K-12 Blended and Online Learning

Name of Unit/Course: Rise and Fall of Empires/World History

M.Jasso

Overall Unit Information (Required for MOOC participants)-

Self-Check

Unit or Course
Goal(s)

See A1

Lokey-Vega (2014)

Rise and Fall of Ancient Empires: This module will be done completely online. Students will
evaluate the rise and fall of four Ancient Empires (Greece, Rome,Byzantine,Mongols).
Students will identify characterisitics of the empire. Students will demonstrate their
knowledge by creating a website using weebly.com including specific details (outlined in
description of learning activities) that will show understanding of the module.

K-12 Blended and Online Learning

Standards

Name of standards: Georgia Performance Standards- Social Studies

Link to standards: https://www.georgiastandards.org/Standards/Georgia%20Performance
%20Standards/World-History.pdf
Grade/Year: 10th Grade
Subject:World History
Standard (as written):
SSWH3 The student will examine the political, philosophical, and cultural interactionof

See A2

Classical Mediterranean societies from 700 BCE to 400 CE.

a.Compare the origins and structure of the Greek polis, the Roman Republic,and the Roman
Empire.
b.Identify the ideas and impact of important individuals; include Socrates,Plato, and Aristotle and
describe the diffusion of Greek culture by Aristotlespupil Alexander the Great and the impact of
Julius and Augustus Caesar.
c.Analyze the contributions of Hellenistic and Roman culture; include law, gender,
and science.
d.Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in
the Roman world.
e.Analyze the factors that led to the collapse of the WesternRoman Empire.
SSWH4 The student will analyze the importance of the Byzantine and Mongol empires
between
450 CE and 1500 CE.
a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinians
Code, and Justinians efforts to recapture the west.
b. Describe the relationship between the Roman and Byzantine Empires; include the impact
Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar
Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts.
c. Explain the Great Schism of 1054 CE.
d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in

Lokey-Vega (2014)

developing the empire, the impact of the Mongols on Russia, China and the West, the

K-12 Blended and Online Learning

Learner
Characteristics

Technology
requirements

These learners are at the 10th grade level at Etowah High School in Cherokee County.

See B1

English Language learners = 25%

Students with Accomodations=20%
Testing: 90% of students met the standards from 9th grade Human Geography.
Cherokee County Residence=100%

1.
2.
3.
4.
5.
6.
7.
8.

Access to a computer or laptop

Access to a reliable internet connection
Weebly account
Audacity software
Schooltube Account
Powtoon Account
Access to online school library.
Webcam

See D5

Prerequisite
Skills

Students in this course are required to have successfully fullfilled expectations of all middle
school social studies courses. Although 9th grade is not a requirment, completing this
course prior to 10th grade world history will be beneficial to you.
Students are required to have access to a computer and internet.
Students are required to show knowledge in navigation and research.
Students are required to show knowledge of basic computer skills.
Students are required to obtain synchronous meeting software(blackboard collaborate)

See A4 & D6

Introductory
Communication
Plans

Students will attend a synchronous collaborative meeting for introductory instruction of the
module for expectations of the unit. Each student will be required to conference with the
instructor once a week throughout the module. You will sign up for your weekly conference
times during the synchronous meeting. Students will also be required to participate in
weekly discussion posts with peers for collaborative purposes. All students are expected to
follow communication policy laid out in the Course Syllabus. Appropriate language and
feedback should be respectful and well thoughtout (proof read).

See A4 B9 & B10

Lokey-Vega (2014)

K-12 Blended and Online Learning

Universal Design
Principles
Considered

Multiple forms of representation: webpages, podcasts, videos, textbook, transcripts

Multiple forms of expression: discussion posts, quizzes, weebly, schoology, podcasts,
videos
Multiple forms of engagement: Synchronous meeting, weekly webcam conferences with
teacher, virtual tours, student forums

See B4

Number of
Modules or
Weeks

This is a six week online world history course. Within those six weeks you will complete a
total of six modules. You will have one week to complete each module. Modules will open
on Sundays and you will have till 11:59pm the following Sunday to submit your
assignments.

See A3

Module 1 Plan (Note: module and lesson used interchangeably) (Required for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Lokey-Vega (2014)

1. Student will compare the origins and structure of a Greek Polis, Roman Republic,
and Roman Empire (SSWH3a).
2. Student will identify the impact of Socrates, Aristotle, and Plato(SSWH3b).
3. Student will describe the diffusion of Greek Culture through the conquest of
Alexander the great and the creation of Hellenistic Culture(SSWH3b).
4. Student will analyze the impact of Hellenistic culture on Roman Culture(SSWH3c).
5. Student will describe polytheism and the diffusion of Christianity in Rome(SSWH3d).
6. Student will analyze the collapse of the Western Roman Empire(SSWH3e).
7. Student will analyze the importance of Justinian(SSWH4a)
8. Student will describe the relationship between the Roman and Byzantine
empire(SSWH4b).
9. Student will explain the Great Schism(SSWH4c).
10. Student will analyze the spread of the mongol empire(SSWH4d).
11. Student will explain the Ottoman empires role in the decline of the Byzantine empire
and the collapse of constantinople(SSWH4e).

K-12 Blended and Online Learning

Module
Assessment(s)

1. Quiz on the origins and structure of Greek Polis, Roman Republic, and Roman
Empire(SSWH3a).
2. Discussion forum identify the impact of the greek philosophers(SSWH3b).
3. Map the the diffusion of Greek Culture through Alexander the greats conquests with
a timelined explanation(SSWH3b).
4. Essay Prompt: on the impact of Hellenistic Culture(SSWH3c).
5. Interactive timeline with peer feedback on the diffusion of Christianity.
6. Document Analysis: Collapse of the Western Roman Empire.
7. A day in the life of Justinian Podcast
8. Discussion forum
9. Discussion forum
10. Document Analysis on the spread of the mongol empire
11. Constantinople powtoon.

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will watch all instructional videos/transcipt guided notes will be provided
but are not required to use.
2. Students will read chapters 6-8 in course textbook. McDougal Littlle Patterns of
World Interactions.
3. Students will listen to all instructional podcasts.
4. Students will participate in module discussions.
5. Students will complete an evaluation of the characteristics of the rise and fall of all
empires using a four square compare and contrast handout.
6. Students will create a interactive timeline.
7. Students will create a map of diffusion

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

Lokey-Vega (2014)

Students will have an individually scheduled weekly webcam conference with the teacher.
These times will be determined in our introductory online synchronous meeting. The
formative assessment for this course is a weebly website over the four ancient empires
discussed in this module. Students will use artifacts from each week to add to their
formative assessment. They are also required to have a reflection page in which they will
evaluate their knowledge of the content.
Students will be evaluate weekly on their progress. They will receive feedback for each
week by Monday at 11:59pm.

See A3 C1 C3 & C5

K-12 Blended and Online Learning

Physical
Learning
Materials

The district approved textbook.

McDougall Littlle: patters of World Interactions

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Downloadable handouts:
1. Ancient Greece Guided Notes
2. Ancient Rome Guided Notes
3. Byzantine Empire Guided Notes
4. Mongol Empire Guided Notes
5. Fall of the Western Roman Empire Documents
6. Mongol Empire Documents
7. Document Analysis Organizer

See A3, A9, B1, B4,

& B6

Websites:
www.Schoology.com
www.weebly.com
www.powtoon.com
Videos:
1. Ancient Greece
2. Ancient Rome
3. Byzantine Empire
4. Mongol Empire
5. Constantinople

Lokey-Vega (2014)

K-12 Blended and Online Learning

Plans for
Differentiation

ESOL and IEP students, will be provided with spoken, visual, and textual content
accomodations. Students will have the opportunity to use the optional guided notes to
guide their thinking over the instructional video/voice recording of each empire.

See B1 B4 & B6

Rubrics will be provided for all learning activies and assessments for each week. Students
will also be provided with weekly checklist.
Students will have mulitiple ways to show knowledge in their formative assessment. They
will create an originially work that demonstrates their understanding of the rise and fall of
empires using their own style of presentation.
Students may communicate with peers or instructor at anypoint in this course for
questions, comments or concerns. See Syllabus for contact information.

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 4 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

Lokey-Vega (2014)

10

K-12 Blended and Online Learning

Module 5 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

Lokey-Vega (2014)

11

K-12 Blended and Online Learning

Module 6 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

Module
Assessment(s)

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

See A3 C1 C3 & C5

Physical
Learning
Materials

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

See B1 B4 & B6

Lokey-Vega (2014)

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