The+Middle+Ages+Feudalism+in+Europe+and+Japan


 * Essential Questions for the Unit**
 * 1.****To what extent is trade necessary?**
 * 2. Is there a moral component to trade?**
 * 3. Is trade a form of conquest?**
 * 4. Is conquest justifiable?**
 * 5. Are there identifiable historical patterns?**


 * Day 1: Is conquest justifiable? Specifically today we will discuss the following: Is conquest justifiable in the Crusades? Other than religious reasons, why were the Crusades fought? Economic?**
 * Do Now: Why were the Crusades fought? Think about what you remember from your debate on religious conflict. If you don't remember anything, just write about whether religion can be a just cause for conquest.**

Like most major conflicts, the Crusades were fought for a variety of reasons. To truly understand the complexity of what led to the Crusades, we need to learn a bit more about what empires held power in both the European and Arab world in the time before the Crusades:


 * What empires were prominent during the time of the Crusades? How did these empires interact with one another? Think about the essential questions above and you read through the material in the lesson below.**

Be sure to download the Notebook guide (located below the student text) into your own google docs and then into Remarks so you can edit it on your ipad and save your work.
 * Lesson: The Byzantine Empire:**
 * EQ: How did the Byzantine Empire develop and form its own distinctive church? **
 * [|See link to lesson and materials here] **


 * Exit Slip: What happened to the Catholic Church after the rise of the Byzantine Empire? Connect this history to a potential cause for the Crusades.**
 * We will discuss. Why would Catholics (esp the Pope) want the Byzantine Empire to be Catholic?**


 * Homework: Read [|this article] discussing the many various causes for the Crusades and answer the following: What was the MOST significant reason the Crusades were launched according to this article?(religious, economic or political) To what extent was the Catholic Church justified in launching the Crusades? Has your opinion about the rationale for the Crusades changed? Why or why not?**
 * - Part 2 Homework: Find another article that either supports or refutes the article you read. Be prepared to share the article and how it has influenced your ideas about the Crusades.**

 > Assume the historical perspective of a clergy member, a merchant, or a monarch and write a letter to persuade the Pope for why the Crusades are necessary. Choose whichever cause you find to be most compelling and write their argument from the perspective of the corresponding individual (clergy member: religious, merchant: economic, monarch: political). Share
 * Day 2: Do Now:**
 * Discussion: What was the MOST significant reason the Crusades were launched? (religious, economic or political) Be sure to use what you have learned from class AND the 2 ARTICLES you read for homework.**

media type="youtube" key="X0zudTQelzI" height="315" width="560"

[|Explore this website]
 * After watching the Crash Course and listening to your classmates, has your opinion about the most important cause for the Crusades changed?**
 * To what extent can the Crusades be morally justified?**
 * What is the lasting impact of the Crusades on the world today?**

Read the following Articles: [|Apology]: Group 1 [|Crash Course on the Crusades]: Group 2 [|Rethinking the Crusades] :Group 3 [|Perspective of A Medieval Scholar] :Group 4

In your group, you must answer the following questions about your document: (Be sure to give SPECIFIC examples from your assigned article) 1. What were the causes of the Crusades according to this article? 2. Does this article seem to portray the idea that the Crusades were just? Why or why not? 3. What are the lasting effects of the Crusades on the world today? Why? 4. Do any ideas in the article challenge your previous ideas about the causes/effects of the Crusades?


 * Be prepared to share your answers to these questions with the class! You must take notes as you listen to your classmates because you will have an open-note quiz at the end of class!**


 * Quiz:**
 * 1. What was the MOST significant reason the Crusades were launched according to the articles you read?(religious, economic or political)**
 * 2. To what extent was the Catholic Church justified in launching the Crusades?**
 * 3. What are the lasting effects of the Crusades on the world today? Why?**


 * Homework: Read pp 3-8 on [|this link] and answer the following: What is the Columbian Exchange? Did the Columbian Exchange have an overall positive impact on the Americas or negative? Did the Columbian Exchange have an overall positive impact on Europe? Use specific pieces of evidence to support your answer.**


 * Day 3: The Columbian Exchange: Lesson Materials [|Here]**
 * Do Now: 1.** What products can you think of that today are bought and sold worldwide, and that, wherever they are bought, sold, or used, influence many peoples’ lives in some considerable way?

2. Suppose that over the next fifty years or so, fast-acting epidemics wiped out half the U.S. population. What do you think would be the results in economic, political, social, religious, and other terms?

Discuss and turn in homework questions......

Then watch Crash Course summary:

media type="youtube" key="HQPA5oNpfM4" height="315" width="560"

For today's activities you will be split into 4 groups. Each group will be assigned to answer 5 of the questions in the link below based on[| this link]. When you are finished answering all 3 questions, you will each go to a different group and exchange information. You will repeat this process until you have answered all of the question in the link below: Group 1: Questions 1-3 Group 2: Questions 4-6 Group 3: Questions 7-9 Group 4: Questions 10-12 -After you have exchanged your responses, you may work with your group or alone to answer question 13
 * Today's Activities:**


 * Discussion Questions and Activities**

1. Research the most recent estimates available of the number of Iraqi civilians killed between the US invasion of March 2003 and the end of 2012. How were the estimates arrived at?
 * Homework: Choose ONE of the following questions:**

How much agreement is there on the numbers? What hypotheses can you come up with to account for differences or unanimity regarding the estimates? Compare your findings with the information in Lesson 1 about Native American deaths and the controversies surrounding it.

2. Compare the epidemics in the Americas in the sixteenth and seventeenth centuries with the Black Death in Afroeurasia in the fourteenth century.


 * Day 4: Animals, Plants, People and Goods on the Move**
 * Do Now: Discuss homework question.**

[|Discussion Questions Class Google Doc: Period 1] [|Discussion Questions Class Google Doc: Period 2] [|Discussion Questions Class Google Doc: Period 3]
 * 1. Work with your group to finish your assigned questions: 5 min**
 * 2. Post your questions and responses to the google doc below that corresponds with your class:**

3. Read through the document on your own or in your group to get an idea about different perspectives of the impact of the Columbian exchange.

Reconsider Columbus Day: media type="custom" key="22276756"

For today's activities you will prepare to debate half way through NEXT CLASS!
 * 4. New Question for the day: Based on impact of the exchange of disease, people, animals and things, is the Columbian Exchange morally justified?**

Don't forget to go through the documents in lesson 2! (on the same link you used last time)

1. What were the main causes for high mortality rates for Native Americans? What do the documents seem to imply? What are the moral justifications for allowing deaths/enslavement of Native Americans? 2. What were the positive/negative consequences of the biological exchange between old and new world? 3. What were the positive/negative consequences of large scale global trade? 4. To what extent can you morally justify the mass enslavement of Africans? How did the Europeans justify slavery? 5. Why is there historical disagreement about the mortality rate of Native American/African slave populations in the New World?
 * Discussion:**


 * Columbian Exchange Lesson 2 Activities (these questions can help give you ideas for your debate)**

-Based on the long-term results of the Columbian Exchange, can it be **morally** justified? (You will move to a side of the room based on your decision and we will have a debate next class)
 * Debate:** Thinking about what you have learned from the Crash Course video and today's activities, did the Columbian Exchange of plants and animals have an overall positive or negative impact on India today? Explain your answer.

1. Read: [|Article about the Columbian Exchange]
 * Homework: Complete the following tasks to help prepare for the debate:**

Answer: Questions About the Columbian Exchange Article

2. Read the following [|article] and answer the following questions:

1. Explain how the Columbian Exchange both helped and hurt three different regions/countries in the world. 2. Why did people come to the New World? 3. Why did the Columbian exchange only go one direction for the most part? 4. How is the emergence of slavery in North American a result of the Columbian Exchange? 5. What really made the creation of the New World possible?

Additional Documents: [|Harvard detailed document about the impact of crops in the Columbian Exchange] [|School Website about disease, technology, animals and plants] [|School Website about the Columbian Exchange and the Slave trade] > **1.** Get with your group to prepare for the debate.
 * Day 5: Do Now:**

Format:
 * 2. Debate! Pro: The Columbian Exchange can be morally justified.**

Debate Jobs

[|Debate Rubric]

Quiz! Choose ONE of the following questions to answer:
 * Homework:**


 * 1.** **Did the Columbian Exchange have an overall positive impact on the world or negative? Use specific pieces of evidence to support your answer.**
 * (you must explain BOTH sides of the story to get full points (6 pts)) x4 = 24**


 * 2.** **Based on impact of the exchange of disease, people, animals and things, is the Columbian Exchange morally justified? Think about the morals of both the Europeans and the Native Americans during the Columbian exchange and today. (you may use bullet points to answer this question)**
 * (6-pts) x 4 = 24**


 * Day 6:**
 * Other Exchanges: Guns, Germs and Steel**
 * Do Now: 1. What do you already know about the Guns, Germs and Steel theory?**
 * 2. Based on this, what do you think made it possible for the Conquistadors to beat the Incas?**
 * 3. How does the defeat of the Incas perhaps relate to the Columbian exchange?**

As you watch the movie answer the following: 1. What parts of this movie affirm what I already knew about Diamond's theory and the Columbian Exchange? 2. What are some new things I have learned from this movie about how the Conquistadors were able to defeat the Inca? 3. What new questions come up as I watch this movie? 4. Explain how the overall impact of the conquest of the Incas by the Conquistadors could be considered both positive AND negative. media type="youtube" key="TnDpIWwg_H8" height="315" width="560"
 * Activities:**

Discussion of questions above. Think Pair Share What are the lasting impacts of the defeat of the Inca? Be sure to talk about both bad AND good consequences of the conquistadors. Who benefited from the conquest of the Incas?


 * Homework: Read pp 18-21 (student handout 1) of this [|document] and answer the questions:**
 * 1. BEFORE you read define slavery.**
 * 2. After reading, how has your definition of slavery changed? How has your perspective of slavery changed after reading?**
 * 3. In what ways was slavery practiced different in the Middle East from in America? How was it similar?**


 * Day 7:**
 * The Slave Trade**
 * Do Now:**
 * 1. Define Slavery. What potential justifications might someone have for the existence of slavery?**
 * What allows people to take slaves? **** What leads to people becoming slaves? **

Notes from period 1 media type="youtube" key="D3A-T5_LwW0" height="251" width="335"
 * The Middle Passage: The journey from Africa to America **

2.Watch:

media type="youtube" key="dnV_MTFEGIY" height="315" width="560"

3. **Keep in Mind:** The Atlantic Slave trade that had a huge influence on America, was a result of the Columbian exchange to a large extent. "All Men Are Created Equal" is in the Declaration of Independence from 1776. Slavery existed in America until the 1860s. How did a government with this message in their constitution justify the mass enslavement of millions of people? What was life life for slaves and how did it infringe on their rights?

4. Explore Slave Memories on [|this site]. You will choose 3 different slave memories and use specific evidence from the memories to answer the question: What was life like for slaves in America? What rights were taken away from them? Use specific examples. -Also, visit this site. You will each be given a subject: Read through 3 interviews from your subject and write about how your ideas about slavery have been reinforced or challenged from before this lesson. What is something new you have learned?

Legal Rights and Government The Family Men, Women and Gender Living Conditions Education, Art and Culture Religion Responses to Enslavement Freedom and Emancipation

5. Read [|pp25-27] and answer the following questions: 1. What does the author mean by "just means of enslavement"? 2. Why, if at all, were distinctions between legal and illegal means of enslavement important during the centuries of the Atlantic Slave trade? 3. What impact did the growing demand for labor in the Americas have on the justification of slavery? 4. What connections can you make between the justifications for the Atlantic slave trade and the Columbian exchange? Has this lesson changed your perspective about the justifications of the Columbian Exchange? Or has your opinion grown stronger?


 * Homework:Watch the Video below on Slavery and the Making of America and answer the questions below:**
 * What justifications did Americans have for maintaining legal slavery until the 1860s despite the ideal of "All Men Are Created Equal"?**
 * To What Extent is it human nature for those with power to abuse others in order to maintain it? Use the slave trade to justify your answer. Why do you think it took so long for slaves to fight against the institution of slavery?**

media type="youtube" key="xzDAbXQbEzM" height="315" width="420"


 * Day 8: Impact of trade:**
 * Do Now: **** Compare the labor practices of a company you've heard about today to slavery. What are aspects of slavery that you might see today? Use specific examples. **

An introductory video: media type="youtube" key="Fkgn0iVxxak" height="315" width="560"

[|Coca-cola in South India]


 * Lesson: [|The Ethics of Outsourcing to China]**


 * Objectives**
 * Describe and assess the living and working conditions of two Chinese migrant workers.
 * Define the term "outsourcing."
 * Explain arguments and provide examples related to whether or not U.S. companies that outsource their manufacturing have a responsibility to use factories with safe and fair working conditions.
 * Decide which arguments represent their personal points of view.
 * Refute one of the points made during the class discussion.

Today you will be divided in half to research both the affirmative and negative perspective for the following statement: "When U.S. companies outsource their manufacturing, do they have a responsibility to use factories that provide safe and fair environments for their workers?" Resources can be found on the lesson link above.

-Discussion

[|More sources and topics from China Blue documentary on Independent Lens]

Exit Slip: Based on what you have learned today, what is your personal opinion about the question posed in this lesson? Use evidence from the articles referenced in the discussion today to support your answer.


 * Homework: Finish watching the movie on Outsourcing to China and answer the following:**
 * 1. To what extent are the conditions in factories in China similar to those of slaves living on Plantations when slavery was legal in America?**
 * 2. What are some justifications American companies might use for the labor conditions in some Chinese factories? How might they differentiate the labor conditions in China with American slavery?**


 * Day 9:**
 * Do Now:**
 * 1. To what extent are the conditions in factories in China similar to those of slaves living on Plantations when slavery was legal in America?**
 * 2. What are some justifications American companies might use for the labor conditions in some Chinese factories?**
 * How might they differentiate the labor conditions in China with American slavery?**

Walmart Group: Watch the following [|Frontline Episode about the impact of Walmart on America])
 * Group Project:** In your assigned groups, choose [|any large corporation from this site] (Note: one group MUST do Walmart.

Groups must research in terms of **how their trade and production practices positively and/or negatively impact people around the world. You will also think of some (2-3) potential solutions to the problems caused by the corporation you choose to research**. You will create a movie (you may use any format) to present your findings and ideas for potential solutions. You must clearly address the EQ's for the unit in your presentation:


 * 1. To what extent is there a moral component to trade in the case of this corporation?**
 * 2. Is trade a form of conquest? Explain. How has this corporation "conquered" a group of people/nation?**
 * 3. To what extent Is conquest justifiable? (you must compare the corporation you are presenting on to historical conquest. Ex: the Crusades/Columbian Exchange/Atlantic Slave Trade. Are they doing morally good things for the world?)**
 * 4. To what extent are the labor practices of this corporation today continuing the legacy of slavery? (you must clearly relate historical slavery to labor conditions in the corporation that you choose)**


 * In addition to answering the above questions, make sure to introduce the topic by explaining what the corporation does. What do they produce? What is it used for?**
 * What negative things has the corporation been accused of doing?**


 * Site your sources of information and send them to me OR put them in your movie.**


 * [|Movie Rubric]**


 * Day 10: Time to work**


 * Day 11: Last day to work. You MUST publish your movie and send me the link BY TONIGHT AT MIDNIGHT so I can make a playlist!**


 * Day 12: Presentations. As you watch you must take notes on EACH MOVIE based on the following:**
 * 1. What does this corporation produce? Who buys it?**
 * 2. What has this corporation done to help people?**
 * 3. What has this corporation done to hurt people?**
 * 4. To what extent has this corporation "conquered" a population? Explain.**
 * 5. To what extent are the labor practices of this corporation today continuing the legacy of slavery? If the labor practices are NOT continuing the legacy of slavery, explain what distinguishes this corporation from slave traders/plantation owners during the Atlantic Slave Trade.**
 * 6. Is this corporation overall good for society or bad? Why?**
 * 7. What are some potential solutions to the problems caused by this corporation as explained in the movie?**

You will turn in ALL of your notes in answer to the above questions to the sub.


 * Day 13: Trade, Exchange, and Morality Test!**
 * Answer the question below. You MUST give examples from history AND today to prove your point!**


 * Organize your essay into a CLEAR answer to the question with a thesis including a definition of unjust conquest and a clear roadmap that explains your main points to prove your thesis.**


 * To what extent are corporations today continuing the legacy of unjust conquest? (you must clearly relate historical conquest/slavery (Historical topics you may choose to address: Columbian Exchange/Crusades/Atlantic Slavery) 20 pts**


 * [|Rubric]**

Period 1 Videos: media type="youtube" key="videoseries?list=PLOsDYtyV101pdKABUSUFgY3dUhZcZw6jY" height="315" width="560"

Period 2 Videos:

media type="youtube" key="videoseries?list=PLOsDYtyV101pz99r09nzb0NusQVj2j3S6" height="315" width="560"

Period 3 Videos: media type="youtube" key="videoseries?list=PLOsDYtyV101rbR_XEkl-FmAOQW3XzlkW-" height="315" width="560"

=**Mongol Unit:**=
 * Can trade justify conquest? Explain.....**

Questions to answer after this lesson: 1. Explain what features of the Mongols’ pastoral nomadic way of life were favorable to their creation of an empire. 2. Analyze the impact of the imperial conquests on both Mongol society and on the societies they conquered. - Describe the ways that Mongol actions promoted the exchange of goods and ideas within and beyond their empire. 3. Assess the significance of particular individuals and historical processes. (Chinggis Khan, Timur the Lame etc.) 4. To what extent are the conquests of the Mongols justified? 5. As a nomadic society, how are the Mongols "the exception"?
 * Day 1 and 2: Mongol Movie:**
 * Barbarian Societies: The Mongols!**

What do you think of when you hear the word “Mongol,” or Chinggis Khan? [|More info about Chinggis Khan]
 * Opening Question:**

1. Brainstorm characteristics that they consider define “an empire”. Take a few minutes - Think of empires you know about. How well do the characteristics you have hypothesized fit?
 * Lesson Activities:**

2. answer the following with a partner: If you were setting out on a career of conquest, aiming to create an empire, which of the following would you be least willing to do without? Most willing to do without? Explain your reasoning. (10 min)

-A larger army than that of the people you are planning to attack -A better trained, more obedient army than that of your opponents -Charismatic (inspired, forceful) leadership -Ideological (religious or other) support for aggression -A stronger economy or more wealth than your opponents have -Technological superiority in military hardware -Safe, fast supply lines to your homeland -Current, detailed intelligence about your opponents -First-rate communications within your own army -Something not on this list --what?

As a class you will share and arrive at a consensus on what are the five most important factors in building a successful empire. -save the question, your answers, and the consensus list, because you will be working with them again

3. Today, you will be discussing what it was about the Mongols that led to their success by considering the following, which influence the outcome of any empire-acquiring enterprise: -characteristics of the people -nature of the leadership -details of social organization -features of the environment -nature of the technology -features of the ideology


 * -To participate in the discussion, you should bear in mind the following questions:**

1. In what ways would each of the above have promoted, or hindered, the success of Mongols as conquerors?

-You will be put into groups, and be assigned one of the six Student Handouts on the link below to read, discuss, and summarize within your group. Then report their summaries to the class.

media type="youtube" key="fQ53WqklIo8" height="315" width="420"


 * 2. Watch Mongol.**
 * As you watch, answer take notes, label your notes based on which of the questions below they answer:**

Revisit questions: 1. Explain what features of the Mongols’ pastoral nomadic way of life were favorable to their creation of an empire. 2. Analyze the impact of the imperial conquests on both Mongol society and on the societies they conquered. - Describe the ways that Mongol actions promoted the exchange of goods and ideas within and beyond their empire. 3. Assess the significance of particular individuals and historical processes. (Chinggis Khan, Timur the Lame etc.) 4. To what extent are the conquests of the Mongols justified? 5. As a nomadic society, how are the Mongols "the exception"?

Watch the following video: media type="youtube" key="szxPar0BcMo" height="315" width="560" See lesson and docs[| here] Other resources to help you can be found on Student Handouts 1.1-1.6 which are on pages 7-23 on the pdf links [|here].
 * Day 3:** Create Skits!

Then: In groups, brainstorm some positive and negative long and short-term effects the Mongols had on those they conquered. Group Questions: 1.How do you think the Mongols affected people differently than other conquerors like the Europeans? 2.How did the Mogol empire hurt/benefit the peoples they conquered? 3.How would the Mongols justify their conquests?
 * Day 4: Perform skits and fill in table**
 * What was the impact of the Mongols on those they conquered?**

Discuss as a class

1. To what extent did the Mongols have a positive impact on the world? (Be sure to write about exchange of ideas and goods and how the people under the Mongols were treated) 2. To what extent did the Mongols have a negative impact on the world? 3. Compare the brutality of the Mongols to the brutality of the Europeans on Native Americans and African slaves. Is one group more justified in their behavior than another? Explain why.
 * Individually answer the following questions based on what you read and on the skits:**


 * Homework: Read the articles below about Morality and Trade with other countries:**
 * in preparation for your fishbowl discussion next time AND your final assessment**

[|Morality in Trade] [|Morality of Free Trade] [|7 Moral Arguments for Free Trade] [|Labor Unions and Workers Rights from the Industrial Revolution Onwards] [|Globalization: A View From Below]
 * Articles:**


 * Final Assessment**:
 * Choose 1 of the options below. Essay is worth 20 pts See rubric below prompts:**


 * 1. Which conquest do you think is more justifiable: The Mongols over Asia OR the Europeans over the Americas? You must use AT LEAST 3 pieces of concrete evidence FROM EACH EMPIRE to support your answer. (6 total pieces of evidence)**

OR


 * 2. How are trade and conflict interrelated? Does trade lead to conflict or does conflict lead to trade? (Use the examples from the Crusades, the Columbian Exchange and the Mongols to support your argument) (you should use 6 pieces of evidence for this, as well!**

OR


 * 3. What is the morality of trade? Is it ok to trade with a country/group with ideology that you don't agree with? Think about trade with China, Saudi Arabia, South Africa and other countries that may exploit workers OR think about buying from corporations that have unethical labor practices. You must also discuss historical trade between countries with different ideologies and justification for trade. What were the consequences for trade between different groups with conflicting ideologies? (overall positive or negative?)**


 * [|See Rubric for Essay Responses here]**

After minicourses:
 * Research Project:** For your research project this semester, you are going to look at the Essential questions and use them to help you develop and inquiry which you will investigate and write about in a formal paper. Reminder:


 * Research Paper Assignment: [[file:World History Research Paper 2.docx]]**