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ss8 Lesson Plan6

This lesson plan outlines a social studies lesson on the 7th century Byzantine Empire. Students will review the spread of Islam, learn about the Byzantine Empire through a PowerPoint presentation, and complete a medieval map activity where they label locations and territories while playing a simulation game. The goal is for students to understand how the Byzantine Empire shaped the medieval world and to develop inquiry and analysis skills around historical events.

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179 views3 pages

ss8 Lesson Plan6

This lesson plan outlines a social studies lesson on the 7th century Byzantine Empire. Students will review the spread of Islam, learn about the Byzantine Empire through a PowerPoint presentation, and complete a medieval map activity where they label locations and territories while playing a simulation game. The goal is for students to understand how the Byzantine Empire shaped the medieval world and to develop inquiry and analysis skills around historical events.

Uploaded by

api-299001218
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade 8: Social Studies Lesson Plan #6

7th Century Byzantine Empire


Activity: Medieval Map

Goals/Key questions
To what extent did the Byzantine Empire shape the Medieval World/ Our
world today?
This lesson will meet the overall goal by:
Recapping what we learned about the Islamic faith and the spread from the
Arabian Peninsula and into modern day Turkey and Spain
Showing the students how the Byzantine Empire began and where/ what it
was
Objective (connected to PofS): To create informed citizens that are equipped
with the abilities and skills need to produce their own valid
conclusions and opinions.
Prescribe Learning Outcomes:
Use Social Studies inquiry processes and skills to ask questions; gather,
interpret, and analyze ideas, and communicate findings and decisions
Religious diffusion throughout the world
Arabian and Byzantine Scientific and Technological Inventions
Identify what the creators of accounts, narratives, maps, or texts have
determined is significant
Make ethical judgments about past events, decisions, or actions, and assess
the limitations of drawing direct lessons from the past
Explain different perspectives on past or present people, places, issues, or
events, and compare the values, worldviews, and beliefs of human cultures
and societies in different times and places
Pre lesson Considerations
Materials needed/preset up required/logistical considerations needed
(seating arrangement):

SMARTBoard

PowerPoint on 7th Century Byzantine Empire

Total War: Medieval II on a laptop connected to SMARTBoard

30+ Copies of Medieval Map


Content:
What is the teacher What are the students doing?
doing?

Recap what we Volunteering to answer


Lesson Part learned about Islam questions
1 and the spread of Listening
the Arabian Empire
Who was the last
prophet?
Time estimation: What is the Islamic
15-20 min Holy Book?
What city to all
Muslims point to
when praying?
Begin PowerPoint
presentation on 7th
century Byzantine
Empire
Tell them also called
the Eastern Roman
Empire
Show them where it
is
Tell them about the
Islamic faith and
spread of Muslims
to border of
Byzantine Empire
Contact and
exchange of not
only ideas but
disease as well
(religion/small pox)
Can lead to conflict
And inventions of
Greek Fire
Explain how the Asking questions
Transition map works, and Getting ready to work
consideration how names of
s places have
changed over time
Time est: 5-6 Explain how exit
mins slips work
Hand out map and
label sheet

Circulate and help Working on map
Activity where needed Taking a turn with their team
Get to know in the game
Time est: students Filling out an exit slip on why
35-40 min they made those moves
during their turn
Ask students where Answering questions
Conclusion the Byzantine Asking questions about first
Empire was project
Time est: 10 Who did it come
Mins from?
Other name?
Inventions
Explain first project
and hand out
Criteria

Assessment: Formative/Summative

Observation and conversation


Volunteers to answer questions
Collection of Exit Slips

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