MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

Comprehensive
Unit Plan
HIST 457/ MSSE
PART I: INTRODUCTION
Name: Erin Edmonds

Date: November 20, 2015

Grade Level & Course this unit is designed for: 7th Grade World History
1. Content Topic: The Byzantine Empire
2. Concept: Impact
3. Essential Questions/Overarching Understanding: How does art reflect the culture of a
society? How can impacts of one society on others be traced through art and architecture?
4. Rationale/Introduction Paragraph:
The main approach of this unit is to focus on a study of the impact of the Byzantine
Empire through an art history lens. Students will be engaged in understanding not only the
history of the Byzantine, but also the cultural impacts of the society on others by examining art
and its ability to showcase culture. This unit connects to students lives through a GRASP activity
that allows students to apply ideas of their own culture in combination with their learning about
Byzantine culture and art to a final product. Students will use higher order thinking to understand
impacts of cultures, as well as historical thinking concepts such as cause and effect, and in-depth
source analysis to develop skills that are valuable in the real world. Overall, my goal as a teacher
is to develop students with a well-rounded, historical thinking view of the world, with content as
the vehicle that drives students to develop these skills. This unit in particular illustrates this goal
through the inclusion of art as a method of understanding history. It is these abstract
understandings that drive students to think outside the realm of only understanding facts of
history, and to truly dive in to new understandings of the world.
5. References/List of Sources:
Beck, R., Black, L., Krieger, L., Naylor, P., & Shabaka, D. (2011). Ancient World History: Patterns of
Interaction (Teacher's Edition ed.). Holt McDougal.
Brooks, S. (n.d.). Byzantium (ca. 3301453). Retrieved November 19, 2015, from
http://www.metmuseum.org/toah/hd/byza/hd_byza.htm
Byzantine Empire. (n.d.). Retrieved November 19, 2015, from http://www.history.com/topics/ancient
history/byzantine-empire

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

Byzantine Religion and Influence. (n.d.). Retrieved November 19, 2015, from
http://www.historydoctor.net/Advanced Placement World
History/byzantine_religion_and_influence.htm
Chronology of Byzantine Empire (330-1453 A.D.). (n.d.). Retrieved November 19, 2015, from
http://www.thelatinlibrary.com/imperialism/notes/byzantinechron.html
Eagan, W. (n.d.). Lesson Plan Library: Byzantium. Retrieved November 20, 2015, from
http://www.discoveryeducation.com/teachers/free-lesson-plans/byzantium.cfm
Floyd, B. (2012, February 20). Justinian's Code Lesson Plan. Retrieved November 19, 2015, from
http://hubpages.com/education/justinian_lesson
Huecker, S. (n.d.). Travel & Trade in the Crusades. Retrieved November 19, 2015, from
http://plaza.ufl.edu/hwinger/byz/crusades.html
The Collapse of Rome and the Rise of Byzantine Art (c.500-1450). (n.d.). Retrieved November 19,
2015, from http://www.visual-arts-cork.com/history-of-art/byzantine.htm
Williams, E. (n.d.). Trade and Commercial Activity in the Byzantine and Early Islamic Middle East.
Retrieved November 19, 2015, from http://www.metmuseum.org/toah/hd/coin/hd_coin.htm
Part II: GUIDED REFLECTION ESSAY
The choices and changes I made to shape this unit to its final product were plentiful and
continuous throughout the planning process. I found that I began consciously and unconsciously making
decisions based in my experience and knowledge thus far of pedagogical techniques, student behavior
and needs, and Byzantine history. While the process of these ongoing decisions became arduous, I found
that, overall, I enjoyed it. I feel accomplished in displaying the breadth and depth of my experience so
far within this lesson, and hope to continue to develop the skill of effective decision making in planning
instruction.
I.

Content
By far the biggest decision I struggled with through this process was the issue of how to organize

the content information for days of the week. I began this struggle with the idea of organizing based on
the standards. The SOLs focus on a very particular set of information, and I felt this needed expansion. I

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

contemplated using each day as a focus on a different society that the Byzantine Empire impacted, but I
felt this would detract from student understanding of the Empire as a whole, as well as move away from
the focus on art. The idea of chronological order seemed very logical to me, but in the end I decided to
use a theme based approach, with the use of a timeline tool to also encompass the chronological ideas. I
felt that these broader themes encompassed the ideas of art as well as impact, versus a chronological
order which would focus more on the Byzantine empire and less on interactions. The themes related to
each other and led to a more cohesive unit. More specifically, I made decisions on when each theme
should be introduced during the week by placing the themes in the larger context of the timeline.
Generally, the themes coincide with important historical events in the order of the timeline. I did this so
that students could follow along more easily, and so that I would not have to retrace the entire history for
every theme day.
Other content based decisions that I made were focused in when and where to include art. The
deeper knowledge of the content assisted with this, for I was able to better understand how to connect art
to content within the lesson. For example, understanding of religion in the East and West allowed me to
see that clear comparisons could be made in the art of these two regions.
II.
Pedagogy
Decisions in pedagogy were those that I felt myself unconsciously making. I felt much more
confident in my ability to create effective lessons than my knowledge of the Byzantine Empire, and as a
result these decisions were much easier. Overall, I found myself including multiple chances for
differentiation. I think the reason I did this was because of my understanding of the diverse learners
within a seventh grade classroom, as well as my recognition of this unit as focusing on higher order
thinking. Some examples of this include the recurring use of group work. Because this is a largely
discussion and discovery based unit, group work is essential and helpful for students to conceptualize
ideas. Also, the lesson on Day 4 in which students are given time in class to work on their GRASP so

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

that struggling students can receive a remedial lesson uses differentiation to ensure that all students are
understanding.
Another large decision I made within pedagogy was the use of a GRASP activity, as well as the
booklet to connect all days of the unit. I chose to use these methods to ensure that students are getting
the big ideas and understanding of art as a representation of culture through the GRASP, as well as the
basic content for a summative assessment of understanding of Byzantine history in the booklet notes. In
connecting these two, students also took notes on the art and its commonalities to use in the completion
of the GRASP product. Overall, these connections between days will let students more easily synthesize
the information, as well as connect it to student lives and give meaning making.
III.

Conclusions
In reflecting on the process of creating a unit plan, I found that this process was extremely

beneficial to my becoming a teacher, and more specifically, a better teacher. The process was not an easy
one. However, I found that I struggled more with the content aspect of the unit instead of the pedagogy.
One reason for this is in my choosing of a topic, for I chose an Empire that I was not at all familiar with
in order to gain more knowledge. While it made the process more difficult, I am glad that I made that
decision. Teaching is a profession in which teachers are constantly growing and learning, and I must
learn to do the same. Through this unit plan I was able to broaden my content knowledge, and apply my
understandings of pedagogy alongside, benefitting my understandings of how to fit content with
effective pedagogical techniques. These decisions that I was forced to make and made unconsciously all
reflect my growth in understanding that balance of content and pedagogy, and I hope to continue to
further that understanding.

Part III: COMPREHENSIVE UNIT CHART:

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

DAY 1 Topic for the day: Who are the Byzantine?

Purpose/Objective(s): Use student prior knowledge to introduce the beginnings of the Byzantine Empire.
Students will understand how culture is represented through art. Students will be able to analyze art for its
content, conventions and compositions.

Content

Byzantine Empire began around 300

A.D
o Roman Emperor Constantine
I declared new Rome on
the site of ancient Greek
colony of Byzantium
o Constantinople became new
Roman capital
Byzantine citizens identified
themselves as Romans
o Many spoke Greek instead of
Latin
Rome fell in 476 A.D.
The Eastern Roman Empire became
known as the Byzantine Empire
o Remained strong and lasted
1000 years

The Byzantine developed distinctive

new forms and methods of art
o Main theme: religious
expression
o Specific conventions:
Formal, abstract
style
Frontal, centrally
located figures that
float above the
ground
Little representation
of emotion
Limited range of
gestures
Limited use of
perspective
Use of gold for a
decorative, detailed
surface.
Art Vocabulary Words: Conventions, style,
symbols, composition, themes

Method
1. Hook: The teacher will begin the class by showing students
street art by the artist Banksy and prompt students to reflect
on the image by asking In your opinion, what does this
photograph mean? Students will answer this question in a
Think-Pair-Share activity. The teacher will then ask students
how they came to these conclusions about what the image
means. The teacher will then show students a second image by
the same artist. The teacher will then lead the discussion to the
recognition of symbols in the images, common conventions
between the two, the composition of each image, and common
themes. The teacher will lead a discussion on what questions
to ask to understand art by brainstorming as a class and
writing the questions on the board.
2. Byzantine Painting Art Analysis: The teacher will then
present to students examples of Byzantine painting. The
teacher will have students work in small groups to go through
the questions on the board for each piece of art, and
afterwards share with the class what they learned about the
culture and society from looking at the art.
3. Commonalities Chart: The teacher will give students a
graphic organizer with three headings: Conventions,
Composition, and Themes. The teacher will explain what each
of these categories mean, and how they connect to the
questions students are asking about the art. The teacher will
have students group theirs and others answers to the analysis
questions in these 3 categories, first individually, and then as a
whole class.
4. Introduction of booklet: Teacher will have students set up
the booklet they will use for each day of the unit including the
sections: Art, Laws, Religion, Trade, Fall of the Empire, a
timeline, and the art commonalities chart. This booklet will be
their notes for the unit.
4. Instruction: The teacher will give a brief intro lecture on
when, where, why, and how the Byzantine Empire began. The
focus will be on connecting the previous unit on the Roman
Empire and its falling.
5. Timeline Construction: Students will begin filling out a
timeline of the Byzantine Empire for their booklet during
instruction. The class will also construct a much larger visual
timeline to put around the classroom.
6. Roman Art Analysis: Teacher will show students an
example of Roman painting from around 200-300 AD. The
teacher will lead a brief class discussion on the distinct
differences in conventions and style, in contrast to the similar
themes.
7. Introduction of GRASP activity: Teacher will present the
GRASP activity in which students will take on the role of a
time traveller who travelled to the Byzantine Empire, and will
return to present time to create art reflecting his or her own
culture with influence from the Byzantine style and

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

conventions, and display it in a museum.

DAY 2 Topic for the day: Introduction & Laws

Purpose/Objective(s): To overview the Early Byzantine Period and focus on the impact of Justinian and
his Code of Laws.

Content

Method

Justinian was the first great ruler of

Byzantium with Empress Theodora
Succeeded Uncle to throne in 527
A.D.
o Rulers had absolute power
over church and state
His armies conquered nearly all of the
territory Rome had ever ruled
Ambitious public building program
o Built a stone wall along the
citys coast line called Wall of
Constantinople
o Passion of building churches
Rebuilt Hagia
Sophiamost
splendid church in
Christian world
o Built baths, aqueducts, law
courts, schools, hospitals
Justinians Code of Law
Set up to regulate Byzantiums
complex society
In response to the non-unification of
Roman Law
Panel of legal experts combed through
400 years of law
Single, uniform code of 4 works:
o Code: nearly 5,000 Roman
laws still useful
o Digest: opinions of Romes
greatest legal thinkers
o Institutes: textbook for law
students
o Novellae: New Laws

1. Hook: The teacher will begin the class by asking students

to list some rules within the school. Some examples may
include dress code, gum rules, etc. The teacher will then ask
students to think about what rules they can get away with, for
which teachers. The teacher will lead students to the
realization that different teachers interpret the rules
differently. Next, the teacher will introduce the idea of there
being no code of conduct for the school, prompting a
discussion on how school would be if these rules were not
written out.
2. Connections: Teacher will prompt a brief discussion
connecting the hook with the laws of Romans. This will
introduce the problem that Justinian sought to fix.
3. Instruction: The teacher will give a short lecture on
Justinian and Theodora, their accomplishments, the land
conquered during their reign, and the absolute power that
Byzantine rulers had. Students will fill out Law section
booklet notes and add to the timelines.
4. Art Analysis: Teacher will show the mosaic of Justinian
and His Attendants. The teacher will prompt students to use
the questions from the previous day and their commonalities
chart to look at how Justinian is displayed, and why he is
displayed that way. Students will add to their chart. (Ex.
Justinian is floating above the ground and with circle around
head, symbol of royalty and comparing him to Godabsolute
power.)
5. Instruction: Teacher will go over notes for the
commonalities sheet, as well as give brief notes on mosaics
for the Art section of the booklet. The teacher will also
introduce Hagia Sophia as an example of architecture.
6. Source Analysis: Teacher will split students into 4 groups.
Each group will read excerpts from the 4 works of Justinians
Code of Law. Students must first summarize the section,
determine its purpose, and finally come to a conclusion on
why this work was included in the overall Code. Each group
will present their findings to their classmates.
7. Class Discussion: The teacher will conclude the findings of
the students. The class will discuss why the code was so
complex, when it was meant to simplify, and what impact this
code had on society? The teacher will give some instruction
on the legal code relating to all areas of Byzantine life. The
teacher will connect this code to our current legal system, and
the innovation of legal codes.
8. Work time on GRASP: Teacher will give the remaining
time in class for students to work on brainstorming what
aspects of their own culture they wish to display for their
project.

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

DAY 3 Topic for the day: Religion

Purpose/Objective(s): Students will understand that Christianity is reflected in Byzantine art and
architecture. Students will understand religion as a vehicle of impact on the Slavs and Russians, and that this
impact is seen in the art and architecture of these societies.

Content

Method

Byzantine church treated by Emperors as

part of the state
Constantine established
Byzantium as Christian
Over time, Christianity developed
differently between East and West
Due to distance and lack of
contact between the two regions
West: Roman Catholic
Services in Latin, Pope has
authorial over bishops and all
kings and emperors, priests cannot
marry, divorce not allowed
Art: large, congregational worship
East: Eastern Orthodox
Services in Greek or local
language, patriarch and other
bishops head of church, emperor
claims authority over patriarch
and bishops, priests can marry,
divorce allowed
Art: somber, reflected tone to
worship
Iconoclasm: 730: Emperor Leo III banned
use of icons
Icons: religious images used by
Eastern Christians for worship
Resistance from people
West: Pope supported use of icons
Theodora restored them in East in
843
Great Schism: Final split of the Church in
1054
Impacts:
Slavs: Missionaries from East to convert
Created Cyrillic alphabet
Alphabet led to organization of
political structures and
sophistications of thought and
literature
Christian influence on cultural
traditions
Russia: Adoption of Orthodox Christianity
in 989 by Prince Vladimir of Kiev
Cyrillic writing and missions

1. Hook: Teacher will begin the lesson by asking students

some common reasons friendship and relationships break up.
Answers will include lack of communication, distance,
wanting different things, etc. The teacher will compare this to
the break-up or split of the Christian Church.
2. Review and Instruction: Teacher will lead a quick review
of the beginning of the Empire, focusing on the establishment
of Christian as religion. Teacher will use the examples given
in the hook to explain why the Great Schism happened in
1054. Students will take notes in their booklet on Religion,
and add all dates to the timeline.
3. Diary Entry Activity: Teacher will give half the class a
fake diary entry from the East, and the other half an entry
from the West. This will introduce to students some
theological reasons why the Church split. Students will
partner with a peer who had a different entry and fill out a
compare and contrast organizer.
4. Discussion: Teacher will lead a discussion on the
differences between the two religions, and ensure that students
get the difference between Roman Catholic in the West and
Eastern Orthodox in Byzantium in their booklet.
5. Eastern vs. Western Art Analysis: Teacher will introduce
religious art in the form of icons from both the East and the
West. Teacher will ask students to individually formulate a
hypothesis on which they think is which, and give a reasoning
why. This will be collected as a formative assessment. Teacher
will then take a quick vote of answers, and lead a discussion
on the correct answers. Class will discuss how the art depicts
these differences in ideology.
6. Instruction on Iconoclasm: Teacher will give brief
instruction on what an icon is by definition and examples,
how it is used for worship, and why it was banned in the East.
Students will take notes in their booklet and add to timelines.
Teacher will explain to students that they could use the idea of
an icon in their GRASP project by depicting an individual
they look up too or admire.
7. Cyrillic Alphabet Video: Teacher will show a brief video
on learning the Cyrillic alphabet, which is still used today in
Russia.
8. Discussion of Impacts: Teacher will introduce the impact
of the creation of the Cyrillic alphabet and what it led too in
both the Slavic and Russian societies. Teacher will use
PowerPoint to show examples of Slavic and Russian religious
art, and how it reflected the Christian influence on their
cultural traditions, as well as explain missionary trips and
travelling of teachers.
9. Comic Strip: Exit card activity in which students will
create a comic strip of the Great Schism using the information
learned in class.

Teachers from Byzantine travel to

Russia & establish schools and

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

conduct services

DAY 4 Topic for the day: Trade

Purpose/Objective(s): Students will understand that Constantinople became a center of trade through its
geographical position and growth of empire, and that this center of culture impacted those societies that the
Byzantine traded with.

Fall 2015

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

Content

Method

Late 10th and 11th centuries under the rule

of Basil, the Byzantine Empire enjoyed a
golden age
More control over trade, more
wealth and international prestige.
Strong imperial government
patronized arts, restored cultural
institutions and promoted study of
history and literature
Constantinople remained single
most important commercial center
of Europe for much of Medieval
era
Constantinople acted as a door to the East
and Access to the West
Geographically placed at the intersection
of major trade routes (Silk Road,
Mediterranean sea routes, Khazar routes,
Frisian routes)
Important role in all trade
Products Traded:
Pottery-Amphorae: containers for
commodities (oil, wine), table
pottery, marble, metalworking,
grain, luxury items (silk, spices),
slaves, wood
State strictly controlled internal and
international trade
Issued coinage
Center of trade led to interaction of many
cultures
Russians, Venetians, Syrians,
Arabs and Jewish welcome for
trade
Russia grew from blending of Slavic and
Byzantine cultures
Combination of active trading and
religious missions

1. Hook: Teacher will give students a blank map of Europe

and Asia. First, students will be formatively assessed on their
knowledge of where the Byzantine Empire was. The teacher
will ask students to color the area of the map that outlines the
Byzantine at the height of the empire. Then, the teacher will
have students outline where they think possible trade routes
for the empire are located based on prior knowledge of other
routes and their understanding of geography and interactions
between societies.
2. Instruction: The teacher will use PowerPoint to lecture
interactively on the bulk of the content for this day. Students
will participate actively through answering questions and
taking notes in booklet for section on Trade and Art. Teacher
will introduce items like amphorae as pieces of Byzantine art
by asking students if they think it is art, and how it might
portray Byzantine culture? (Ex. Yes, because specific
conventions and style; portray culture through its use as
commodities containers in trade)
3. Post Assessment: The teacher will again hand out a blank
map to students, and ask them to repeat the same activities as
in the beginning of the class. This will serve as a formative
assessment for the understanding of geography and trade
routes in this lesson. Teacher will collect these to form groups
for the next section of the lesson.
4. Stations: Students who performed well on the assessment
and understand the content will have the rest of the period to
work in class on their GRASP product. Students will have had
the homework assignment to bring materials needed for this in
class. Students who did not do as well on the assignment will
have a short remedial lesson with the teacher, and then have
the opportunity to work on their GRASP as well. This will be
an opportunity for students to get feedback on their ideas and
progress with the project, as well as have access to materials
they may not have available at home.

DAY 5 Topic for the day: The Fall of the Empire

Purpose/Objective(s): Students will know the series of events that led to the fall of Constantinople, and the
Byzantine Empire. Students will understand the impact of the fall of Byzantium on surrounding societies.

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

Content

Method

Empire began losing much of its territories

in mid 1000 A.D
1055: loss of southern Italy to
Normans
Loss of Asia Minor to Seljuk
Turks
Loss of Syria to Muslims
Normans and other western Europeans
mounted series of Crusades
Fourth Crusade (1202-1204):
o Venetians wished to
strengthen position in trade,
send Knights
o Crusaders capture
Constantinople
Latin Empire of Constantinople
formed
o Churches, homes, etc. raided
for treasures
1261: Constantinople recaptured and
Byzantine Empire restored
Byzantine Empire is never able to full
recover
1453: Fall of Constantinople to Ottoman
Turks
Impacts:
Turks use artillery for the first time
o Changes the way cities are
put together, walls no longer
seen as sufficient boundaries
Religious: Capital for Christianity
taken down
o Symbolic defeat of Orthodox
Christianity
Economic: Prices increase in major
trading center by Turks
o Expansion of sea routes by
Europeans in order to
reestablish trade so Turks
cannot interfere
o Direct correlation of
Columbus coming to America

1. Hook/Warm up: Teacher will begin class with a

discussion question: What factors cause the fall of empires?
Students will use prior knowledge of the fall of the Roman
Empire, as well as brainstorming of ideas that may apply.
2. Discussion: The teacher will lead the class in a discussion
of the possible answers to this question.
3. Timeline Activity: The teacher will split students into 4
groups. Each group will get a specific time period, ranging
from 1000 A.D. to 1453 A.D. In groups, the students must
discover the events of their specific time period which led to
the fall of the Byzantine Empire, through research on
computers, textbooks, or other resources in the classroom.
Next, the teacher will instruct students to create within their
groups a small timeline, annotated with pictures.
4. Jigsaw: Students will share the findings of their groups
through a Jigsaw activity.
5. Class Timeline: The teacher will have students get back
into their original groups to decide which events are the most
important, and that should go on the class timeline. Teacher
will ensure that students are getting the correct ideas by
walking around the room to formatively assess. Each group
will present to the class which they see as most important, and
these events will be added to the class timeline. The events
chosen on the class timeline will then be added to student
booklet notes on the timeline page.
6. Connections and Instruction: Teacher will give brief
instruction on how the result of the fall of an Empire is not
one small thing, but a series of cause and effect events.
Teacher will ensure students understand the material and have
it in their notes through brief review of activity and
information.
7. Discovering Impact/Each One Teach One: Teacher will
place students into 4 new groups. Each group will be given
one topic: military, religious, economic, and cultural. Students
will research individually the impact of societies in the fall of
the Byzantine in each of these topics. Students will soon
discover this will generate a breadth of information in many
different places. Students will then discuss with their groups
what information is most prevalent to their topic. The teacher
will be ensuring students are on task and researching the
correct information by continually circling the room. Each
group will then share their findings with the class.
8. Discussion/Instruction: Teacher will lead overall
discussion on the important answers groups had, and add in
any that need to be covered that groups missed. Students will
continue to fill in their booklet notes on the Fall of the
Empire.
Exit Writing Prompt: The teacher will conclude the lesson
with a written response to the question: How would todays
world be different if the Byzantine Empire had never existed?

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015

DAY 6 Topic for the day: GRASP Museum and Review

Purpose/Objective(s): Students will participate in the GRASP activity and review previous content.

Content

Method

G: Guide sheet
R: Artist who has travelled back in time to
the Byzantine Empire, and is returning to
present day
A: Museum curator and buyers
S: Metropolitan Museum of Art
P: Develop a piece of art displaying your
own culture, using your influences from
your travel in the Byzantine Empire. Write
a short excerpt to explain to museum
curators and buyers the specific
conventions, styles, and types of
compositions that influenced you from the
Byzantine Empire.

1. GRASP Museum Walk: Students will set up their piece of

art and turn in their short explanation. Teacher explain to
students that each is now a museum curator and buyer. The
teacher will give students a brochure that they will fill out
while examining the art, in which they must decide which
artwork best conveys Byzantine influence, and in what ways.
Students will choose 3 pieces of art each to explain in their
brochure. The top 3 chosen pieces are art will be displayed in
the Metropolitan Museum of Arts new collection on
Byzantine Inspired Art.
2. Imposter activity: Teacher will also set out some imposter
art works that are not using the conventions of the Byzantine.
While this is not a question on the brochure, the teacher will
ask students if they spotted any imposters within the group to
further review the art.
3. Each one teach one review: Teacher will separate students
into groups and give each group a section of the material from
their booklet. The groups will be responsible for reviewing the
section and teaching it to their classmates, using some sort of
visual to portray the main ideas.
4. Review GameAttack!: Teacher will explain the rules of
the review game to students:
Students will be put into groups of 3 or 4
One member from each group will be asked to come
to the board
o Draw their groups Byzantine church/castle
o Time limit of 30 seconds
Teacher will ask the class a review question
All groups will have 10 seconds to think about and
discuss the questions
Teacher will pull a random number group
If that group gets the answer correct, they get to
attack two castles (by drawing Xs on the castle)
o Not allowed to put two Xs on one castle
If the group gives a wrong answer, the teacher will
attack that groups castle
Once a castle has been attacked 3 times, it is
destroyed (erased)
o However, the group with a destroyed castle
may still attack others if they get the correct
answer when chosen.
The group with the last standing castle is the winner!

Review of content from days 1-5

DAY 7 Topic for the day: Summative Assessment

Purpose/Objective(s): Students will have a final unit test.

Content

Method

Assessment of content from booklet notes,

days 1-5

Final summative assessment will be in the form of a unit test,

using multiple choice and short answer questions. The test
will focus on the history of the Byzantine Empire, from
around 300A.D to its fall in 1453 A.D.

MSSE 470/HIST 457/POSC 457

Dr. Hulsey & Dr. Cude

Fall 2015