
Homework:
Justinian Code Annotation Assignment
Video clip to help with understanding.
Group work.
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Lesson 3 Materials
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Group 1 Reading:
Emperor Justinian and the Corpus Juris Civilis
By the reign of the emperor Justinian I (ruled 527-565 CE), the vast territories of the
Roman Empire in Europe, North Africa, and the East had for centuries been politically and
culturally divided into the Western Empire and the Eastern, or Byzantine, Empire. The Western
Empire had endured a series of Germanic invasions that led to its final collapse by 476 CE. So
the Roman Empire under Justinian's rule was the East though during his reign, the emperor
waged a successful campaign to reconquer some of the Western territories that had been lost
to Germanic invaders, such as Italy and parts of Spain. Like other Roman emperors before him,
Justinian faced the challenge of maintaining control and creating a sense of unity among farflung territories where other cultures and languages besides Latin (such as Greek)
predominated.
One of the ways that Justinian sought to unify the empire was through law. Roman
citizenship had been extended to the empire outside of Italy in the third century ce, making
inhabitants far and wide "citizens of Rome" and subject to its civil law. He formed a commission
of jurists to compile all existing Roman law into one body, which would serve to convey the
historical tradition, culture, and language of Roman law throughout the empire. This
compilation is sometimes referred to as "Justinian's Code," but in fact the Code was only one
element. The compilation of Justinian actually consisted of three different original parts: the
Digest (Digesta), the Code (Codex), and the Institutes (Institutiones). The Digest (533 CE)
collected and summarized all of the classical jurists' writings on law and justice. The Code (534
CE) outlined the actual laws of the empire, citing imperial constitutions, legislation and
pronouncements. The Institutes (535 CE) were a smaller work that summarized the Digest,
intended as a textbook for students of law. A fourth work, the Novella (Novellae), was not a
part of Justinian's project, but was created separately by legal scholars in 556 CE to update the
Code with new laws created after 534 CE and summarize Justinian's own constitution.
The compilation of Justinian is widely considered to be the emperor's greatest
contribution to the history of Western society. Though largely forgotten for several centuries
after the fall of the Western Empire, Roman law experienced a revival that began at the
University of Bologna, Italy, in the eleventh century and spread throughout Europe. Surviving
manuscript copies of Justinian's compilation were rediscovered and systematically studied and
reproduced. These new editions of the compilation, which were given the name Corpus Juris
Civilis ("body of civil law"), became the foundational source for Roman law in the Western
tradition. All later systems of law in the West borrowed heavily from it, including the civil law
systems of Western continental Europe, Latin America, and parts of Africa and to a lesser but
still notable extent the English common law system, from which American law is principally
derived.
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Group 2 Reading:
Nika Riots
The Nika riots took place over the course of a week in Constantinople in AD 532.
It was the most violent riot in the history of Constantinople, with nearly half the
city being burned or destroyed and tens of thousa nds of people killed.
On January 13, 532, a tense and angry populace arrived at the Hippodrome for the races. The
Hippodrome was next to the palace complex, and thus Justinian could watch from the safety of his box
in the palace and preside over the races. From the start, the crowd had been hurling insults at Justinian.
By the end of the day, at race 22, the partisan chants had changed from "Blue" or "Green" to a unified
N ("Nika", meaning "Win!" or "Conquer!"), and the crowds broke out and began to assault the
palace. For the next five days, the palace was under virtual siege. The fires that started during the
tumult resulted in the destruction of much of the city, including the city's foremost church, the Hagia
Sophia (which Justinian would later rebuild).
Some of the senators saw this as an opportunity to overthrow Justinian, as they were opposed
to his new taxes and his lack of support for the nobility. The rioters, now armed and probably controlled
by their allies in the Senate, also demanded that Justinian dismiss the prefect John the Cappadocian,
who was responsible for tax collecting, and the quaestor Tribonian, who was responsible for rewriting
the legal code. They then declared a new emperor, Hypatius, who was a nephew of former Emperor
Anastasius I.
Justinian, in despair, considered fleeing, but his wife Theodora is said to have dissuaded him,
saying, "Those who have worn the crown should never survive its loss. Never will I see the day when I
am not saluted as empress." Although an escape route across the sea lay open for the emperor,
Theodora insisted that she would stay in the city, quoting an ancient saying, "Royalty is a fine burial
shroud," or perhaps, "[the royal color] Purple makes a fine winding sheet."
As Justinian rallied himself, he created a plan that involved Narses, a popular eunuch, as well as
the generals, Belisarius and Mundus. Carrying a bag of gold given to him by Justinian, the slightly built
eunuch entered the Hippodrome alone and unarmed, against a murderous mob that had already killed
hundreds. Narses went directly to the Blues' section, where he approached the important Blues and
reminded them that Emperor Justinian supported them over the Greens. He also reminded them that
the man they were crowning, Hypatius, was a Green. Then, he distributed the gold. The Blue leaders
spoke quietly with each other and then they spoke to their followers. Then, in the middle of Hypatius's
coronation, the Blues stormed out of the Hippodrome. The Greens sat, stunned. Then, Imperial troops
led by Belisarius and Mundus stormed into the Hippodrome, killing the remaining rebels.
About thirty thousand rioters were reportedly killed. Justinian also had Hypatius executed and
exiled the senators who had supported the riot. He then rebuilt Constantinople and the Hagia Sophia,
and was free to establish his rule. He was also free to pursue his ultimate dream of a united Roman
Empire.
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Group 3 Reading:
Hagia Sophia
The Hagia Sophia combines a longitudinal basilica and a centralized building in a wholly
original manner, with a huge 105-foot (32-metre) main dome supported on pendentives and
two semidomes, one on either side of the longitudinal axis. In plan the building is almost
square. There are three aisles separated by columns with galleries above and great marble piers
rising up to support the dome. The walls above the galleries and the base of the dome are
pierced by windows, which in the glare of daylight obscure the supports and give the
impression that the canopy floats on air.
The Hagia Sophia was built in the remarkably short time of about six years, being
completed in 537 ce. Unusual for the period in which it was built, the names of the buildings
architectsAnthemius of Tralles and Isidorus of Miletusare well known, as is their familiarity
with mechanics and mathematics.
The original church on the site of the Hagia Sophia is said to have been built by
Constantine I in 325 on the foundations of a pagan temple. It was rebuilt after a fire in 404
(upon the second banishment of St. John Chrysostom, then patriarch of Constantinople) and
enlarged by the Roman emperor Constans I. The restored building was rededicated in 415 by
Theodosius II. The church was burned again in the Nika insurrection of January 532, a
circumstance that gave Justinian I an opportunity to envision a splendid replacement.
The structure now standing is essentially the 6th-century edifice, although an
earthquake caused a partial collapse of the dome in 558 (restored 562) and there were two
further partial collapses, after which it was rebuilt to a smaller scale and the whole church
reinforced from the outside. It was restored again in the mid-14th century. For more than a
millennium it was the Cathedral of the Ecumenical Patriarchate of Constantinople. It was looted
in 1204 by the Venetians and the Crusaders on the Fourth Crusade. After the Turkish conquest
of Constantinople in 1453, Mehmed II had it repurposed as a mosque, with the addition of
minarets (on the exterior, towers used for the summons to prayer), a great chandelier, a
mihrab (niche indicating the direction of Mecca), a minbar (pulpit), and disks bearing Islamic
calligraphy. Kemal Atatrk secularized the building in 1934, and in 1935 it was made into a
museum. Art historians consider the buildings beautiful mosaics to be the main source of
knowledge about the state of mosaic art in the time shortly after the end of the Iconoclastic
Controversy in the 8th and 9th centuries.
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JUSTINIANS CODE ANNOTATION ASSIGNMENT

Directions: Write your annotations on the page.
Four forms of annotation:
Highlighting/Underlining.
Paraphrasing/Summarizing main ideas.
Descriptive Outline
Comments/Responses
*On this assignment you should use each form at least once.
BOOK III
TITLE XIII. OF OBLIGATIONS
Let us now pass on to obligations. An obligation is a legal bond, with which we are bound by a necessity
of performing some act according to the laws of our State.
1. The leading division of obligations is into two kinds, civil and praetorian. Those obligations are civil
which are established by statute, or at least are sanctioned by the civil law; those are praetorian which
the praetor has established by his own jurisdiction, and which are also called honorary.
2. By another division they are arranged in four classes, contractual, quasicontractual, delictal, and
quasidelictal. And first, we must examine those which are contractual, and which again fall into four
species, for contract is concluded either by delivery, by a form of words, by writing, or by consent: each
of which we will treat in detail.
TITLE XV. OF VERBAL OBLIGATION

An obligation is contracted by question and answer, that is to say, by a form of words, when we
stipulate that property shall be conveyed to us, or some other act be performed in our favour. Such
verbal contracts ground two different action, namely condiction, when the stipulation is certain, and the
action on stipulation, when it is uncertain; and the name is derived from stipulum, a word in use among
the ancients to mean 'firm,' coming possibly from stipes, the trunk of a tree.
1. In this contract the following forms of words were formerly sanctioned by usage: 'Do you engage
yourself to do so and so?' 'I do engage myself.' 'Do you promise?' 'I do promise.' 'Do you pledge your
credit?' 'I pledge my credit.' 'Do you guarantee?' 'I guarantee.' 'Will you convey?' 'I will convey.' 'Will you
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do?' 'I will do.' Whether the stipulation is in Latin, or Greek, or any other language, is immaterial,
provided the two parties understand one another, so that it is not necessary even that they should both
speak in the same tongue, so long as the answer corresponds to the question, and thus two Greeks, for
instance, may contract an obligation in Latin. But it was only in former times that the solemn forms
referred to were in use: for subsequently, by the enactment of Leo's constitution, their employment was
rendered unnecessary, and nothing was afterwards required except that the parties should understand
each other, and agree to the same thing, the words in which such agreement was expressed being
immaterial.
2. The terms of a stipulation may be absolute, or performance may either be postponed to some future
time, or be made subject to a condition. An absolute stipulation may be exemplified by the following:
'Do you promise to give five aurei?' and here (if the promise be made) that sum may be instantly sued
for. As an instance of stipulation in diem, as it is called where a future day is fixed for payment, we may
take the following: 'Do you promise to give ten aurei on the first of March?' In such a stipulation as this,
an immediate debt is created, but it cannot be sued upon until the arrival of the day fixed for payment:
and even on that very day an action cannot be brought, because the debtor ought to have the whole of
it allowed to him for payment; for otherwise, unless the whole day on which payment was promised is
past, it cannot be certain that default has been made.
3. If the terms of your stipulation run 'Do you promise to pay me ten aurei a year so long as I live?' the
obligation is deemed absolute, and the liability perpetual, for a debt cannot be owed till a certain time
only; though if the promisee's heir sues for payment, he will be successfully met by the plea of contrary
agreement.
4. A stipulation is conditional, when performance is made to depend on some uncertain event in the
future, so that it becomes actionable only on something being done or omitted: for instance, 'Do you
promise to give five aurei if Titius is made consul?' If, however, a man stipulates in the form 'Do you
promise to give so and so, if I do not go up to the Capitol?' the effect is the same as if he had stipulated
for payment to himself at the time of his death. The immediate effect of a conditional stipulation is not a
debt, but merely the expectation that at some time there will be a debt: and this expectation devolves
on the stipulator's heir, supposing he dies himself before fulfilment of the condition.
5. It is usual in stipulations to name a place for payment; for instance, 'Do you promise to give at
Carthage?' Such a stipulation as this, though in its terms absolute, implies a condition that enough time
shall be allowed to the promisor to enable him to pay the money at Carthage. Accordingly, if a man at
Rome stipulates thus, 'Do you promise to pay today at Carthage?' the stipulation is void, because the
performance of the act to be promised is a physical impossibility.
6. Conditions relating to past or present time either make the obligation void at once, or have no
suspensive operation whatever. Thus, in the stipulation 'Do you promise to give so and so, if Titius has
been consul, or if Maevius is alive?' the promise is void, if the condition is not satisfied; while if it is, it is
binding at once: for events which in themselves are certain do not suspend the binding force of an
obligation, however uncertain we ourselves may be about them.
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7. The performance or nonperformance of an act may be the object of a stipulation no less than the
delivery of property, though where this is the case, it will be best to connect the nonperformance of the
act to be performed, or the performance of the act to be omitted, with a pecuniary penalty to be paid in
default, lest there be doubt as to the value of the act or omission, which will make it necessary for the
plaintiff to prove to what damages he is entitled. Thus, if it be a performance which is stipulated for,
some such penalty should be added as in the following: 'If so and so is not done, do you promise to pay
ten aurei as a penalty?' And if the performance of some acts, and the nonperformance of others, are
bargained for in the same stipulation, a clause of the following kind should be added, 'If any default is
made, either as contrary to what is agreed upon, or by way of nonperformance, do you promise to pay a
penalty of ten aurei?'
TITLE XXIII. OF PURCHASE AND SALE

The contract of purchase and sale is complete immediately the price is agreed upon, and even before
the price or as much as any earnest is paid: for earnest is merely evidence of the completion of the
contract. In respect of sales unattested by any written evidence this is a reasonable rule, and so far as
they are concerned we have made no innovations. By one of our constitutions, however, we have
enacted, that no sale effected by an agreement in writing shall be good or binding, unless that
agreement is written by the contracting parties themselves, or, if written by some one else, is at least
signed by them, or finally, if written by a notary, is duly drawn by him and executed by the parties. So
long as any of these requirements is unsatisfied, there is room to retract, and either purchaser or vendor
may withdraw from the agreement with impunityprovided, that is to say, that no earnest has been
given. Where earnest has been given, and either party refuses to perform the contract, that party,
whether the agreement be in writing or not, if purchaser forfeits what he has given, and if vendor is
compelled to restore double of what he has received, even though there has been no express
agreement in the matter of earnest.
1. It is necessary that the price should be settled, for without a price there can be no purchase and sale,
and it ought to be a fixed and certain price. For instance, where the parties agreed that the thing should
be sold at a price to be subsequently fixed by Titius, the older jurists doubted much whether this was a
valid contract of sale or not. The doubt has been settled in the following way by our decision; if the third
person named actually fixes the price, it must certainly be paid, as settled by him, and the thing must be
delivered, in order to give effect to the sale; the purchaser (if not fairly treated) suing by the action on
purchase, and the vendor by the action on sale. But if the third person named will not or cannot fix the
price, the sale will be void, because no price has been settled. This rule, which we have adopted with
regard to sales, may reasonably be extended also to contracts of hire.
2. The price, too, should be in money; for it used to be much disputed whether anything else, such as a
slave, a piece of land, or a robe, could be treated as a price. Sabinus and Cassius held the affirmative,
explaining thus the common theory that exchange is a species, and the oldest species, of purchase and
sale; and in their support they quoted the lines of Homer, who says in a certain passage that the army of
the Greeks procured themselves wine by giving other things in exchange, the actual words being as
follow: 'then the longhaired Greeks bought themselves wine, some with bronze, some with shining iron,
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some with hides, some with live oxen, some with slaves.' The other school maintained the negative, and
distinguished between exchange on the one hand, and purchase and sale on the other: for if an
exchange were the same thing as a sale, it would be impossible to determine which is the thing sold, and
which is the price, and both things cannot be regarded in each of these characters. The opinion,
however, of Proculus, who affirmed that exchange was a species of contract apart by itself, and distinct
from sale, has deservedly prevailed, as it is confirmed by other lines from Homer, and by still more
cogent reasons, and this has been admitted by preceding Emperors, and is fully stated in our Digest.
3. As soon as the contract of sale is concludedthat is, as we have said, as soon as the price is agreed
upon, if the contract is not in writingthe thing sold is immediately at the risk of the purchaser, even
though it has not yet been delivered to him. Accordingly, if a slave dies, or is injured in any part of his
body, or if a house is either totally or partially burnt down, or if a piece of land is wholly or partially
swept away by a river flood, or is reduced in acreage by an inundation, or made of less value by a storm
blowing down some of its trees, the loss falls on the purchaser, who must pay the price even though he
has not got what he purchased. The vendor is not responsible and does not suffer for anything not due
to any design or fault of his own. If, however, after the purchase of a piece of land, it receives an
increase by alluvion, it is the purchaser who profits thereby: for the profit ought to belong to him who
also bears the risk. And if a slave who has been sold runs away, or is stolen, without any design or fault
of the vendor, one should look to see whether the latter expressly undertook to keep him safely until
delivery was made; for, if he did this, the loss falls upon him, though otherwise he incurs no liability: and
this is a rule which applies to all animals and other objects whatsoever. The vendor, however, will be
bound to transfer to the purchaser all his rights of action for the recovery of the object or damages, for,
not having yet delivered it to the purchaser, he still remains its owner, and the same holds good of the
penal actions on theft and on unlawful damage.
4. A sale may be made conditionally as well as absolutely. The following is an example of a conditional
sale: 'If Stichus meets with your approval within a certain time, he shall be purchased by you for so many
aurei.'
5. If a man buys a piece of land which is sacred, religious, or public, such as a forum or basilica, knowing
it to be such, the purchase is void. But if the vendor has fraudulently induced him to believe that what
he was buying was not sacred, or was private property, as he cannot legally have what he contracted
for, he can bring the action on purchase to recover damages for what he has lost by the fraud; and the
same rule applies to the purchase of a free man represented by the vendor to be a slave.
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Teacher Notes:
MI: The Justinian code towards obligations deals with many subjects, including bets/Verbal
contracts as well as haggling/and the buying/selling of goods based on agreement (bartering).
A Verbal Obligation is further divided into two categories- the Condition, where a certain stipulation
is certain, and the action on stipulation, which is uncertain, based on their wording.
Stipulations are made under certain pre-established conditions, much like a bet, and are made
simply, usually with a time limitation.
Both things and actions can be the object of Stipulation, and stipulation can be based on facts
(information-based bets). However, the stipulation is void when the information is disputable.
A verbal contract of sale is formed when a price is agreed upon, and can be considered legitimate in
all sales without a written record. Once the sale has been contracted, if it is damaged, it is the
buyer's fault.
Public things and holy ground cannot be sold. But the buyer is to be reimbursed if they were tricked
out of their money.
P1 Summary:
MI: Document One defines law and justice, and people's rights. It also defined what constitutes as a
marriage (No incest).Slavery is also legal due to civil law overrunning natural rights (freedom). If two
people have a child, but they aren't married, the child is taken away. This tells us that the Byzantines
value civil rights over natural rights, and they believe themselves greater than nature/ the state is more
powerful than anything else.
P2 Summary:
Summary - This document addresses ownership and how to determine who owns what. For example, if
someone goes onto your land and plants something, the plants are not yours. If someone finds a
treasure, the finder and the landowner get half. This shows that the Byzantines strictly defined how
things are to be owned in order to resolve internal disputes, often to the point of the laws being
impractical.
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Lesson 4
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Date: 10/31/2014
Class Hour: 2nd/3rd
Lesson 4: Justinians Code

Objectives:
Focus Question:
collapse?
Blooms Level:
Evaluation:
Students will compare and contrast American
laws to Justinians Code.
Application:
Students will apply what they know about
Justinians Code to answer each scenario
question.
Presentations
Group Interjection
Class discussion
Relevance:
Connecting American laws to Justinians Code and exploring differences.
Materials: Comparing American Laws to Justinians Code Handout, Understanding Justinians Code
Handout, Class Survey Form, White Board Markers, Whiteboard, Paper, and Pen/Pencils.
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Time Frame
Learning Plan
15:00
1. Getting Started
Finish up presentations (If applicable)
What are the Hagia Sophia, the Nika Riots, and the Corpus Juris Civilis?
10:00
2. Compare and Contrast Justinians Code to American Laws Reading
20:00
3. Class discussion:
Justinian Code Annotation Assignment
Similarities and differences to American Laws.
Which would be preferable to live in and why?
Are American Laws perfect? Why or why not?
15:00
4. Understanding Justinians Code Worksheet.

Work on first problem as a class. Students read the directions, the excerpt of
Justinians Code of Law, and the scenario as a class. We will then discuss how to
properly answer each scenario.
6:00
5. Closure
Homework:
Understanding Justinians Code.
Class discussion.
Comparing American Laws to Justinians Code.
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Lesson 4 Materials
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Comparing Justinians Code to American Law

Laws about
Justinian Code
Womens Rights
All women can own

property, make contracts
and will, and bring a lawsuit.
Robbery
Robbery was not a crime.

The victim could sue the
robber for up to four times
the values of the stolen
property.
Failure to pay debts
People owed something had

to sue the person owing
them to gain debt back.
Murder
Murder was punished by

banishment.
Inheritance
Women could not inherit

property from their
husbands unless it was
provided in a will. Children
received equal amounts of
the fathers estate.
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American Laws
All women can own
property, make contracts
and wills, bring a lawsuit.
Women are guaranteed the
same right as men.
Robbery is a crime and is
punishable by a fine and/ or
a prison sentence.
People owed something had

to sue the person owing
them to gain debt back.
Murder is punished by a
prison sentence or death.
Standard law allows wives
and children to divide an
estate. Other directions can
be provided for in a will.
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Understanding Justinians Code
Name: _____________________________________
Total: 30 Points (Each question has 10 Points)
Byzantine Empire
Background Knowledge: When Justinian came to the throne in 527 C.E., he created a commission of
lawyers to revise and codify the existing laws to both make them simpler to interpret and to increase
the authority of his leadership. The Corpus Juris Civilis has four parts: the Code, which consists of 4,652
laws; the Digest, a 50-volume collection of decisions made by respected judges; the Institutes, a kind of
textbook of legal procedures, and the Novels, which contain laws introduced by Justinian and his
immediate successors. Justinian's new code extended the rights of women, children, and slaves, but also
called for harsher penalties for crimes.
Directions: Read the following excerpts from Justinians Code of Law. After reading the
scenarios, answer the following critical thinking questions citing examples from Justinians
Code of Law.
MARRIAGE
Justinian Code of Law: Citizens are joined together in lawful wedlock when they are united
according to law, the man having reached the years of puberty, and the woman being of
marriageable ageprovided thatthey have the consent of the parents.
It is not every woman that can be taken [as a] wife: for marriage with certain classes of persons is
forbiddenthus, father and daughter, grandfather and granddaughter, mother and son,
grandmother and grandson, uncle and niece, etcare incapable of lawfully marrying. Brother and
sister, indeed, are prohibited from intermarriage. [However], the children of two brothers or
sisters, or of a brother and sister, may (emphasis added) lawfully intermarry. A man cannot have
two wives at the same time, nor can a woman have two husbands at the same time.
Scenario #1: Jim Nastics is the 23-year-old son of an unemployed magician; he travels the
county fair carnival circuit as a knife-juggling, acrobatic clown. Wilma B. McBride, his
girlfriend, comes from a wealthy family and is a 29-year-old fashion designer in the process of
divorcing her first husband. While Jim's parents actively support their son's wish to marry
Wilma, Wilma's parents are very much against the idea. Indeed, Wilma's father told her that
she is forbidden to marry Jim.
1. Under the Justinian Code of Law, could Jim Nastics and Wilma B. McBride marry? Why or why
not? Explain your answers by citing examples.
ASSAULT AND BATTERY

Justinian Code of Law: An injury is defined as anything, which is done without any just cause. An
injury or outrage is inflicted not only by striking with the fist, a stick or whip, but also by
vituperation (the use of harsh and abusive language) for the purpose of collecting a crowdor by
writing, composing or publishing [words or poetry that are outrageous and untrue].
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[The amount of money] awarded [to a victim] of an injury or an outrage rises and falls in amount
according to the class and character of the [victim]. For instance, [if the victim holds a government
position] and is outraged by a person of low condition, [such a victim is entitled] to greater
pecuniary compensation (money_ than [if the injury was inflicted by another government official].
A person who has been outraged always has his option between the civil remedy (only involving a
financial penalty) and a criminal indictment (in which the accused could be sent to jail). If he
prefers [a civil remedy], the penalty which is imposed depends on the [victims] own estimate of the
wrong he has suffered; if he prefers [a criminal trial] it is the judges duty to inflict [the hardest
possible] penalty on the offender.
Scenario #2: Bert Enerny, a wealthy senator, was struck by Don Annout, a homeless person.
Don was frustrated with the senator's refusal to support the president's homeless program.
Don hoped to draw attention to the homeless problem by directly confronting the senator
outside his office where a small crowd was assembled. After enduring a verbal barrage of
obscenities from Don, Senator Enerny attempted to push past Don to get into his limousine. At
this point, Don punched the Senator with a closed fist; the Senator responded by shoving Don to
the ground. It took two police officers several minutes to separate the two men.
1. Under the Justinian Code of Law, what would happen to Don Annout? Explain your answer by
citing examples.
ROBBERY
Justinian Code of Law: Robbery is defined as taking of personal property by using violence or
threat. It is also declared that this [law] relates not only to robbery of travelers, but also to forcible
entries on land and houses, so as to deter people from all violent [theft] upon property.
The penalty [for robbery] is three times the value of the property, and this whether the robber be
caught in the act or not. [However], if a man by mistake thought that property was his ownhe
cannot be convicted of robbery.
Scenario #3: Jose Canusey, a 30-year-old business executive, was robbed of his wallet,
containing $150, as he was attempting to deposit his paycheck using his bank's automated
teller machine. The robbery took place in broad daylight while the bank was still open for
business. Luckily, the camera installed by the bank photographed the robbery as it was in
progress, allowing the police to identify and later apprehend the suspect. The suspect, Rob
Burr, is a 27-year-old drug addict who robbed Jose so he could buy crack cocaine.
1. Under the Justinian Code of Law, what would happen to Rob Burr? Explain your answer by citing
examples.
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Lesson 5
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Date: 11/03/2014
Class Hour: 2nd/3rd
Lesson 5: The Great Schism

Objectives:
Understand why Constantinople became known as
the New Rome.
Summarize the ways in which the Byzantine Empire
prospered under Justinian.
Analyze how Christianity in the Byzantine Empire
differed from Christianity in the West.
Explain why the Byzantine Empire collapsed and
Focus Question:
What made the Byzantine Empire rich and successful
for so long and why did it finally collapse?
Blooms Level:
Comprehension:
Students will be able to explain what
Justinians law is.
Analysis
Students will be able to differentiate
between Christianity in the Byzantine
Empire and Christianity found in the
west.
Bell Ringer Questions
Class discussion
Think, Pair, Share
Relevance:
Making the connection that both the Roman Catholic Church and the Eastern Orthodox Church
are branches of Christianity as well as understanding both of these branches still exists today.
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Art will be integrated through pictures of the Hagia Sophia, Hippodrome, Justinian I, Theodora,
the pope and patriarch, Religious Iconic art, the Turks strategies for taking Constantinople, and a
video clips on Basil II and Istanbul was once Constantinople.
Technology will be integrated through the use of video, music, Chromebooks, and PowerPoint.
Time Frame
Learning Plan
15:00
1. Getting Started
Warm Up Questions:
o How are the Hagia Sophia and the Nika Riots related?
o What made Constantinople successful?
Collect Justinians Code Homework
10:00
2. Justinian Code Discussion
5:00
3. Giving images to Hagia Sophia, Hippodrome, Justinian I, and Theodora.
10:00
4. Emperor Basil II Video

Simulation
20:00
5. The Great Schism Discussion

The Roman Catholic Church
Eastern Orthodoxy
o Connect back to Constantine and Caseropapism
Icons and the schism
Missionaries
6:00
6. Closure Decline and Collapse tomorrow
Homework:
Visuals - Pictures and videos to help with understanding.
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Lesson 5 Materials
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Lesson 6
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Date: 11/04/2014
Class Hour: 2nd/3rd
Lesson 6: The Byzantine Empire Decline and Collapse

Objectives:
Understand why Constantinople became known as
the New Rome.
Summarize the ways in which the Byzantine Empire
prospered under Justinian.
Analyze how Christianity in the Byzantine Empire
differed from Christianity in the West.
Explain why the Byzantine Empire collapsed and
Focus Question:
What made the Byzantine Empire rich and successful
for so long and why did it finally collapse?
Blooms Level:
Evaluation:
Students will be able to compare
technological advantages between
the Hans, Constantinople, and the
Turks.
Comprehension
Students will be able to locate
locations on a map.
Students will be able to explain what
led to the Byzantine Empires decline.
Class discussion
Think, Pair, Share
Relevance:
The Byzantine Empire served as a shield, protecting Western Europe, from Islamic influences for
over 1,000 years, during a time when Western Europe was very vulnerable.
Whiteboard, paper, and pen/pencils, Homework Handouts
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Art will be integrated through pictures of the Turks use of cannons and carrying their ships over
the land.
Technology will be integrated through the use of Chromebooks and PowerPoint, and projection of
the map
Time Frame
Learning Plan
5:00
1. Getting Started
The Warm Up Question:
o What church branch banned the use of religious icons?
15:00
2. Decline Discussion
Venetians
o Connect to taxes and tariffs today.
4th Crusades
o Bad for Western Rome (Byzantine Empire as a Shield)
20:00
3. Collapse Discussion
Turks take Constantinople
o Ships over land and Cannons
o Technological advantages
Hagia Sophia becomes a masque
10:00
4. Predict/Discover Think, Pair, Share

Long term effects of the fall of the Byzantine Empire
10:00
5. Geography Practice
Class locates key locations on projected map
6:00
6. Closure
The Byzantine Empire section is finished! Moving into Russia
Homework:
The Rise of Russia (Three Geographical Zones)
Pictures to help with understanding.
Work in pairs to help recall previous lesson.
Map work on board.
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Lesson 6 Materials
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discussed in this section of text and add

those category headings to the chart. Read
through the text again and organize the facts
under each category.
Directions: Decide on the three regions
Three Geographic Zones Shaping Early Russian Life
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Lesson 7
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Date: 11/05/2014
Class Hour: 2nd/3rd
Lesson 7: The Rise of Russia

Objectives:
Understand how geography influenced the rise of
Russia
Describe the growth of Kiev
Explain how Mongol rule affected Russia and how
Describe how Moscow took the lead in Russia and
how its rulers developed authoritarian control.
Focus Question:
How did geography and the migrations of
different peoples influence the rise of Russia?
Blooms Level:
Synthesis:
Students will be able to construct a
timeline of the rise of Russia.
Analysis
Students will be able to categorize the
three geographical zones of Russia.
Plickers
Class discussion
Think, Pair, Share
Sequence Activity
Relevance:
Focus on natural resources and geographical factors that influence the development of cities.
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Art will be integrated through images in the textbook.
Technology will be integrated through the use of Plickers and Chromebooks.
Time Frame
Learning Plan
15:00
1. Getting Started
Plickers (Assessing our reading)
Collect Homework
20:00
2. Recognize Sequence
Note taking and creation of a timeline of events in the rise of Russia.
Last 5 minutes partners can work together
10:00
3. Geographys Influences that led to rise of Russia

More in depth look at the concepts introduced in the homework
15:00
4. Class Discussion over the Kiev

Vikings influence
6:00
5. Closure
Next time: How Russia was influenced by the Byzantine Empire
Homework:
Sequence Activity
Pair Work
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Lesson 7 Materials
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Plickers N/A
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Lesson 8
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Date: 11/06/2014
Class Hour: 2nd/3rd
Lesson 8: The Byzantine Empires Influence over Russia

Objectives:
Understand how geography influenced the rise of
Russia
Explain how Mongol rule affected Russia and how
Describe how Moscow took the lead in Russia and
how its rulers developed authoritarian control.
Focus Question:
How did geography and the migrations of
different peoples influence the rise of Russia?
Blooms Level:
Analysis
Students will illustrate how the
Byzantine Empire influenced Russia.
Comprehension
Students will be able to explain what the
long term effects of the Golden Horde
were on Russia.
Class Discussion
Think, Pair, Share
Illustrations of how the Byzantine Empire influenced Russia
Relevance:
The use of missionaries to gain influence over others. Written language in Russia comes out of
this. The power of religion to influence.
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Art will be integrated through the drawing of pictures and the map.
Technology will be integrated through the use of Chromebooks.
Time Frame
Learning Plan
5:00
1. Getting Started
Map of Russia on board (Students locate Kiev and Moscow)
10:00
2. Missionaries Discussion
Reconnect to the Byzantine Empire and the Eastern Orthodox Church
Cyrillic
25:00
3. Find Evidence
Partners work in pairs to find evidence in the text and pictures of how the
Byzantine Empire influenced Russia
Students then illustrate one of these influences.
5:00
4. Art Work Presentation

Whip around to present and explain illustrations.
15:00
5. Class Discussion over the Golden Horde and Batu Khan

Long term effects on Russia.
6:00
6. Closure
Next time: Ivan the Great and Ivan the Terrible
Homework:
Chapter 9, Section 4, Textbook Reading.
Pictures to help with understanding.
Partner work in finding evidence in informational text and illustrating what they found (SIOP)
Student illustrations to demonstrate learning.
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Lesson 8 Materials
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N/A
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Lesson 9
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Date: 11/10/2014
Class Hour: 2nd/3rd
Lesson 9: Russia: Ivan the Great and Ivan the Terrible

Objectives:
Understand how geography influenced the
rise of Russia
Explain how Mongol rule affected Russia and
how its rulers developed authoritarian
control.
Describe how Moscow took the lead in
Russia and how its rulers developed
authoritarian control.
Focus Question:
How did geography and ethnic diversity
contribute to the turmoil of Eastern Europe?
Blooms Level:
Evaluation:
Students will be able to compare and
contrast Ivan the Great to Ivan the Terrible.
Analysis
Students will analyze a picture of Ivan the
Terrible after he killed his son and two
images of Ivan the Terrible before he
snapped and after.
Class discussion
Think, Pair, Share
Y Chart
Relevance:
Russias Tsars strengthened central power and developed absolute power. Separation from
Western Europe by the Mongols creates a sense of isolation. Mixed, these both propel a desire
for expansion and influence. Resulting in Russias involvements in the World Wars, the Cold War
and emerging as a world power.
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Arts/Technology Integration Strategy
Art will be integrated through the use of images of Ivan the Terrible.
Technology will be integrated through the use of the projector and Chromebooks.
Time Frame
Learning Plan
5:00
1. Getting Started
What is a tsar (Using text to find meaning)
What were tsars in the Byzantine Empire called? (Making connections)
10:00
2. The increase in Moscows power discussion
12:00
3. Ivan III Biography reading

Who is Ivan III?
Reading questions
Discussion
15:00
4. Ivan the Terrible (Making Predictions)

Painting of Ivan and his son (Ivan is holding his son after he killed him)
Y Chart Predictions (Place photo in the middle of the Y chart and have students
predict what is happening before, during, and after the picture.)
Project this on the board and have students come up and write predictions on the
board
10:00
5. Ivan the Terrible discussion

The first Tsar
Agents of Terror
o Boyars
10:00
6. The success of both Ivan the Great and Ivan the Terrible discussion
What were the lasting impacts of these two rulers?
4:00
7. Closure
Homework:
Online Classroom Rise of Russia Questions.
Group Y chart to make predictions
115
Lesson 9 Materials
116
117
Name: ___________________________________ Hour: ____________ Date: _____________________
Ivan III of Moscow was declared his countrys co-ruler when he was a young boy. His reign began as a way for his
father, then the crown prince, to try to ensure his familys claim to the throne. During his more than 40 years as
the grand prince of Moscow, Ivan successfully led his country and helped complete the unification of Russian
lands. - As you read, note events in Ivans life that happened for political reasons. Then, on a separate sheet of
paper, answer the questions that follow.
Ivan III (14401505)

Ivan III, known as Ivan the Great, was born into a family of rulers at a time
when Russia was overwhelmed by struggles for power and territory. Civil war
raged between those who supported his father, Crown Prince Vasily II of
Moscow, and those who supported Ivan uncles. When Ivan was just six, his
father was arrested and blinded by a cousin. Ivan was hidden in a monastery
before later being handed over to his fathers captors.
His father was eventually released, and to further establish the familys
claim to the throne, Ivan, then ten years old, was made a co-ruler. Though he
did not participate in the governance of Moscow at that young age, he did
receive experience in the arts of war and politics.
After his fathers death in 1462, Ivan became the grand prince of Moscow.
Ivan centralized government by stripping some princes of land and authority. He also started the pomestie system,
which granted estates to servants of the grand prince on a lifetime basis, on the condition of their loyal service.
Under Ivans rule, Moscow gained independence from the Mongol Tatar Empire of the Golden Horde.
Additionally, Russias empire was expanded by the annexation of major East Slavic principalities. One principality
that Ivan acquired was Tver, which had been Moscows major rival since 1300. Ivans marriage to Maria, Princess
of Tver, helped to make the acquisition possible.
In 1467, Maria died, leaving Ivan with one son, the heir to the throne. To help secure his familys dynasty, Ivan
married again, this time to a niece of the last Byzantine emperor.
After the death of Ivans son from his first marriage, a battle broke out over who would be Ivans heir. The
contenders were Ivans son Vasily from his second marriage and his grandson Dmitry, who was his eldest sons son.
Ivan initially chose Dmitry, but Vasily rebelled and defected to the Lithuanians, bitter enemies of Russia. Ivan then
changed course. In 1502, he named Vasily his co-ruler and sent Dmitry to prison.
Ivans last years were not eventful, and he died in 1505. Despite his many achievements, it is said that his
people did not mourn his passing.
Questions:
1.
What is the pomestie system? (2 Points)
2.
How were Ivan IIIs marriages politically

motivated? (4 Points)
118
3.
Predict Consequences What might have

happened in Russia had Ivan not changed course
and named Vasily as his successor? (2 Points)
4.
Draw Conclusions Why do you think Ivan chose

the niece of the Byzantine emperor as his wife?
(2 Points)
119
Online Classroom - The Rise of Russia Questions

Each part of each question is worth a point. There are a total of 11 points possible.
Question 1:
The three regions of Russia:
1.
2.
3.
Why was the steppe important?
Question 2:
What geographic feature helped the Byzantine Empire influence the development of Russia?
_____________ was the center of the first Russian state.
Question 3:
Describe who/what Tsar is?
What happened after Ivan the Terrible died?
Question 4: How did the Golden Horde/Mongols shape Russian history?
Question 5: Who were the agents of terror and what did they do?
Question 6: Who was Ivan the Great and what did he do?
120
121
122
Lesson 10
123
Date: 11/11/2014
Class Hour: 2nd/3rd
Lesson 10: Eastern Europe

Objectives:
Describe how geography influenced the
development of Eastern Europe.
Understand how migrations contributed to
cultural diversity in Eastern Europe.
Learn about three Eastern European
kingdoms.
Focus Question:
How did geography and ethnic diversity
contribute to the turmoil of Eastern European
History?
Blooms Level:
Synthesis:
Students will collect information from each
other to fully understand the three kingdoms
that developed in Eastern Europe.
Analysis
Students will categorize conditions and
events that led to the diversity of Eastern
Europe.
Assessment of Learning
Class discussion
Group Jigsaw activity
Note Taking Study Guide
Relevance:
Eastern Europe was easily accessible by people with many diverse backgrounds. A positive of
this is that Eastern Europe allowed ideas, technologies, practices, etc. to spread more easily
among diverse groups. This connectedness also made it easier to attack one another which
resulted in transitory territories.
124
Whiteboard, paper, Pen/Pencils, and Handouts.
Arts/Technology Integration Strategy

Art will be integrated through images found in the textbook
Technology will be integrated through the use of Chromebooks, online textbooks, GroupMe, and
the projector.
Time Frame
Learning Plan
5:00
1. Getting Started
GroupMe
15:00
2. Group Work Activity

Students will work in their table groups to answer one of the questions
surrounding the rise of Russia. They will then come up to the board and answer
the question. Students will then take notes from what other groups write.
15:00
3. Note taking Graphic Organizer Activity on Diversity of Eastern Europe

Student will use their textbook to fill out the study guide
10:00
4. Diversity of Eastern Europe Class Discussion

Connecting what we found in the text and making it understandable.
15:00
5. Important Events in Eastern Europe Group Work

Table groups may work together to complete this activity.
Poland, Hungary, and Serbia
6:00
6. Closure
Homework:
Review Sheet for Test
Jigsaw activity
Group work
Graphic organizer
125
Lesson 10 Materials
126
127
Name: ________________________________ Hour: ____________ Date: _____________________
Use Chapter 9 Section 3 to fill in this note taking guide. Each bubble is worth one point and there are ten
bubbles.
Focus Question: How did geography and ethnic diversity contribute to the turmoil of Eastern European
history?
As you read Geography Shapes Eastern Europe and Migrations Contribute to Diversity, complete the
concept web to record the conditions and events that led to the diversity of peoples and cultures in
Eastern Europe. Start on page 294.
128
129
The Byzantine Empire, Russia, and Eastern

Europe Study Guide
Byzantine Emperors
Constantine:
Valens:
Basil II:
Justinian I: (Know this guy!!!)
o Corpus Juris Civilis
o Nika Riots
o Hagia Sophia
Geography
Impact on Constantinople
Positives:
Negatives:
Russias Geography:
Impact on Eastern Europe:
Be able to locate key locations on a map. *Hint hint*

Constantinople
o
Why was Constantinople successful? (Multiple reasons)
Why did the city decline?
Why did the city collapse?
The Great Schism (Think Notorious BIG and Tupac)

o
o
What happened?
Why?
130

Key Ideas/Focus Question Study Guide
The Byzantine Empire (Chapter 9 Section 1)

o Key Ideas:
Understand why Constantinople became known as the New Rome.
Summarize the ways in which the Byzantine Empire flourished under Justinian.
Analyze how Christianity in the Byzantine Empire differed from Christianity in the West.
Explain why the Byzantine Empire collapsed and examine the empires lasting heritage.
o Key Terms, People, and Places:
Constantinople
Justinian
Justinians Code
autocrat
Theodora
Patriarch
icon
Great Schism
The Rise of Russia (Chapter 9 Section 2)
o Key ideas:
Understand how geography influenced the rise of Russia.
Describe the growth of Kiev.
Explain how Mongol rule affected Russia.
Describe how Moscow took the lead in Russia and how its rulers developed
authoritarian control.
steppe
Kiev
Cyrillic
Golden Horde
Ivan the Great
Tsar
Ivan the Terrible
Shaping Eastern Europe (Chapter 9 Section 3)
o Key ideas:
Describe how geography influenced the development of Eastern Europe.
Understand how migrations contributed to cultural diversity in Eastern Europe.
Balkan Peninsula
Ethnic group
131
132
Review
133
Date: 11/12/2014
Class Hour: 2nd/3rd
Review Day: The Balloon Challenge Review Game!
134
135
136
Review Materials
137
138
Exam
139
Date: 11/13/2014
Class Hour: 2nd/3rd
Title of Lesson: Exam Day!
140
141
142
Exam Materials
143
Name: ____________________________________ Hour: ______________ Date: __________________
Chapter 9 Exam
Directions: Please put your full name, hour and date in the area provided at the top of the page.
Then follow along as I read the rest of the directions aloud.
Todays test will focus on the Byzantine Empire, Russia, and Eastern Europe unit that we
covered in class. The questions below are to measure your understanding of the key events,
people, beliefs, and documents. There are five sections of questions below; Multiple Choice (2
points each), Fill in the Blank (2 points each), Short Answer (5 points each), Extended Short
Answer (10 points each), and Show What You Know (5 points each). There are a total of 26
questions.
Read all of the directions for each section before answering the questions. Please read each
question carefully before answering. To receive credit you must completely answer each
question in the spaces provided below.
You have the rest of the class period to work on your test. If you finish early, turn your test over
and place it in front of you. I will come around and collect them. Once I have collected your test
you may work on unfinished assignments.
Remember there is no talking during the test. Nothing should be on your table but your test and
writing utensil(s). If you have a question or do not understand a word, please raise your hand and
I will come to answer it.
Relax, trust your best judgment, and you will do great! You may now begin the test!
Multiple Choice (15 Questions - 2 Points Each)

Read each question carefully. For each question, choose the letter that best answers the question.
Write the capital letter to the answer on the space provided.
_____ 1. Theodora persuaded Justinian to ________________________________.
A.
B.
C.
D.
Flee Constantinople and crush the rebellion

Burn Constantinople and everyone in it
Stay in Constantinople and crush the rebellion
Ban chariot racing and politics from mixing.
______ /______
144
_____ 2. The form of Christianity practiced in the Byzantine Empire was ___________.
A.
B.
C.
D.
Roman Catholic
Byzantium
The Western Church
Eastern Orthodoxy
_____ 3. Constantinople fell to _______________.

A.
B.
C.
D.
The Ottoman Turks

The Ottoman Huns
The Roman Catholics in the crusades
The Persians
_____ 4. Emperor _____________ compiled a body of civil laws and named it the Corpus Juris
Civilis.
A.
B.
C.
D.
Constantine
Valens
Justinian
Basil II
_____ 5. The Emperor of the Byzantine Empire was the head of both the _____________
and____________ in the empire.
A.
B.
C.
D.
State, Trade
State, Slaves
Trade, Slaves
State, Church
_____ 6. The Hagia Sophia was built after the __________.

A.
B.
C.
D.
Mongols took over.

Nika riots.
Theodora died.
Turks attacked.
_____ 7. One of the reasons for the Great Schism was the banning of art called ___________in
the Byzantine Empire. This art depicted religious persons.
A.
B.
C.
D.
Patriarchs
Cyrillic
Icons
Calligraphy
______ /______
145
_____ 8. Both the Pope and the Patriarch ______________ each other and this led to the Great
Schism.
A.
B.
C.
D.
Excommunicated
Liked
Delighted
Excluded
_____ 9. Constantinople possessed (had) all of the following advantages EXCEPT:

A.
B.
C.
D.
Strong fortifications
Good harbors and trade location
Easy access to drinking water
Sporting events
_____ 10. The Byzantine Empire influenced Russia through its use of ________________.
A.
B.
C.
D.
War
Missionaries
The Nika Riots
Chariot Racing
_____ 11. ____________ finally took over Constantinople with their use of ______________.
A.
B.
C.
D.
Huns, Saddles
Franks, Cannons
Ottoman Turks, Cannons
Venetians, Boats
_____ 12. The first official tsar of Russia was _________________.

A.
B.
C.
D.
Ivan the Terrible

Ivan the Great
Justinian
Putin
_____ 13. The steppe in Russia allowed for _______________.

A.
B.
C.
D.
Hunting
Rome to be conquered
Slavery
Nomads to migrate
______ /______
146
_____ 14. The emperor who moved the capital of the Roman Empire from Rome to
Constantinople was _____________________.
A.
B.
C.
D.
Constantine
Valens
Justinian
Basil II
_____ 15. Part of the Corpus Juris Civil (Justinians Code) summarized ______________ laws.
A.
B.
C.
D.
Frank
Mongolian
Roman
Viking
Fill in the Blank (5 Questions - 2 Points Each)

Read each statement carefully. Fill in the blank provided with the word or statement that best
completes the statement.
16. Ivan the Terrible had ______________________ to go out and kill anyone he thought was
plotting against him. (Be specific! All black everything or black army does not cut it!)
17. After Constantinople fell the name of the city was changed to _____________________.
18. The Roman Catholic Church was led by the ________________________. (Think Biggy)
19. The Eastern Orthodox Church was led by the _____________________. (Think Tupac)
20. The Venetians no longer had to _____________________________ after they agreed to help
the Byzantine Empire fight the Normans.
______ /______
147
Short Answer (3 Questions - 5 Points Each)

Please read the questions below. Remember to read the entire question carefully before
beginning your response. Answer the question in complete sentences on the lines provided after
each question. If you need more space during the test please raise your hand and I will bring you
some more paper.
21. Explain how Valens Aqueduct and the Basilica Cistern worked.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
22. Explain why Basil II was known to be the most feared Byzantine Emperor?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
23. What are some of the reasons why Ivan the Terrible was so terrible?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Extended Short Answer (2 Questions - 10 Points Each)

some more paper. About one paragraph should be sufficient. The questions start on the next
page.
______ /______
148
24. Locate Constantinople on this map and mark it with a star. (Remember the dark areas ARE
water!!) Why was this location ideal for the city? What was a negative to this location?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
*Extra Credit if you can locate and label Rome with a dot.
______ /______
149
25. Compare and contrast the Roman Catholic Church to the Eastern Orthodox Church.
(Hint: Use the test to take the test!)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Show What You Know (3 Parts - 5 Points Each)

26. Draw and label the three defenses that the Byzantine Empire had in the spaces below.
*Extra Credit if you can name any of the other technological advantages we talked about in
class and who used them (Must include both parts for credit!).
Congratulations, you are now done with the Test!
Please remember to fill out the Student Self-Assessment on the next page.
______ /______
150
Student Self-Assessment
Directions: Please complete the following questions in complete sentences. These questions are
meant to help you reflect on how you did on the test. Your responses will not affect your grade.
Your responses will allow me to see where I can help you be more successful. They will also
help me know where I need to improve my assessments in the future.
1. Did you feel prepared for the test? If yes, how did you prepare for this test? If no, how could
you have better prepared for this test?
2. What was the most challenging part of the test?
3. What can you do to better prepare yourself for the next test?
4. What do you think your score will be on this test? ____/90
Student Signature: __________________________________

Space below this line is reserved for teacher comments.
Your score on the test: ____/90

Name: ___________________________________ Hour: _____________ Date: ____________________
151
Chapter 9 Exam (Answer Key)

people, beliefs, and documents. There are five sections of questions below; Multiple Choice (2
points each), Fill in the Blank (2 points each), Short Answer (5 points each), Extended Short
Answer (10 points each), and Show What You Know (5 points each). There are a total of 26
questions.

__C___ 1. Theodora persuaded Justinian to ________________________________.
E.
F.
G.
H.

152
__D___ 2. The form of Christianity practiced in the Byzantine Empire was ___________.
E.
F.
G.
H.
Roman Catholic
Byzantium
The Western Church
Eastern Orthodoxy
__A___ 3. Constantinople fell to _______________.

E.
F.
G.
H.
The Ottoman Turks

The Ottoman Huns
The Persians
__C___ 4. Emperor _____________ compiled a body of civil laws and named it the Corpus Juris
Civilis.
E.
F.
G.
H.
Constantine
Valens
Justinian
Basil II
___D__ 5. The Emperor of the Byzantine Empire was the head of both the _____________
E.
F.
G.
H.
State, Trade
State, Slaves
Trade, Slaves
State, Church
___B__ 6. The Hagia Sophia was built after the __________.

E.
F.
G.
H.
Mongols took over.

Nika riots.
Theodora died.
Turks attacked.
__C___ 7. One of the reasons for the Great Schism was the banning of art called ___________in
E.
F.
G.
H.
Patriarchs
Cyrillic
Icons
Calligraphy
153
__A___ 8. Both the Pope and the Patriarch ______________ each other and this led to the Great
Schism.
E.
F.
G.
H.
Excommunicated
Liked
Delighted
Excluded
__C___ 9. Constantinople possessed (had) all of the following advantages EXCEPT:

E.
F.
G.
H.
Sporting events
___B__ 10. The Byzantine Empire influenced Russia through its use of ________________.
E.
F.
G.
H.
War
Missionaries
The Nika Riots
Chariot Racing
__C___ 11. ____________ finally took over Constantinople with their use of ______________.
E.
F.
G.
H.
Huns, Saddles
Franks, Cannons
Venetians, Boats
__A___ 12. The first official tsar of Russia was _________________.

E.
F.
G.
H.
Ivan the Terrible

Ivan the Great
Justinian
Putin
__D___ 13. The steppe in Russia allowed for _______________.

E.
F.
G.
H.
Hunting
Slavery
Nomads to migrate
154
__A___ 14. The emperor who moved the capital of the Roman Empire from Rome to
E.
F.
G.
H.
Constantine
Valens
Justinian
Basil II
___C__ 15. Part of the Corpus Juris Civil (Justinians Code) summarized ______________ laws.
E.
F.
G.
H.
Frank
Mongolian
Roman
Viking

16. Ivan the Terrible had ___Agents of Terror_______ to go out and kill anyone he thought was
plotting against him. (Be specific! All black everything or black army does not cut it!)
17. After Constantinople fell the name of the city was changed to ____Istanbul_____________.
18. The Roman Catholic Church was led by the ____Pope_________________. (Think Biggy)
19. The Eastern Orthodox Church was led by the _____Patriarch_____________. (Think Tupac)
20. The Venetians no longer had to _____pay taxes_____________ after they agreed to help the
Byzantine Empire fight the Normans.
155

some more paper.
21. Explain how Valens Aqueduct and the Basilica Cistern worked.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
22. Explain why Basil II was known to be the most feared Byzantine Emperor?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Extended Short Answer (2 Questions - 10 Points Each)

some more paper. About one paragraph should be sufficient. The questions start on the next
page.
156
24. Locate Constantinople on this map and mark it with a star. (Remember the dark areas ARE
water!!) Why was this location ideal for the city? What was a negative to this location?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
*Extra Credit if you can locate and label Rome with a dot.
157
25. Compare and contrast the Roman Catholic Church to the Eastern Orthodox Church.
(Hint: Use the test to take the test!)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Show What You Know (3 Parts - 5 Points Each)

26. Draw and label the three defenses that the Byzantine Empire had in the spaces below.
*Extra Credit if you can name any of the other technological advantages we talked about in
class and who used them (Must include both parts for credit!).

158

159
Chapter 9 Exam (B Test)

people, beliefs, and documents. There are five sections of questions below, Multiple Choice (20
Questions - 2 points each), Fill in the Blank (5 Questions - 2 points each), Short Answer (2
Questions - 5 points each), Document-Based Assessment (1 Question - 10 points), and Extended
Short Answer (1 Question - 10 Points). There are a total of 29 questions.

_____ 1. Theodora persuaded Justinian to ________________________________.
I.
J.
K.
L.

______ /______
160
_____ 2. The form of Christianity practiced in the Byzantine Empire was ___________.
I.
J.
K.
L.
Roman Catholic
Byzantium
The Western Church
Eastern Orthodoxy
_____ 3. Constantinople fell to _______________.

I.
J.
K.
L.
The Ottoman Turks

The Ottoman Huns
The Persians
_____ 4. Emperor _____________ compiled a body of civil laws and named it the Corpus Juris
Civilis.
I.
J.
K.
L.
Constantine
Valens
Justinian
Basil II
_____ 5. The Emperor of the Byzantine Empire was the head of both the _____________
I.
J.
K.
L.
State, Trade
State, Slaves
Trade, Slaves
State, Church
_____ 6. The Hagia Sophia was built after the __________.

I.
J.
K.
L.
Mongols took over.

Nika riots.
Theodora died.
Turks attacked.
_____ 7. One of the reasons for the Great Schism was the banning of art called ___________in
I.
J.
K.
L.
Patriarchs
Cyrillic
Icons
Calligraphy
______ /______
161
_____ 8. Both the Pope and the Patriarch ______________ each other and this led to the Great
Schism.
I.
J.
K.
L.
Excommunicated
Liked
Delighted
Excluded
_____ 9. Constantinople possessed (had) all of the following advantages EXCEPT:

I.
J.
K.
L.
Sporting events
_____ 10. The Byzantine Empire influenced Russia through its use of ________________.
I.
J.
K.
L.
War
Missionaries
The Nika Riots
Chariot Racing
_____ 11. ____________ finally took over Constantinople with their use of ______________.
I.
J.
K.
L.
Huns, Saddles
Franks, Cannons
Venetians, Boats
_____ 12. The first official tsar of Russia was _________________.

I.
J.
K.
L.
Ivan the Terrible

Ivan the Great
Justinian
Putin
_____ 13. The steppe in Russia allowed for _______________.

I.
J.
K.
L.
Hunting
Slavery
Nomads to migrate
______ /______
162
_____ 14. The emperor who moved the capital of the Roman Empire from Rome to
I.
J.
K.
L.
Constantine
Valens
Justinian
Basil II
_____ 15. Part of the Corpus Juris Civil (Justinians Code) summarized ______________ laws.
I.
J.
K.
L.
Dutch
Mongolian
Roman
Viking
_____ 16. Emperor Basil II ______________ his enemies.

A.
B.
C.
D.
Blinded
Snatched
Enslaved
Hugged
_____ 17. Valens Aqueduct transported _________________ to the Basilica Cistern.

A.
B.
C.
D.
People
Water
Animals
Food
_____ 18. A ruler who has absolute power is a _________________.

A.
B.
C.
D.
Autocrat
Justinian
Kiev
Orthodoxy
_____ 19. The capital of the Byzantine Empire was _________________.

A.
B.
C.
D.
Constantinople
Rome
Egypt
Justinian
_____ 20. The highest Church official in the Byzantine Empire is the ________________.
A.
B.
C.
D.
Queen
Patriarch
Martyr
Priest
______ /______
163

21. After Constantinople fell the name of the city was changed to _____________________.
22. The Roman Catholic Church was led by the ________________________. (Think Biggy)
23. The Eastern Orthodox Church was led by the _____________________. (Think Tupac)
24. Ivan the Greats marriages were ________________________ motivated.
25. The city of Constantinople protected itself using __________________________.

some more paper.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27. Why was Greek Fire special? What was it used for?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______ /______
164
Document-Based Assessment (1 Question - 10 Points)

Please read the excerpt to answer the question below. Remember to read the entire excerpt and
question carefully before beginning your response. Answer the question in complete sentences
on the lines provided. If you need more space during the test please raise your hand and I will
bring you some more paper. About one paragraph should be sufficient.
Justice is the constant and perpetual (endless) desire to give to each one that to which he is
entitled The following are the rules of the Law: to live honestly, not to injure another, and to
give to each one that which belongs to him.
From Corpus Juris Civilis, Book 1 (Justinians Code)
28. What ideas from this excerpt would eventually influence Western (Europe and United States)
legal systems? Explain your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______ /______
165
Extended Short Answer (1 Question - 10 Points)

Please read the questions/statements below and choose only one to answer. Remember to read
the entire question/statement carefully before beginning your response. Use complete sentences
on the lines provided below. If you need more space during the test please raise your hand and I
will bring you some more paper. About one paragraph should be sufficient. The questions start
on the next page.
1.
2.
3.
4.
Identify the central issues that caused the Great Schism.

Compare and contrast the Roman Catholic Church to the Eastern Orthodox Church.
What were the events leading up to the building of the Hagia Sophia?
Name 3 of Constantinoples defenses and what they exactly did.
29. I am responding to question _______.

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______ /______
166

Your score on the test: ____/76
167
Unit Plan Reflection:

This is the first complete unit plan I have written and taught myself, so I am very proud of it.
This is not the most exciting unit to dive into but that is part of why I am proud of it. I think I did
a good job of making the topics interesting. What I need to improve on is how to present those
topics. I want to incorporate more group activities and more check ins. I may add a quiz or
two in the middle to get a better understanding of where the students are at in their learning.
With the lack of homework being done most of my assessment came verbally. Verbal
assessment is great but there needs to be more assessment so that I know exactly where my
students are so I know what I need to reteach. I definitely think that my unit plan will be usable
in the future and give me a nice base to work with when trying to tweak it.
168
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Khaleb Straight - The Byzantine Empire Russia and Eastern Europe Unit - Final

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THE BYZANTINE

EMPIRE, RUSSIA, AND

By: Khaleb Straight

THE BYZANTINE EMPIRE, RUSSIA, AND EASTERN EUROPE

Day 1: Tuesday 10/28/2014

Day 5: Monday 11/03/2014

Day 7: Wednesday 11/05/2014

Day 10: Tuesday 11/11/2014

Day 12: Thursday11/13/2014

Pearson World History Textbook

Teacher Name: Khaleb Straight

Content Area: World History

Class Hour: 2nd/3rd

Grade Level: 9th Grade

Class Length: 1:06:00 (One hour, six minutes)

Lesson 1: The Pre-Test/Byzantine Empire and Constantinople

Arts/Technology Integration Strategy:

2. Pre-Test (Assessing students prior knowledge)

4. Think, Pair, Share

5. Map Work The Byzantine Empire, Russia, and Eastern Europe

The Byzantine Empire, Russia, and Eastern Europe

Section 2: Multiple Choice

The Byzantine Empire, Russia, and Eastern Europe

Section 2: Multiple Choice

O The Aegean Sea

O The Byzantine Empire

O The Mediterranean Sea

O The Volga River

O The Ural Mountains

O The Russian Principalities

O The Polish States

O The Khanate of the Golden Horde

O The Bosporus Strait

O The Baltic Sea

O The Black Sea

Step 2: Create a key for your map.

Teacher Name: Khaleb Straight

Content Area: World History

Class Hour: 2nd/3rd

Grade Level: 9th Grade

Class Length: 1:06:00 (One hour, six minutes)

Lesson 2: Constantinople - All about the Geography

Arts/Technology Integration Strategy:

2. Why is this important?

3. Socratic Method Class Discussion

4. Valens Aqueduct Video

Teacher Name: Khaleb Straight

Content Area: World History

Class Hour: 2nd/3rd

Grade Level: 9th Grade

Class Length: 1:06:00 (One hour, six minutes)

Lesson 3: Emperor Justinian I

Arts/Technology Integration Strategy:

2. Group Assignment Introduction

JUSTINIANS CODE ANNOTATION ASSIGNMENT

TITLE XV. OF VERBAL OBLIGATION

TITLE XXIII. OF PURCHASE AND SALE

Teacher Name: Khaleb Straight

Content Area: World History

Class Hour: 2nd/3rd

Grade Level: 9th Grade

Class Length: 1:06:00 (One hour, six minutes)

Lesson 4: Justinians Code

Name: _______________ Hour: Date: _