COURSE OVERVIEW

HISTORY 10 – HUMANITIES Early Medieval History

COURSE DESCRIPTION Far from being a time of darkness as many have come to think of the , Medieval history plays a vital role in our understanding of the world today.

The Medieval period from the time of Christ through the is a fascinating world of flourishing culture from art, politics, warfare, literature, education, and science. It is during this age that we see the rise of soaring Cathedrals, new naval engineering, a grand synthesis of faith and reason, and the thriving of new arts and culture.

Whether students are exploring the vast world of Byzantium, the Carolingian , or the rise of Islam, they will be awed by the events of history and delighted to find just how connected and similar they are to our own world today.

WHY WE TEACH IT The Middle Ages were an organic development of the Ancient world and as such, they deepen our understanding not merely of the period studied but everything that came afterward too. It is only by studying the men and cultures that came before us that we can properly interpret and understand our own. students will discover that the people of the Middle Ages are not as distant from our own time as we once thought. In fact, students may even discover that they have a great deal to teach us about how to live and flourish in our own contemporary society.

KEY THEMES ● Struggle between and ● Developments of Christian Culture ● Flourishing of Art and Sciences as well as the horrible misconceptions caused by ignorance ● How the Medieval world shapes our own ● Wise peace and Just warfare

COURSE MATERIALS ● Supplementary readings as handed out by the teacher.

COURSE OBJECTIVES By the end of this course, students will:

● Understand the development of the early Church, including the and Councils, and rise of the first heresies. ● Identify the causes of the fall and conversion of the Western and its impact on the people of Western Europe. ● Understand how Christianity spread in the northern territories of Europe in the medieval period and its significance on the culture of Western Europe. ● Explain the importance of the rise of Islam and the sources of its subsequent conflict with Christianity. ● Understand the causes and developments of reform movements in the Church, feudal government, and the .

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Illustrate how the medieval period laid the foundation for Western Europe to slowly evolve into the form we know today.

SCOPE AND SEQUENCE

Semester I ● Beginning of the Church ● Ante-Nicene Period ● Conversion of Rome ● Fall of Rome ● ● Conversion of the Barbarians ● Rise of Islam ●

Semester II ● Viking Invasions ● Early Slavic People ● Magyars ● Rise of ● Church Corruption and Reform ● China ● Rise of the Turks ● Crusades

SCOPE AND SEQUENCE - DETAILED

Week 1: Beginning of the Church Week 2-3: Ante-Nicean Period Week 4-5: Conversion of Rome Week 6: Fall of Rome Week 7-8: Byzantine Empire Week 9-11: Conversion of the Barbarians and Spreading of Religion Week 12: IEW Paper Week 13-16: Rise of Islam Week 17-18: Carolingian Dynasty Week 19-20: Viking Invasion Week 21: Early Slavic Peoples Week 22-23: Rise of Feudalism Week 24-25: Church Corruption and Reform Week 26-27: Early China and the Development of the Chinese Philosophies Week 28-30: The Crusades Week 31-32: Presentations

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. SYLLABUS

HISTORY 10 – HUMANITIES Early Medieval History

INSTRUCTOR NAME This will be an editable field; individual instructors may include personalized contact information.

CLASS TIMES This will be an editable field where individual instructors can fill in the information of their school’s schedule

COURSE DESCRIPTION Far from being a time of darkness as many have come to think of the Middle Ages, Medieval history plays a vital role in our understanding of the world today.

The Medieval period from the time of Christ through the High Middle Ages is a fascinating world of flourishing culture from art, politics, warfare, literature, education, and science. It is during this age that we see the rise of soaring Cathedrals, new naval engineering, a grand synthesis of faith and reason, and the thriving of new arts and culture.

Whether students are exploring the vast world of Byzantium, the Carolingian Dynasty, or the rise of Islam, they will be awed by the events of history and delighted to find just how connected and similar they are to our own world today.

WHY WE TEACH IT The Middle Ages were an organic development of the Ancient world and as such, they deepen our understanding not merely of the period studied but everything that came afterward too. It is only by studying the men and cultures that came before us that we can properly interpret and understand our own. students will discover that the people of the Middle Ages are not as distant from our own time as we once thought. In fact, students may even discover that they have a great deal to teach us about how to live and flourish in our own contemporary society.

COURSE MATERIALS ● Supplementary readings as handed out by the teacher.

SCOPE AND SEQUENCE

Semester I ● Beginning of the Church ● Ante-Nicene Period ● Conversion of Rome ● Fall of Rome ● Byzantine Empire ● Conversion of the Barbarians ● Rise of Islam ● Carolingian Dynasty

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. Semester II ● Viking Invasions ● Early Slavic People ● Magyars ● Rise of Feudalism ● Church Corruption and Reform ● China ● Rise of the Turks ● Crusades

GRADING BREAKDOWN

Quizzes and Tests 55% Writing/Homework/Other 30% Classroom Engagement 15%

Quizzes and Tests: There will be two comprehensive tests per semester. There will be weekly quizzes on the first history period of every week on the material covered the week before, unless the teacher chooses otherwise. The teacher may also give unit quizzes and pop-quizzes at his own discretion.

Writing/Homework/Other: Students’ daily homework will always include reading over their notes from the previous day(s) lecture, and will occasionally include an additional reading assignment with corresponding tasks. Most of the grading category will be used for writing assignments. Students will be assigned low-stakes writing assignments periodically with one big paper assigned at the end of the year. Any other miscellaneous assignments will fall into this category such as notebook checks, presentations, etc. Second semester, each student will present a 5-7 minute presentation on a historical subject. Public speaking standards are to be used and each presentation is to be accompanied by a visual aid such as a poster or a slide show.

Classroom Engagement: Grades for classroom engagement will be entered approximately once a month and will be out of 10 points.

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. UNITS AND LESSON PLANS

UNIT 1 3 DAYS Beginnings of the Church (c. 1 – 100 AD)

● Review material from freshman year UNIT ● Cover the world that Christ was born into and touch upon the question of how OBJECTIVES his coming changed the world.

FORMATIVE ● Asking/Answering Questions ASSESSMENTS ●

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Review day

● Mesopotamia ● Egypt ● Persia ● Greece KEY CONCEPTS ● Macedon AND QUESTIONS ● Hellenistic Age ● Roman Republic ● Julius Caesar ● Augustus Caesar ● Discuss the Purpose of the study of history

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 2 DAYS Christ’s Time

● Kingdom of Israel (north) vs. Kingdom of Judah (south) ● First Temple vs. Second Temple ● Hellenization of Palestine: Seleucids vs. Maccabean Revolt ● Roman Conquest KEY CONCEPTS ● Herod the Great AND QUESTIONS ● JESUS! (cover various historical records of Jesus) ● Jesus Christ and the historical evidence for his life ● Apostles and the o How does Christianity transform the pagan world?

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. POINTS OF ● Discuss how the different documents confirm the evidence in the Bible. INTEGRATION ●

UNIT 2 6 DAYS Ante-Nicene Period (c 100 – 300 AD)

● Discuss Church Fathers and the Early development of the Church UNIT ● Cover remaining Roman and the persecution of Christians OBJECTIVES ● Success as failures of the Roman Empire

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Church Fathers

● Definition of a Church Father ● (Clement of Rome, Ignatius of , of Smyrna, Didache, Shepherd of Hermas) KEY CONCEPTS ● Greek Fathers (e.g. Irenaus of Lyon, , , John AND QUESTIONS Chrysostom, Cappadocian Fathers) ● Latin Fathers (e.g. , of Milan, , , Gregory the Great)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY Julio-Claudin Dynasty

● Tiberius (reigned during Christ's death and resurrection) KEY CONCEPTS ● Caligula (insanity ... and his horse) AND QUESTIONS ● Claudius (conquest of Britain, expansion of Roman citizenship) ● Nero (Great Fire of Rome, beginning of the persecution of Christians)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 1 DAY Flavian Dynasty © Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Vespasian (Year of the Four Emperors, Jewish-Roman War, Destruction of the KEY CONCEPTS Temple in Jerusalem, Colosseum) AND QUESTIONS ● Titus (Eruption of Mount Vesuvius) ● Domitian

HOMEWORK ● Study notes for weekly quiz

● Read all (or some) of Pliny the Younger's Epistles concerning the Eruption of TEACHER TIPS Mount Vesuvius

POINTS OF INTEGRATION

LESSON 4 1 DAY Nervan-Antonian Dynasty

● Nerva ● Trajan (Roman Empire's greatest territorial extent, Dacian Wars, Trajan's Column) ● Hadrian (continued Roman-Jewish Wars, Hadrian's Wall, Castel Sant'Angelo, KEY CONCEPTS Pantheon) AND QUESTIONS ● Antonius Pius ● Marcus Aurelius (co-ruled with Lucius Verus, Stoic philosopher, Roman- Parthian and Marcomannic Wars) ● Commodus (end of the Pax Romana)

HOMEWORK ● Study notes for weekly quiz

● Suggesting Reading: TEACHER TIPS http://penelope.uchicago.edu/Thayer/E/Gazetteer/Places/Europe/Great_Britain/ _Periods/Roman/_Texts/WARREB/3*.html

POINTS OF INTEGRATION

LESSON 5 1 DAY Severan Dynasty

● Septimius Severus (Year of the Five Emperors) KEY CONCEPTS ● Caracalla AND QUESTIONS ● Crisis of the 3rd Century

● Study notes for weekly quiz ● Due at the end of the next unit: : Write a 1 page biography of an Early Church , such as: , St. HOMEWORK Cecilia, St. Eustace, St. of Carthage, St. Agatha, Sts. Perpetua and Felicity, St. Christopher, St. Callixtus, St. Genesius, St. Lawrence, St. Chrysogonus, Sts. Cosmas and Damien, St. Lucy, St. Anastasia, Sts. Marcellinus and Peter, St. Agnes, St. Elmo, St. Sebastian, St. Peregrine of Auxerre, St.

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. Januarius of Benevento, St. Florian, St. Catherine of Alexandria, St. Denis, St. Blaise, etc. o Questions to guide the paper could be: ▪ What are they the patron saint of (could be many things) ▪ When were they born and when did they die (if unknown, give approximations) ▪ Where were they from? Ethnic background. What government/country did they live under? ▪ If they were martyred, how and why? ▪ What are the artistic/iconographic symbols that are associated with them?

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 6 3 DAYS Roman Tetrarchy

● Diocletian ● First Tetrarchy (Diocletian, Maximian, Galerius, Constantius) ● Dioceses KEY CONCEPTS ● Diocletianic Persecution AND QUESTIONS ● The Christian Catacombs ● Second Tetrarchy (Galerius, Constantius, Maximius, Flavius Severus) ● Constantius Chlorus' wife St. Helena (and their son Constantine) ● Collect Hagiographies

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 3 6 DAYS Conversion of Rome

● Constantine UNIT ● Edict of Milan OBJECTIVES ● Subsequent Emperors and the Glorification of /as well as the Emperor’s submission to the Pope.

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. LESSON 1 6 DAYS and the legalization of Christianity

● Constantine ● Battle of Milvian Bridge ● Constantine's Vision (Chi-Rho symbol ... "In Hoc Signo Vicnes") ● Read and discuss the Edict of Milan ● Founding of Constantinople ● Early Church Heresies KEY CONCEPTS ● AND QUESTIONS ● ● Monarchiansim (including Sabellianism and ) ● ● ● ● Council of ● Further Spread of Arianism

● Study notes for weekly quiz HOMEWORK ● Day 1: Read the Edict of Milan, write brief summary and prepare for a discussion on it

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY Julian the Apostate

● Constantius II (background) KEY CONCEPTS ● Julian's Apostasy AND QUESTIONS ● Attempt to Rebuild the Jewish Temple in Jerusalem ● Death by Persians

HOMEWORK ● Study notes for weekly quiz

● Supplementary reading: http://www.unamsanctamcatholicam.com/history/79- TEACHER TIPS history/575-julian-the-apostate-religious-liberty.html

POINTS OF INTEGRATION

LESSON 1 1 DAY Theodosius the Great

KEY CONCEPTS ● Christianity becomes Rome's State Religion AND QUESTIONS ● Massacre at Thessalonica (and Theodosius's repentance thanks to St. Ambrose)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. POINTS OF INTEGRATION

UNIT 4 4 DAYS Fall of Rome

● Reasons for the decline and fall UNIT ● Elements of the decline and fall OBJECTIVES ● Results of the decline and fall

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Reasons for the Decline of Rome

● Corrupt Emperors ● Rise of Sassanid Empire in the East ● Barbarian Invasions (Huns, Germanic Tribes) ● Excessive KEY CONCEPTS ● Population Decrease due to various eugenic practices (since as early as the AND QUESTIONS Augustan Age) ● Reliance on foreign power (Germanic Auxiliaries) ● Some blame Christianity, like the historian Edward Gibbon (even though the Eastern Roman Empire survived, which was far more Christian than the West at this time)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY Attila the Hun

● The Huns (possible origins, culture, military) ● Invasion of Europe KEY CONCEPTS ● Attila the Hun AND QUESTIONS ● Battle of Chalons ● Pope Leo the Great ● Homework

HOMEWORK ● Study notes for weekly quiz

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Possible reading: Read all (or some) of "" by Tacitus or Pricus' TEACHER TIPS account of dining with Attila

POINTS OF INTEGRATION

LESSON 3 2 DAYS Germanic Tribe

● Early Germanic culture (many had been Arianized) ● Migration is caused by Hunnic Invasions ● The (and the split between and ) ● Fritigern KEY CONCEPTS ● Alaric (the Sack of Rome by Visigoths) AND QUESTIONS ● (Conquest of North Africa, Sack of Rome) ● Odoacer/Odovacar officially deposes the last Roman Emperor (Romulus Augustus) ● The Western Roman Empire officially ends ● End of the Ancient Era (and Beginning of the Medieval Era)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 5 5 DAYS Byzantine Empire

● Development of the Easter Empire UNIT ● Major landmarks of the city OBJECTIVES ● Beginning of the conflict with Islam

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● First Quarter Test ASSESSMENTS

LESSON 1 1 DAY Constantinople

● Early Greek origins (Byzas) o Advantages of the location on the Golden Horn ● Constantine (review) KEY CONCEPTS ● Theodosius (review) AND QUESTIONS ● The Great Aqueduct ● The hippodrome ● Library

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Hand out study-guide for first quarter test

HOMEWORK ● Study for test

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY Zeno and Justinian

● Zeno ● Attempt to reacquire the West ● ● Ostrogothic ● Rise of Justinian KEY CONCEPTS ● Theodora AND QUESTIONS ● Closing of Plato's Academy ● Recodification of Roman Law ● Nika Riots ● Reconquest of the West ● Hagia Sophia

HOMEWORK ● Study for test

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 1 DAY Heraclius

● War against Sassanid Persia KEY CONCEPTS ● Recovery of the True Cross AND QUESTIONS ● Beginning of Muslim Invasions

HOMEWORK ● Study for test

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 2 DAYS Heresies

● Monophysitism (Apollinarianism, Eutychianism) KEY CONCEPTS ● AND QUESTIONS ● Monothelitism ● Iconoclasm (Iconoclast Controversy) © Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Administer First Quarter Test

HOMEWORK ● Study for Test

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 6 8 DAYS Conversion of the Barbarians the Spreading of Religion

● Conversion of Britain UNIT ● Conversion of OBJECTIVES ● Monasticism ● Jewish Diaspora

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 2 DAYS Post-Roman Britain

● Background on Celtic tribes (Brythons, Gaels, and Picts) and on Romanized Britain ● Invasion of the Anglo- which creates England (Angle-land) Point out how it connect to the legend of King Arthur ● Early conversions of Anglo-Saxon Kings and the Coming of St. Augustine of KEY CONCEPTS Kent AND QUESTIONS ● St. Patrick (Conversion of Ireland) ● St. Columba (Conversion of Scotland) ● Homework ● Read pages selections from Bede's Ecclesiastical History of The English People. (Suggested: Book 1, section 1 and sections 23-25. et alia)

HOMEWORK ● Study notes for weekly quiz

● Suggested reading for students: Read pages selections from Bede's TEACHER TIPS Ecclesiastical History of The English People. (Suggested: Book 1, section 1 and sections 23-25. et alia)

POINTS OF INTEGRATION

LESSON 2 2 DAYS Merovingian

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Early Frankish culture ● ● Childeric KEY CONCEPTS ● Clovis AND QUESTIONS ● His wife St. ● St. Remigius ● Unification of the Franks ● Clovis' conversion to Christianity

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 2 DAYS Early

● Hand out writing prompt and instruct on finding sources. ● St. Anthony of the Desert ● St. (and St. Scholastica) ● General facts about Christian Monasticism ● Evangelical Councils (Poverty, Chastity, Obedience) ● Charisms (Contemplative, Cloistered, Mendicant, Apostolic) ● Eremetic vs. Cenobitic Life KEY CONCEPTS ● First Order vs. Second Order vs. Third Order AND QUESTIONS ● Religious Ranks (Postulant, Novice, Lay Brother/Sister, Ordained Brother, Prior, , etc.) ● ● Habit ● Divine Office (Matins, Lauds, Terce, Sext, None, Vespers, Compline) ● St. Columba (revisited) ● How the preserved ancient literature

● Study notes for weekly quiz HOMEWORK ● Start researching for paper

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 1 DAY St. Gregory the Great

● Family background ● Papal Ambassador to Byzantium KEY CONCEPTS ● Papal Election AND QUESTIONS ● ● Beginning of the

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Accomplishments (Conversion of Visigothic Spain and Anglo- Saxon England)

● Study notes for weekly quiz HOMEWORK ● Hand in a thesis statement or research question to be approved by teacher ● Continue researching

TEACHER TIPS ● Suggested reading: Gregory the Great’s account of the Life of St. Benedict.

POINTS OF INTEGRATION

LESSON 5 1 DAY Jewish Diaspora

● How Judaism changed after the loss of the Temple (no more Jewish Priesthood, just Rabbis and Synagogues) ● Council of Jamnia ● Expulsion from Jerusalem by Emperor Hadrian ● Talmud KEY CONCEPTS ● Definition(s) of Usury AND QUESTIONS ● How it was widely condemned (both by prominent pagan philosophers and by Christian authorities) ● How the Jews were allowed to practice it by Christian monarchs, who would sometimes benefit from it, but often at a cost ● How all this helped set the stage for anti-semitism

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 7 3 DAYS Writing 3-5 Paragraphs, multiple sources

UNIT ● Write a 3-5 paragraph paper OBJECTIVES

FORMATIVE ● Asking/answering questions ASSESSMENTS

SUMMATIVE ● Outline ASSESSMENTS ● Paper

LESSON 1 3-4 DAYS Writing from Multiple Sources

KEY CONCEPTS ● Day 1: Introduce IEW unit on writing from multiple sources

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. AND QUESTIONS o Review Unit 4 (Summarizing a Source) and start Unit 8, the Formal Essay o Start outline in class o Students should be advised to bring their sources to class with them for each of the writing days. ● Day 2: Submit outline o Continue/finish unit 8 o Review outlines ● Day 3; Writing day ● Day 4; Use this day for writing if necessary

● Read/research, complete outline HOMEWORK ● Paper

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 8 11 DAYS Rise of Islam (c. 500 – 1000 AD)

● Cover the life of Muhammed UNIT ● Islamic doctrine OBJECTIVES ● Early caliphates ● Administer End of Semester Test

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Arab Culture

● Arabs supposedly descend from Ishmael, the son of Abraham ● Bedouins ● Nomadic, warlike, and semi-anarchic KEY CONCEPTS ● Muslims call this the "Age of Ignorance" (Jahiliyyah) AND QUESTIONS ● Arabs contact with Jews and Christians ● Mecca (a chief trading center in Arabia) ● Kaaba (and the Black Stone) ... center for early Arabian Polytheist worship (but would later be converted into the chief shrine of Islam)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. POINTS OF INTEGRATION

LESSON 2 2 DAYS Muhammed

● Early Childhood (contact with Bahira the Nestorian/Arian ) ● Disgust with the drunkenness, gambling, murder, and theft of his fellow Arabs ● Becomes a Monotheist ● Marries Khadija (a Christian supposedly) Daughter named Fatima KEY CONCEPTS o ● Begins receiving visions in a cave at Mount Hira AND QUESTIONS ● Begins preaching and gaining followers in Mecca ● The Night Journey (Isra and Miraj) ● Flees to Medina (Yathrib) and gains power there ● War with Mecca (Battle of Badr, Battle of Uhud) ● Conquest of Arabia

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 2 DAYS Islamic Doctrine

● The Qur'an (or Koran) ● The dictated word of God/Allah (not simply inspired, unlike Christian Bible ... no human authorship, just divine) ● How they view the Old and New Testaments ● How Muslims view Jesus and Mary ● The Hadith (post-Koranic Islamic holy texts, somewhat like the writings of the Church Fathers or Talmud) ● 5 Pillars of Islam Creed (Shahada) KEY CONCEPTS o Prayer (Salat) AND QUESTIONS o o Almsgiving (Zakat) o Fasting (Sawm) o Pilgrimage (Hajj) ● Mosques and Imams ● Jihad (spiritual vs. physical interpretation) ● Islamic Government ● Ummah ● Caliphates (Caliphs as successors of Muhammad) ● Give Study Guide for Second Quarter Test

● Study notes for weekly quiz HOMEWORK ● Study for final

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 1 DAY Rashidun Caliphate (Patriarchal Caliphs)

● Abu Bakr (putting the Qur'an into writing) ● Umar (development of Sharia law, conquest of Jerusalem, Egypt, and Persia) KEY CONCEPTS ● (conquest of North Africa and part of Spain) AND QUESTIONS ● Ali (internal conflict arises) ● Sunni vs. Shi'ite Schism ● Other Divisions in Islam (e.g. Kharijites, Sufi Muslims)

HOMEWORK ● Study for final

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 5 2 DAYS

● Conquest of Visigothic Spain ● Siege(s) of Byzantium (but are repelled by Greek Fire) ● (a Majordomo under Merovingian rule) repels Muslim invaders KEY CONCEPTS from France in the Battle of AND QUESTIONS ● Beginning of the ... Christians begins to take back Spain from the Muslims (this will be an ongoing war that will last 800 years) ● Mention the Way of St. James (the Camino)

HOMEWORK ● Study for final

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 6 2 DAYS Abbasid Caliphate

● Rise of the Abbasids (with Baghdad as the capital) ● The Golden Age of Islam (happened largely under the Abbasids, such as non- Abbasid Spain) KEY CONCEPTS ● Promotion of Persian intellectual projects AND QUESTIONS ● Literary works (Ali Baba, Sinbad, Aladdin) ● Beautiful architecture (developed from previous Persian styles) ● Invention of new musical instruments ● Alchemy/Chemistry

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Algebra ● Rediscovery of Aristotle's works ● Eventual decline (as Islam becomes more fundamentalist and less open to non- Quranic idea

● Administer First Semester Final

● Study for final HOMEWORK o No quiz in the second half of this unit

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 9 6 DAYS Carolingian Dynasty (c. 700 – 900 AD)

● Origins of the Family UNIT ● Military conquests of OBJECTIVES ● Carolingian Renaissance

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Charles Martel

Charles Martel ● Authority of the Merivingians and the Major Domos ● KEY CONCEPTS Pepin the Short AND QUESTIONS ● Son of Charles Martel (whom the Carolingian Dynasty derives its name) ● Carolingian Dynasty replaces the Merovingian Dynasty among the Frankish Kingdom(s) ● Still continues to practice Partible Inheritance

HOMEWORK ● Study notes for weekly qui

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 3 DAYS Charlemagne

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Background on the and their conquest of Italy (, Liutprand, ) ● Pope asks Charlemagne for help and he defeats the Lombards ● Conquest of Northern Spain (Battle of Roncevaux Pass) ● Conquest of the Saxons KEY CONCEPTS ● of Charlemagne AND QUESTIONS ● Beginning of the Emperor of the Romans (setting the stage for the ) ● Carolingian Renaissance ● Advances in Learning (, Art, Architecture, Music, etc.) ● Preserving and furthering knowledge and advancing Christianity through education and the arts.

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS ● Suggested Reading: all (or some) of "The Life of Charlemagne" by Einhard

POINTS OF INTEGRATION

LESSON 3 1 DAY Treaty of Verdun

● (further of ) ● Division of the kingdom, yet again. ● The Treaty of Verdun and how it would help define the difference between KEY CONCEPTS France and AND QUESTIONS ● Louis the German would rule what would generally become Germany ● would rule what would generally become France ● Lothair would be in between and got squeezed out by his other two brothers

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 1 DAY Decline of the Carolingians

● Continued weakening of Carolingian power due to Partible Inheritance KEY CONCEPTS ● being the last Carolingian to basically control all of AND QUESTIONS Charlemagne's original empire ● Capetians (in France) and Ottonians (in Germany) would replace them

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. POINTS OF INTEGRATION

UNIT 10 6 DAYS Viking Invasions (c. 800 – 1100 AD)

● Norse culture UNIT ● Viking raids OBJECTIVES ● Cover the Christianization of , as well as its concurrent unification(s).

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Nordic Culture

● Scandinavia (, , ) ● Viking Warfare KEY CONCEPTS ● Longboats AND QUESTIONS ● Mead Halls ● Basics of Norse Mythology

● Study notes for weekly quiz HOMEWORK

TEACHER TIPS

POINTS OF ● Possible Tie-in with summer reading INTEGRATION

LESSON 2 2 DAYS Danes, Norwegians, Swedes

Danes ● Theories why the began their raids ● Raid on Dorset ● Raid on Lindisfarne ● Raid on KEY CONCEPTS ● The Great Heathen Army AND QUESTIONS ● Guthrum vs Alfred Norwegians ● Invasions of Ireland and Scotland ● Settlement of Iceland ● Erik the Red (discovery of Greenland, built first [opposed the a chapel] in Iceland for his wife)

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Leif Ericson (possible discovery of America) ... Leif was Catholic at the time (a little known fact) ● Swedes ● The Rus (and Varangians) ● Colonization of ● Migration into Byzantium ● Viking Traders in Mesopotamia

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 1 DAY Alfred the Great

● His father (Ethelwulf) and his brothers ● Alfred's piety and scholarship (personal translations of Latin texts) ● Alfred's subterfuge KEY CONCEPTS ● Battle of Ethandune (or Edington) ... the Ballad of the White Horse AND QUESTIONS ● Alfred and Guthrum ● Danelaw ● Alfred’s Contribution to learning and education

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 1 DAY Christianization of the

● Harald Bluetooth of Denmark (and Poppo) ● King Olaf I and II of Norway KEY CONCEPTS ● King Olof Skotkunung AND QUESTIONS ● Canute the Great ● The Great Northern Crusades

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 5 1 DAY The End of the Viking Age

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Edward the Confessor (an Anglo-Saxon but with Viking heritage) ● Harold Godwinson (how he believed himself to be the successor of Edward, KEY CONCEPTS despite the supposed setup with William the Conqueror) AND QUESTIONS ● Harald Hardrada (the last Viking raider), defeated by Godwinson at the Battle of Stamford Bridge

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 11 3 DAYS Early Slavic Peoples (c. 800 – 1000 AD)

UNIT ● The origins of the Slavic people OBJECTIVES ● The of the Far North

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 2 DAYS Origins of the Slavic People

● East (who would become Russian, Ukrainians, Belarusians) ● (who would become /Bohemians, Moravians/Slovaks, , , Kashubians) KEY CONCEPTS ● South Slavs, a.k.a. Jugo-Slavs (Slovenes, Coats, Serbs, Bosniaks, AND QUESTIONS Montenegrins, part of Bulgarians and new Macedonians) ● Nearness to Germany ● Slavic Gods (and Baba Yaga, etc.)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY Sts. Cyril and Methodius

● Samo's Empire KEY CONCEPTS ● Great Moravia AND QUESTIONS ● ● Novgorod (Kievan Rus)

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Sts. Cyril and Methodius (Glagolithic and Cyrillic) ● St. Wenceslaus ● Adalbert of Prague

● Study notes for weekly quiz HOMEWORK

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 1 DAY Vladmir of Kiev and the Christianization of Russia

● St. Olga (Vladimir's grandmother) ● Vladimir's initial immoral and pagan lifestyle (concubines, human sacrifice, KEY CONCEPTS etc.) AND QUESTIONS ● Vladimir invites Muslims, Jews, and Christians to try to convince him (Christianity eventually wins)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 12 6 DAYS Rise of Feudalism (c. 1000 – 1100 AD)

● Feudal systems UNIT ● Feudalism in Germany OBJECTIVES ● Feudalism in France ● Feudalism in England

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS ● Research paragraph

LESSON 1 2 DAYS Rise of Feudalism

● Ancient Roman, Germanic, and Christian Monastic influences ● Lords vs. KEY CONCEPTS ● Fiefs AND QUESTIONS ● Fealty vs. Homage ● Hierarchy (Peasants/Serfs, , Aristocrats, Kings)

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Pros and Cons of Feudalism ● Medieval technologies ● Farming ● Castles ● Agricultural Husbandry ● Medicine ● Feudalism was not about growing the economy, it was about protecting and managing the people and land

● Study notes for weekly quiz ● Writing exercise: research and write 1-2 paragraphs on a castle; include date of HOMEWORK construction, location, type of castle(if applicable), reason for construction, any fun/interesting/pertinent facts. Due three days after assignment is given.

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY Beginning of Germany

● Henry Fowler ● Otto the Great KEY CONCEPTS ● Holy Roman Emperor AND QUESTIONS ● Ottonian Renaissance ● Elective Monarchy

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 1 DAY Beginning of France

KEY CONCEPTS ● AND QUESTIONS ● Primogeniture

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 2 DAYS Beginnings of England

KEY CONCEPTS ● Normandy (Viking roots) © Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. AND QUESTIONS ● William the Conqueror ● Dispute with Harold Godwinson ● Battle of Hastings ● Changes in English culture (became more French) ● Following Norman Kings (sons of William ● Roots of the Plantagenet Dynasty (Geoffrey V of ) ● Matilda ● Henry II ● Eleanor of and her sons ● Angevin Empire ● Thomas Becket

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 13 7 DAYS Church Corruption and Reform

● Cover the early corruption that happened in the Church and how the Church UNIT reacted to it. OBJECTIVES ● Discuss how to correct corruption

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS ● Third Quarter Test

LESSON 1 1 DAY Clerical Corruption

● Lay Investiture ● Simony KEY CONCEPTS ● Clerical non-Celibacy AND QUESTIONS ● Tusculan Papacy ● Pope Sergius III to John XII

HOMEWORK ● Study notes for weekly qui

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 2 DAYS East-West Schism

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Constantinople was geographically distant from Rome ● Caesaropapism ● Eastern Church already had a long history of heresy (like Iconoclasm) ● Filioque Controversy KEY CONCEPTS ● Photian Heresy AND QUESTIONS ● Pope stopped looking to Byzantium for protection (because they weren't helping much) and instead looked to the Holy Roman Empire ● Results of the East-West Schism

● Hand out Third Quarter Test study guide

HOMEWORK ● Study notes for weekly qui

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 1 DAY Cluniac and Gregorian Reforms

● Give "Rise of Feudalism #1" Quiz ● Sts. Berno and Odo ● at Cluny KEY CONCEPTS ● Influenced the "Peace and Truce of God" (rules to help stop barons from being AND QUESTIONS too warlike) ● Hildebrand ● Mandatory Celibacy for Clergy ● Conflict with Henry IV (the Holy Roman Emperor)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 1 DAY Carthusians and Cisercians

● Carthusians (St. Bruno, Chartreuse Mountains, Community of Hermits, very KEY CONCEPTS ascetic) AND QUESTIONS ● Cistercians (St. Robert Molesme, austerity, self-sufficiency, manual labor)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. LESSON 5 2 DAYS St.

● French Troubadour influence ● Conversion ● Falling out with his father ● Church emphasizes joy more than penance now KEY CONCEPTS ● St. Anthony of Padua AND QUESTIONS ● St. Clare ● (If there is time, also touch upon St. Dominic)

● End with Third Quarter Test

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF ● Tie in or point out the connection to the Chesterton Capstone INTEGRATION

UNIT 14 6 DAYS Early China and the Development of Chinese Philosophies

● Look and geography and natural resources UNIT ● Early history of China OBJECTIVES ● Development of the Chinese philosophies ● Qin and Han Dynasties

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Early China

● Go over the geography of China ● Hand out Study Guide for Third Quarter Test ● Chinese geography (Yellow and Yangtze Rivers) KEY CONCEPTS ● Mythological Rulers (Huang Di) AND QUESTIONS ● Han Rulers ● Silk ● Xia Dynasty ● Shang Dynasty (beginning of Chinese writing)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. POINTS OF INTEGRATION

LESSON 2 1 DAY Taoism, Confucianism, Legalism

● Mandate of Heaven KEY CONCEPTS ● Taoism/Daoism (Yin Yang, differences and similarities to Buddhism) AND QUESTIONS ● Confucianism (Confucius, excerpts, the "Aristotle of the East") ● Chinese Legalism

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 1 DAY Qin Shi Huang

● Warring States ● Ying Zheng unifies China (and become Shi Huangdi) ● Conspiracies against him KEY CONCEPTS ● Began the Great Wall of China AND QUESTIONS ● His tomb ● Terracotta Army ● Descent into Insanity

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 1 DAY Golden Age of China (Han Dynasty)

● Emperor Gao (Confucian, invention of the compass and paper) KEY CONCEPTS ● Emperor Wu (upgraded Great Wall to defend against Xiongnu, the Silk Road) AND QUESTIONS ● Emperor Ming (introduced Buddhism to China)

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 5 1 DAY Six Dynasties

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Jin Dynasty ● Southern and Northern Dynasties ● Bodhidharma, founder of Zen Buddhism (Wall-Gazing, Shaolin Kung Fu) KEY CONCEPTS ● Reunification by the Sui Dynasty AND QUESTIONS ● Emperor Gaozu ● Emperor Taizong ● Invention of Wood-block printing ● Various mechanical devices

HOMEWORK ● Study notes for weekly qui

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 6 1 DAY Christian Contact with China

● Nestorian Christians come to China KEY CONCEPTS ● Marco Polo AND QUESTIONS ● Jesuits ● Matteo Ricci

HOMEWORK ● Study notes for weekly quiz

● It is more important for students to understand the philosophy of China, so this TEACHER TIPS lesson can be omitted if they need more time to understand Confucianism and Daoism.

POINTS OF INTEGRATION

UNIT 15 2 DAYS Rise of the Turks

UNIT ● The rise of the Turks and their influence on the and Europe OBJECTIVES

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS

LESSON 1 1 DAY Background of the Turks

KEY CONCEPTS ● Altai Mountains AND QUESTIONS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Altaic People include: Turks, Mongols, Manchus, Tungus, and possibly Koreans and Japanese (some think the Huns, Avars, and Magyars were related to them as well, as well as the Oghuz, Bulgars, and ) ● Asian Steppes ● Nomadic ● Good horsemanship ● Shamanism ● Khagans and Khans

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY Turks and Islam

● Mamluks (Turkish soldier-slaves that Muslims had) ● Ghaznavid Persianate KEY CONCEPTS ● Seljuk Empire AND QUESTIONS ● Battle of Manzikert (the battle that the Byzantines lost, inspiring them to reach out for help in the West, resulting in the crusades)

● Study notes for weekly quiz HOMEWORK

TEACHER TIPS

POINTS OF INTEGRATION

UNIT 17 11 DAYS Crusades

● Cover the Crusades UNIT ● Discuss Just War theory OBJECTIVES ● Cover the pros and cons of the crusades and how they are commonly viewed today, refute misconceptions.

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Weekly quiz ASSESSMENTS ● Final

LESSON 1 4 DAYS

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. Background ● Islam had taken over two-thirds of Christendom ● Fatimid Caliphate (Al-Hakim) ● Seljuk Empire (revisited) ● Islamic Atrocities against Christians in the (Dhimmi laws) ● Byzantine Emperor Alexius I Conmenos asks Pope for help ● Pope Urban II announces the First Crusade at the Council of Claremont o What is a Crusade? ● Just War theory ● Goals of the Crusade (regain lost Christian territory, prevent Muslim expansion, retaliate against Muslim atrocities, liberate Christian captives, regain holy sites, redirect European energy from petty domestic wars to something more noble, help spread Christianity to the East) People's Crusade ● Massacre of the Jews in the Rhineland (which the Church condemned) KEY CONCEPTS ● This Crusader army is wiped out by the Seljuks AND QUESTIONS The Princes' Crusade ● Godfrey of Bouillon, Raymond IV of , Bohemond I of Taranto ● At Constantinople, Byzantine Emperor promises to supply Crusaders with extra food and supplies, and in exchange, Crusaders would give him the territory they would conquer ● Siege of Nicaea ● Battle of Dorylaeum ● Siege of Antioch (supposed discovery of the Holy Lance) ● Conquest of Jerusalem ● Establishment of the ● Crusader Knighthoods are established: Hospitallers, Templars, and Teutonic Knights ● Homework ● Divide students into groups and assign each group one version of Urban's speech at Clermont, have them outline each of the reason given for the crusade and each promise the pope makes. Discuss.

● Study notes for weekly quiz ● Day 2: Divide students into groups and assign each group one version of HOMEWORK Urban's speech at Clermont, have them outline each of the reason given for the crusade and each promise the pope makes. Discuss.

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 2 1 DAY

● Muslims are disunited KEY CONCEPTS ● Zengid Muslims begin reuniting them (Nurredin) AND QUESTIONS ● Pope Eugene III announces the Second Crusade ● King Louis VII of France responds © Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● Ambushed by Turks (reduces their army) ● Siege of Damascus, Louis retreats at a key moment, and Muslims win ● This loss inspires further Muslim reunification ● Hand out study guide for Final Test

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 3 2 DAYS

Background ● Fight over the resources of Egypt, controlled by the dying Fatimid Caliphate ● Saladin (from the Zengids) captures it and founds the Ayyubid Dynasty ● Saladin defeats Crusaders at the Battle of Hattin and conquers Jerusalem ● This inspires the Third Crusade Third Crusade ● Frederick Barbarossa (his earlier squabbles with the Pope, he drowns on his KEY CONCEPTS way to the Holy Land) AND QUESTIONS ● Philip II of France and Richard the Lionhearted of England ● Richard and Philip II get into arguments along the way, and Richard gets everyone else mad at him too (e.g. including the Byzantine Emperor) ● Siege of Acre ● Battle of Arsuf ● Peace with Saladin ● Richard and Philip fight back in Europe (Richard dies from a random Arrow, and Philip retakes most of France from Angevin control)

● Study notes for weekly quiz HOMEWORK

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 4 1 DAY

● Pope Innocent III ● Alexius IV Angelus, who was deposed from his Byzantine throne, asks the Crusaders to help him take Constantinople back, in exchange for a large reward KEY CONCEPTS (which they do) AND QUESTIONS ● Alexius IV is assassinated by Alexius V who refused to pay the debt the Byzantine Empire owes the Crusaders ● This lead the Crusaders to sack Constantinople ● This solidifies the rift between the Catholic and Eastern Orthodox Churches

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. ● The short-lived , which is eventually defeated by the Byzantines

● Study notes for weekly quiz HOMEWORK

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 5 1 DAY Firth and Sixth Crusades

5th Crusade ● Children's Crusade ● Siege of Damietta ● St. Francis and the Sultan KEY CONCEPTS 6th Crusade AND QUESTIONS ● Frederick II of Germany, Character and squabbles with the pope ● Gets Jerusalem back through negotiation ● Fights the Pope and loses ● Loses Jerusalem because of the Kwarezmian Turks

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 6 1 DAY Seventh, Eight, and Ninth Crusades

● Louis IX of France ● General Baibars KEY CONCEPTS ● Fall of the Ayyubids and Rise of the Mamluk Empire AND QUESTIONS ● Death of Louis IX ● Mongols show up ● Crusader States are lost

HOMEWORK ● Study notes for weekly quiz

TEACHER TIPS

POINTS OF INTEGRATION

LESSON 8 2 DAYS Summary/review and Test

KEY CONCEPTS ● One day of summary/review AND QUESTIONS ● Administer Final Test © Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved. HOMEWORK ● Study notes for Test

TEACHER TIPS

POINTS OF INTEGRATION

UNIT (This unit can be moved at 4-5 DAYS Teachers digression) Presentations

● Have student prepare and present a 5-7 minute presentations UNIT research on a given topic OBJECTIVES ●

FORMATIVE ● Asking/Answering Questions ASSESSMENTS

SUMMATIVE ● Presentation ASSESSMENTS

LESSON 1 4-5 DAYS Presentation

● Students are to research a given topic (it can be a general prompt such as “European Rulers” or “Great Battle of the Middle Ages”, and then they choose one ruler or battle) ● From this research they are to prepare a presentation, including pictures and KEY CONCEPTS diagrams (if applicable) and present their research to the class using a visual AND QUESTIONS aid, such as a slide-show, poster-board, diorama, etc. ● They will be graded on content and style.

● The assignment should be given to them at least a week in advance

● Research and prepare presentations HOMEWORK ● Present

TEACHER TIPS

POINTS OF INTEGRATION

© Copyright Society of G.K. Chesterton and the Chesterton Schools Network, 2008-2021. All rights reserved.