Unit 2 - Expanding Hemispheric Interactions

Southwell World History

Topic: The Crusades
Time: 3 Class periods

HSSS Standards:

SS.F.4.2.1 Growth of Islam and Dar al-Islam [A country, territory, land, or abode where
Muslim sovereignty prevails] - Identify and explain the origins and expansion of Islam and the
creation of the Islamic Empire including
The founding geographic extent of Muslim empires and the artistic, scientific, technological, and
economic features of Muslim society
diverse religious traditions of Islam - Sunni, Shi'a/Shi'ite, Sufi
role of Dar al-Islam as a cultural, political, and economic force in Afro-Eurasia
the caliphate as both a religious and political institution, and the persistence of other traditions in
the Arab World including Christianity (National Geography Standard 10, p. 203)

SS.F.4.1.2 World Religions - Using historical and modern maps and other documents,
analyze the continuing spread of major world religions during this era and describe encounters
between religious groups including
Islam and Christianity (Roman Catholic and Orthodox) - increased trade and the Crusades
Islam and Hinduism in South Asia (See 5.3.3)
continuing tensions between Catholic and Orthodox Christianity (National Geography Standard
10, p. 203)

SS.F.4.3.4 The Eastern European System and the Byzantine Empire to 1500 - Analyze
restructuring of the Eastern European system including
the rise and decline of the Byzantine Empire
the region's unique spatial location
the region's political, economic, and religious transformations
emerging tensions between East and West (National Geography Standard 3, p. 188)

SS.F.4.3.5 Western Europe to 1500 - Explain the workings of feudalism, manoralism, and
the growth of centralized monarchies and city-states in Europe including
the role and political impact of the Roman Catholic Church in European medieval society
how agricultural innovation and increasing trade led to the growth of towns and cities (National
Geography Standard 14, p. 212)
the role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of
centralized nation-states (See 4.2.3)
the cultural and social impact of the Renaissance on Western and Northern Europe

I Can(Objective):
Explain the causes and consequences of the Crusades on Dar-al Islam and Western Europe

Key Vocabulary:

Islam
Christianity
Dar al-Islam
Catholic
Orthodox
Byzantine Empire
Crusades
Feudalism
Great Schism

Material:

Map of Jerusalem
Simulation/Strategy Chart
Call to Crusade: Pope Urban II
Poem: Abu I-Musaffar al Abiwardi
PBS: Empire of Faith, Part 2

Lesson Outline:

1. Students should have basic knowledge of instrumental topics related to Christian and
Islam as covered in previous lessons. Review this as you review key vocabulary with
students.
2. Show students an image from the Crusades and ask them to make predictions about the
topic based on the image. Students should remember to “cite evidence” specifically from
the picture to support their prediction.
3. Show students the first 10 mins of the PBS documentary and ask them to record the
difference between Dar al-Islam and Medieval Europe.
4. Students should discuss differences with a turn and talk partner
5. Discuss the Map of Jerusalem with students. Ensure they note the key religious
significance to each of the 3 major world religions (Judaism, Islam, and Christianity)
6. Students will them begin the simulation after each activities students should work in a
small group to an assigned point of view (Christian or Muslim) to respond to the following
prompts:
a. To what action are you responding?
b. What is your goal in Jerusalem?
c. What tactics will you use to achieve your goal?
7. At the end of a given class period students should respond to the following prompt
individually as an exit slip: Were the actions during the Crusades different than what you
planned? Why/why not?
 8. Simulation activities: video clip: burning of the Church of the Holy Sepulchre, primary
document reading: Call to Crusades, video clip: Christian conquest of Jerusalem,
primary document reading: Poem Abu I-Musaffar al Abiwardi, video clip: Muslims retake
Jerusalem.
9. Students should watch the final clip: Lasting Legacy of the Crusades and note the effect
of the Crusades on Christians and Muslims.
10. Discuss the simulation with students
11. Finally, students should complete an annotated map on the Crusades. Review directions
and rubric with students.

Formative Assessment:
Students will complete an exit slip after each day comparing the strategy they developed with
the actual outcomes of the Crusades

Summative Assessment:
Students will create an annotated map demonstrating the causes, consequences, and human
movement throughout the Crusades