Unit: The Middle Ages: the Byzantine and Islamic Empire
Teacher: Lucía Mateos Martín
Subject: Social Sciences, History
Course / Level: 2nd ESO
INTRODUCTION
The unit with which I have worked in the course Uso de Recursos Educativos Abierto para aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) is the first one that is usually worked in 2nd of ESO. Due to the difficulty that the subject presents, I have adapted the unit eliminating the Carolingian Empire, which I will incorporate into the next unit. Moving the Carolingian Empire from one unit to another is possible since it is the disappearance of that Empire that fact that permit the appearance of the feudal system in Christian Europe.
Therefore, I have focused this unit on the appearance of two empires emerged on the territory of the old Roman Empire, leaving the third for the next unit. I think that in this way the students of 2nd of ESO will be able to deal better with such a complex topic.
On the other hand, I am not yet teaching the subject of Social Sciences 2nd of ESO in English because my school has started this course with the Bilingual Section in 1st ESO. I believe that this circumstance influences my unit since I lack the invaluable contribution of practical experience, so my lesson plan is quite theoretical. From experience, I know that the context of the classroom imposes modifications to the theoretical approaches to adapt them to the daily reality, which I will do next year when I face the AICLE unit with my students.
The main point of the unit is to know how the Middle Ages begin, through the following objectives:
1. Understand how the known world passes from the unity of the Roman Empire to a territory fragmented into three great empires: the Byzantine, the Islamic and the Carolingian (this one postponed to the next unit)
2. They way they arise, they develop and disappear.
3. What are its main economic, social and cultural features.
4. What artistic manifestations generate.
5. Use different sources of information.
6. Use ICT.
7. Collaborate with your classmates (in pairs or in groups) in various tasks.
LINK TO THE UNIT:
https://drive.google.com/file/d/1ZcRnqcAs3taHiEnXe6GqXqRJ552AtmXL/view?usp=sharing
SEQUENCING:
SESSION 1:
To introduce the unit I will use videos that help students understand what they are going to study. The idea is to attract their attention, connect the unit with the preceding period (the Roman Empire) and establish the relationship of this with the beginning of the Middle Ages.
I have four videos that I could use, in principle I think the first two would be enough to achieve my goal.
1. Legacy of Ancient Rome Rap
2. The Middle Ages in 3 1/2 minutes
3. Intro to Middle Ages
4. Intro to Medieval History
After the videos, there will be an exchange of opinions about what they remember about the Roman Empire and what the videos suggest them (speaking).
Next, they would be given the vocabulary of the subject (Glossary) and we would go on to read and hear the content of the textbook (listening and reading).
Finally, the students will complete the Timeline (writing).
SESSIONS 2 and 3:
We will start from the Timeline to visualize the development of the Middle Ages and we will focus on the section of the Byzantine Empire (speaking).
From the content about the Byzantine Empire in the textbook (listening and reading) and the Internet links that students will be provided (TIC), they will carry out the following activities (writing):
Links: http://www.ducksters.com/history/middle_ages_byzantine_empire.php
https://www.britannica.com/biography/Justin-I
Activities:
https://drive.google.com/file/d/1fi5UB--OhlMEVSRQMNkf6orO4iVjM7Ib/view?usp=sharing
SESSION 4:
We will start from the Timeline to visualize the development of the Middle Ages and we will focus on the section on Islam (speaking).
From the content about the origin and beliefs in the Islam section of the textbook (listening and reading) and the Internet links that will be provided to the students (TIC), they will carry out the following activities (writing):
Links: http://www.ducksters.com/history/islam/
https://www.britannica.com/topic/Islam
Activities:
https://drive.google.com/file/d/1fi5UB--OhlMEVSRQMNkf6orO4iVjM7Ib/view?usp=sharing
SESSIONS 5 AND 6:
We will work with the contents of the textbook (reading and listening).
With the support of the textbook and the links used in session 4, the activities related to the expansion of Islam, the economy and the Islamic society (writing) will be carried out.
Links: http://www.ducksters.com/history/islam/
https://www.britannica.com/topic/Islam
Activities:
https://drive.google.com/file/d/1fi5UB--OhlMEVSRQMNkf6orO4iVjM7Ib/view?usp=sharing
If necessary, the economy could be deepened, especially in the role of commerce as a transmitter of culture. For this, you can use the text on the Silk Road, the audio and the quiz that appears in the following link: http://www.ducksters.com/history/china/silk_road.php
SESSIONS 7 AND 8:
As an introduction to the final part of the unit, students will see the video 'The city of Isfahan' https://youtu.be/a9FVrJS4MzU.
As it is a video without narration, the information that the student will receive is completely visual. We will make a debate about the images they have seen, emphasizing the importance of the mosque and the madrasa, the supply of water to the city, crafts and commerce in a Muslim town (speaking).
Review of textbook contents (reading and speaking).
Activities on Muslim cities and Islamic art (TICs):
Muslim town: https://learningapps.org/display?v=pwyftukt517
https://es.educaplay.com/es/recursoseducativos/3398120/muslim_town.htm
The Mosque: https://learningapps.org/display?v=pxfauyraj17
https://learningapps.org/display?v=p5jqeyu1t17
Lucía Mateos Martín
Buenas noches,
ResponderEliminarHe tenido la oportunidad de echar un vistazo a la unidad y como siempre la historia y la lengua extranjera son aliadas, puesto ayuda a que el alumnado pueda debatir, hacer crítica y opinar, algo que no ocurre en mi materia ,matemáticas.
Así pues, se pude afianzar todas las destrezas de la lengua, con ayuda de videos como aprecio a lo largo de tu unidad,
Buen trabajo.
Un saludo.
Sandra Anes