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Junie Byzantine Empire

2 Weeks Grade 7

Byzantine Empire (Eastern part of Roman Empire)

Subject Area Developmental Profile

Humanities
The students are more likely to be independent. They can be
Length of Time
responsible for themselves that they can learn by cooperating with
50 minutes teacher. They start to think critically and yet not as high as high
school students. They can reflect things and make decision to take
Grade Level
action.
Grade 7

Main Idea (Claim)

This study of Byzantine Empire will benefit the students because it will distribute the knowledge of
one of the major era in the world history, will record all the events and systems of the empire, will
convey the importance of law and regulations, will develop students critically thinking by learning the
systematic order of the rulers and finally it will build the motives to be a good rational people.

Biblical Perspective and Interdisciplinary Connections

This study of the Byzantine Empire is relevant and important as it has some Biblical connections.

God wants people to know the history. (Deuteronomy 1:4, Joshua 24:1-3)
a. Studying Byzantine Empire is one of the enhancements of knowing history.
God expects people to learn knowledge of history. (Deuteronomy 7:17-19, 1 Corinthians 10:11,
Romans 15:4)
a. The new empire is formed and became the Byzantine Empire?
b. The empire was powerful in the history.
c. The empire has a secret weapon called Greek fire which can ignite even on water.
History records Gods plans. (Genesis 12:2)
a. What happened in the Byzantine Empire?
b. What are some major events?
God lead rulers when they look to him for guidance. (1 Samuel 23:2, Psalm 78)
a. The most well-known emperor Justinian was Orthodox Christian.
b. He made his empire devoted to God only.
c. He built the grand Orthodox Church called Hagia Sophia.
God controls the rise and the fall of the nation. (1 Samuel 16:12, Daniel 2:44-45)
a. Even though, the empire was strong in all aspects such as economy, religion, education
and military, even though the empire has an ultimate weapon Greek Fire, it was fallen
under the Ottoman empire.
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Junie Byzantine Empire
2 Weeks Grade 7

Enduring Understandings Essential Questions

It is important that students retain the knowledge Why did Roman Empire fall?
of Byzantine Empire in almost every aspects such What is Byzantine Empire?
the reformation of the fall Roman Empire, the What are major events of Byzantine
economy, religion, laws and orders, technologies Empire?
and social standard development. This study will
Who is the most significant ruler in
also meet the students to evaluate and analysis all
Byzantine Empire?
the processes of the events or the techniques of
the Byzantine Empire. After that the students will How did Byzantine Empire become
aligned to reflect how to develop the system of the powerful?
Byzantine Empire and how to apply those What was the secret weapon of the
reflections in present to form a better country. empire?
What are the results of the fall of the
Byzantine Empire?
Why was Byzantine Empire remarkable in
the world history?

Knowledge Skills Dispositions

The learner will know: The learner will be able to:
The foundation of the
Byzantine Empire
The system of the
Byzantine Empire
The most significant
rulers of the Byzantine
Empire
The Christianity in the
empire
The laws and regulations
of the empire
The victory of the
Byzantine Empire
The fall of the Byzantine
empire
The learner will value:
Gain both the general Studying the grand
and essential knowledge history of the Byzantine
of the Byzantine Empire Empire
Discover the system and The system and the order
its work which helped of the empire
the empire grand and The morals and
powerful responsibilities by
Evaluate the laws and learning Justinians life
the order of the rulers The law as it helps the
Analysis the events of empire maintain in good
the Byzantine Empire orders and flourish
Reflect the study to
avoid mistakes and
improve the ide to
develop an empire.

Objectives Objectives
Formative Assessments Summative Assessment(s)
Assessed Assessed
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Junie Byzantine Empire
2 Weeks Grade 7
1.To know 1.To retain
The students will do: one of the 1. Midterm-exam with the
Small but important quizzes major various style of questions knowledge
Group Discussion events in for all different styles of the
Group Projects (posters, a the world learners Byzantine
journal etc.) history (There will be questions Empire
which is and answers section which
Presentations (verbally using
Byzantine some are of the quiz 2.To
visual aids)
empire questions, there will be evaluate the
Individual works (research) listening section and work of the
2.To learn students have to fill out the rulers and
some answer in the answer the laws and
effective papers) the
system of 2. Final presentation regulations.
the empire (Individually)
It will be about three 3. To think
3.To bullet points: critically
evaluate Knowledge through all
the events Analysis the lessons
and to Reflection and topics
reflect on of the unit.
the events

Unit Schedule

Day Lesson Focus

1. Introduction to the Byzantine Empire (Verbal respond to checking questions)
2. Constantinople ( Quiz)
3. Justinian (Write 5 lines of reflections on Justinian)
4. Hagia Sophia (Read the one page text and discuss with group to provide answers)
5. Theodora (Show the video and give 5 questions on Theodora)
6. Roman Laws (Every groups of students will be given one law and they will
analysis the law; what was it for? Why was it for?)
7. Christianity in Byzantine Empire (Group Discussion)
8. Nika Revolt (Students will present Nika Revolt in verbal)
9. The fall of the Byzantine Empire (Anlysis and answers)
10. Poster Assessment (Presentations)

How to Approach Unit Planning using the Template

CONSIDER THE TOPIC, CONTEXT, AND AUDIENCE

Questions to think through:
a. What are the parameters?
i. Course subject?
ii. Topic to teach in the unit?
iii. Length of time for the unit?
b. Who is my audience? What do they need?
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Junie Byzantine Empire
2 Weeks Grade 7
i. Grade?
ii. Development profile?

Fill out the Template Definition Resources & Examples

Subject Area The discipline or course focus School or curriculum
Length of Time Number of school days that the unit will Curriculum map
take. Typical units are 2-8 weeks in course scope and sequence
length.
Grade Level The year of school that the unit will be School or curriculum
taught
Developmental Profile A description of the psychosocial and Van Brummelen, pp. 115-120
cognitive developmental stage(s) of the Fennema, pp. 9-15
students Piaget
Erikson
Egan

RESEARCH
Questions to think through:
a. What is there to know about this topic?
i. How does it connect to the discipline? Reality? The class as a whole?
ii. What are the important concepts, skills, processes?
iii. What is the history, significance, or context?
b. What is a biblical perspective on this topic?
i. Creation: What is Gods creation intention for this area?
ii. Fall: How has sin distorted Gods intention for this area?
iii. Redemption: What has the cross achieved in confronting brokenness in this area?
iv. Restoration: How do we bring renewal and right stewardship in this area?

Fill out the Template Definition Resources & Examples

Biblical Perspective An articulation of how the topic is CFRR Descriptors (NICE)
and Interdisciplinary viewed through the lens of Creation, Transforming by Design, pp. 43-57
Connections Fall, Redemption, and Restoration. Fennema, pp. 23-34
Demonstrates how this area of study
reveals Christs Lordship in all areas and
our right response. Interdisciplinary
connections makes clear and relevant
relationships to other standards,
curriculum, or performance indicators
allowing learners to explore the
interdisciplinary nature of our world.

DESIGN THE BIG PICTURE

Questions to think through:
a. Whats the main idea or claim of the unit?
b. What are the essential understandings?
c. What are the essential questions?
d. What are the knowledge, skills, and dispositions?
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Junie Byzantine Empire
2 Weeks Grade 7
Fill out the Template Definition Resources & Examples
Main Idea (Claim) A single sentence that captures the Transforming by Design
central, overarching big idea of the unit.
It focuses and hold together the unit; all Also called thematic statement or transfer
components should align towards it. statement
Should be written in language that
students can understand and use.
Enduring The key principles and generalizations Erickson, pp. 45-50; 83-90
Understandings that support the Main Idea and develop
from the fact base. They are abstract, Also called essential understandings in
conceptual, transfer through time and PYP, MYP
across cultures, and display deep
understanding. Are stated as full
sentences.
Essential Questions Open-ended questions engage students Erickson, pp. 90-94
in inquiry that will leader toward the Essentialquestions.org
enduring understandings. Wiggins & McTighe

Knowledge, Skills, and A statement of what we want students Curriculum standards
Dispositions to know, be able to do, and value about
the topic. The focus is on concrete Also called learning outcomes
knowledge, skills, and dispositions, not
activities that will be done during the
unit.

PLAN ASSESSMENTS
Questions to think through:
a. How will you know if students understand the main idea, essential understandings?
b. How will you know if they know, can do, and can value the knowledge, skills, and dispositions of the unit?

Fill out the Template Definition Resources & Examples

Formative Assessment Assessment throughout the unit that
provides feedback that can be used to
plan or alter instruction. Should prepare
students for the summative assessment.
Summative Assessment Final assessment tasks at the end of the Erickson, pp. 98-106
unit of study that assess deep Also called culminating performance task.
understanding, knowledge, skills, and
possibly dispositions.

PLAN INSTRUCTION
Questions to think through:
a. How will I get my students from where they are to successful and independent accomplishment of the
summative assessment?
b. What is the best order of lesson plan objectives and instructional strategies?
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Junie Byzantine Empire
2 Weeks Grade 7
Fill out the Template Definition Resources & Examples
Unit Schedule The sequence of the lessons that will
comprise the unit as a whole.

TEACH THE UNIT

Questions to think through:
a. What changes do I need to make to my plan as a result of the formative assessments?
b. What other changes might be more beneficial to student learning?
c. How effective were the changes I made and why?

Fill out the Template Definition Resources & Examples

Use the LESSON PLAN
TEMPLATE for this
portion

REFLECT AND REVISE

Questions to think through:
a. Did my students come to understand the main idea, essential understandings?
b. Do my students know what they are supposed to? Can they perform the unit skills? Do they value what was
intended?
c. What was most effective? least effective?

d. What changes will I make for next time?

Fill out the Template Definition Resources & Examples

Choose a method most
beneficial for you.