World History 1, Quarter 1, Unit 2 of 3
Large Empires and
Expanding Religions, 1–400 CE
Overview
Overall days: 10
(1 day = 50-55 minutes)
Purpose
This unit focuses on two key developments of the early centuries CE that prepare students for study of
world history in the centuries from 500 to 1750 CE. Students will first explore the basic characteristics of
large states and empires that stretched across Afroeurasia from Rome in the west to the Han Chinese
Empire in the east. Second, they will investigate the basic teachings and practices of Buddhism and
Christianity, universalist religions that spread widely in the first five centuries CE. This unit also requires
students to investigate large-scale developments in world history that cut across the boundaries of
particular states and civilizations.
Content to be learned
Processes to be used

Gather, classify, and compare knowledge about
major states and empires that existed in
Afroeurasia in the early centuries CE, focusing
on the Roman Empire, the kingdom of Kush on
the upper Nile River, Axum in Ethiopia, the
Parthian Empire in Iran and Mesopotamia, and
the Han Chinese Empire.

Draw upon data in historical maps to identify
major states and empires of the early centuries
CE, and compare their political and economic
characteristics.


Map key routes of exchange and major trade
centers in which large states participated in the
early centuries CE.
Analyze the ways by which large states
facilitated long-distance trade.


Compare the basic teachings and practices of
Buddhism and Christianity in the early
centuries CE.
Compare and contrast differing sets of ideas,
values, behaviors, and institutions in relation to
Buddhism and Christianity in the early
centuries CE.


Analyze why both Buddhism and Christianity
began to spread widely in several directions in
Afroeurasia in the early centuries CE.
Consider multiple perspectives of various
peoples in the past by demonstrating the
differing motives, beliefs, interests, hopes, and
fears of people who were attracted to
Buddhism or Christianity.
Essential question students should be able to answer by end of unit

In what ways were the growth of long-distance
trade and the development of a chain of large
and prosperous states across Afroeurasia in the
early centuries CE related?

What factors help explain why both Buddhism
and Christianity spread widely beyond the
lands of their birth in the early centuries CE?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

In what ways might trade between different
societies contribute to change in those
societies, and what connections might there be
between trade and the spread of ideas and
technologies?
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World History 1, Quarter 1, Unit 2
Version 2
Large Empires and Expanding Religions, 1–400 CE (10 days)
Written Curriculum
Grade-Span Expectations
HP 1: History is an account of human activities that is interpretive in nature.
HP 1 (5-6) –1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary
sources) by…
b. using sources to support the stories of history (How do we know what we know?)
National Standards for History (World History, Grades 5–12)
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE–300 CE
Standard 5: Major global trends from 1000 BCE–300 CE.
5A The student understands major global trends from 1000 BCE to 300 CE. Therefore, the student is
able to

Analyze the significance of military power, state bureaucracy, legal codes, belief systems, written
languages, and communications and trade networks in the development of large regional empires.
[Interrogate historical data]

Analyze how new religious or ethical systems contributed to cultural integration of large regions of
Afroeurasia. [Analyze cause-and-effect relationships]

Analyze ways in which trade networks, merchant communities, state power, tributary systems of
production, and other factors contributed to the economic integration of large regions of Afroeurasia.
[Employ quantitative analysis]
Era 4: Expanding Zones of Exchange and Encounter, 300–1000 CE
Standard 1: Imperial crises and their aftermath, 300-700 CE
1B The student understands the expansion of Christianity and Buddhism beyond the lands of their
origins. Therefore, the student is able to

Assess how Christianity and Buddhism won converts among culturally diverse peoples across wide areas of
Afro-Eurasia. [Demonstrate and explain the influence of ideas]

Analyze the spread of Christianity and Buddhism in the context of change and crisis in the Roman and Han
empires. [Analyze cause-and-effect relationships]
Common Core State Standards for Literacy in History/Social Studies
Reading
Integration of Knowledge and Ideas
RH.9-10.7
D-10
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Large Empires and Expanding Religions, 1–400 CE (10 days)
World History 1, Quarter 1, Unit 2
Version 2
Writing
Production and Distribution of Writing
WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Notes, Clarifications, and Prerequisites
Students are entering grade 9 with a foundation in ancient history. This unit is intended to be used as a
review of four major cornerstones from ancient history: empires/states, trade, universalist religion, and
Hellenistic tradition. Historical thinking skills are being refined and further developed. The purpose of
this unit is to bridge the content from sixth grade to ninth grade by surveying large-scale developments in
the early centuries CE before introducing students to the major topics of the 500–1750 CE era.
Since this unit considers very large-scale developments in world history in the early centuries CE,
teachers should introduce students to the concept of Afroeurasia as a geographical tool—that is, the idea
of Africa, Asia, and Europe together as a “place” within which historical developments that cut across the
borders of particular civilizations, states, or empires occurred. (For more background information, see
Ross E. Dunn, “Big Geography and World History,” Social Studies Review, Spring/Summer 2010, pp. 1418.)
New to the grade span is the student use of sources to support their knowledge of an era. Instruction
should include primary sources for examination.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 1, Quarter 1, Unit 2
Version 2
Large Empires and Expanding Religions, 1–400 CE (10 days)
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
World History for Us All,
http://worldhistoryforusall.sdsu.edu




Identify major states and empires that existed
in Afroeurasia in the early centuries CE (Rome,
Kush, Axum, the Parthian Empire, and Han
China) and analyze the distinctions among
these states in terms of their geographical
location, size, economic importance, and type
of government. (4 days)
Trace major land and sea trade routes that
connected important trade centers throughout
Rome, Kush, Axum, the Parthian Empire, and
Han China in the early centuries CE. (2 days)
Compare the basic teachings of Buddhism and
Christianity, considering similarities and
differences between their respective beliefs and
practices. (2 days)

Big Era Four PowerPoint Overview
Presentation (Expanding Networks of
Exchange and Encounter, 1200 BCE–500 CE)

Big Era Four Panorama Teaching Unit,
Lessons 1-4

Big Era Four Landscape Teaching Unit 4.5
(Giant Empires of Afroeurasia, 300 BCE–200
CE)

Big Era Four Closeup Teaching Unit 4.4.1 (The
Budding of Buddhism, 563 BCE–150 CE)
World History, Pearson, 2011

Teacher Edition
Chapter 3, Sections 2, 3, 5 (pp. 76-91, 101-111)
Trace the early spread of Buddhism and
Christianity in Afroeurasia up to 500 CE, and
analyze why these two religions spread in the
directions they did. (2 days)
Chapter 4, Sections 4 and 5 (pp. 130-147)
Chapter 5, Sections 3 and 4 (pp. 161-172, 178183)
Assessment Rubrics (p. 6)
The Sermon on the Mount excerpt,
http://www.sacred-texts.com/bib/csj/csj019.htm
The Sermon at Benares,
http://www.sacred-texts.com/bud/btg/btg17.htm
Facing History and Ourselves

Socratic Seminar, http://www.facinghistory.org/
resources/strategies/socratic-seminar
Instructional Considerations
Key Vocabulary
church
missionary
cosmopolitanism
monotheism
four noble truths
polytheism
messiah
Silk Road
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Large Empires and Expanding Religions, 1–400 CE (10 days)
World History 1, Quarter 1, Unit 2
Version 2
Planning and Instructional Delivery Considerations
This unit is intended to be used as a review of three major concepts from ancient history: major empires
and states, long-distance trade, and universalist religions. Students will be able to compare and contrast
differing sets of ideas, draw comparisons across regions, obtain historical data from a variety of sources,
draw upon data in historical maps, and analyze cause-and-effect relationships. The strategies listed below
represent a menu of choices and possibilities to support each learning objective.
The following teaching strategies are aligned to the order of the learning objectives.

To ensure that students will be able to identify major states and empires that existed in
Afroeurasia in the early centuries CE (Rome, Kush, Axum, the Parthian Empire, and Han
China) and analyze the distinctions among these states in terms of their geographical location,
size, economic importance, and type of government (4 days):
Show the PowerPoint presentation from World History for Us All, Big Era 4, for the Panorama Unit
(Expanding Networks of Exchange and Encounter, 1200 BCE–500 CE). Discuss the following
questions with the class: (1) Why do you think the PowerPoint presentation focuses on two particular
developments? (2) How does the presentation break those developments down into different aspects
of large-scale change? (3) How does the concept of “Afroeurasia” as a geographical entity help us to
understand those developments and their importance?
From World History for Us All, Big Era Four, teach Lesson 3 (An Age of Empires) from the
Panorama Teaching Unit, and Lesson 1 (Giant Empires of Afroeurasia: Gathering/Classifying Data)
from the Landscape Teaching Unit 4.5 (Giant Empires of Afroeurasia). In presenting these lessons,
focus on the basic histories and characteristics of the empires of Rome, Kush, Axum, the Parthian
Empire, and Han China.

To ensure that students will be able to trace major land and sea trade routes that connected
important trade centers throughout Rome, Kush, Axum, the Parthian Empire, and Han China
in the early centuries CE (2 days):
Teach Lesson 2 (Networks of Exchange) from World History for Us All, Big Era Four, Panorama
Teaching Unit. In discussion, focus student learning on the Essential Question “In what ways were
the growth of long-distance trade and the development of a chain of large and prosperous states
across Afroeurasia in the early centuries CE related?” Standard 2: Historical comprehension

To ensure that students will be able to compare the basic teachings of Buddhism and
Christianity, considering similarities and differences between their respective beliefs and
practices (1 day):
Have pairs of students use information from the textbook to construct a Venn diagram that compares
and contrasts the practices and beliefs of early Christianity and Buddhism. Have students refer to their
Venn diagrams and the textbook as you lead a class discussion that addresses the following: What is
distinctive to one religion but not the other? What is similar? Why have historians categorized both
Christianity and Buddhism as religions of salvation? Why have both been characterized as
“universalist” religions?

To ensure that students will be able to trace the early spread of Buddhism and Christianity in
Afroeurasia up to 500 CE, and analyze why these two religions spread in the directions they did
(2 days):
Show students the map on slide number 41 in the Panorama (Expanding Networks of Exchange and
Encounter, 1200 BCE–500 CE) PowerPoint overview in Big Era 4 in World History for Us All. Have
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 1, Quarter 1, Unit 2
Version 2
Large Empires and Expanding Religions, 1–400 CE (10 days)
students read the selections in the Pearson textbook that pertain to the spread of Buddhism and
Christianity. In discussion, ask students why they think Buddhism and Christianity spread in the
directions that they did. Ask students why both Buddhism and Christianity later became minority
religions in the lands where they started. Ask students to analyze possible connections between the
spread of these religions and the existence of the Roman and Han empires. Ask students to make
connections between the spread of these religions and the location of major trade routes in
Afroeurasia. Standard 3: Historical analysis and interpretation
Additional Teaching Strategies
Socratic Seminar: Have students read the appropriate sections in the textbook concerning the Roman,
Parthian, and Han empires and the kingdoms of Kush and Axum. Ask students to identify, define, and
give their opinions about what caused the rise and decline of the major empires in Afroeurasia. The goal
of a Socratic Seminar is for students to help one another understand the ideas, issues, and values reflected
in a specific text. A Socratic seminar is not used for the purpose of debate, persuasion, or personal
reflection, as the focus is on developing shared meaning of a text (see the Facing History website for
more information).
Use the various activities and selections in the Pearson textbook to have students understand the key
teachings of the Buddha, to understand how Han rulers strengthened the economy and government of
China, and to analyze why many Chinese people accepted Buddhist ideas.
Teach Lesson 1 (The Life of the Buddha) from the Closeup Teaching Unit 4.4.1 (The Budding of
Buddhism, 563 BCE–150 CE) in World History for Us All, Big Era Four.
Have students write an article for an investigative journal explaining the ways in which Buddhism and
Christianity spread to new areas and new peoples. In the article, students must address the role that monks
played.
Have students working in groups use readings in the textbook to investigate the relationship between the
growth of long-distance trade and the early spread of Christianity and Buddhism. Have them answer the
following questions in presentations: Did commercial enterprise follow or precede the expansion of these
new religions? What were the possible relationships between religious preachers and merchants?
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of the trade routes across Afroeurasia, ask students to respond
to the following prompt: “Why didn’t the Silk Road cross Asia in a straight line?”
To assess the progress of understanding:

D-14
how to identify major states and empires that existed in Afroeurasia in the early centuries CE
(Rome, Kush, Axum, the Parthian Empire, and Han China) and analyze the distinctions among
these states in terms of their geographical location, size, economic importance, and type of
government, divide the class into five groups, with each assigned to a specific empire. Have each
group create a “recipe” that explains the success and duration of the assigned empire. Have each
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Large Empires and Expanding Religions, 1–400 CE (10 days)
World History 1, Quarter 1, Unit 2
Version 2
group present their recipe to the class. Have each student create a “cookbook” with the recipes for
each empire. As independent practice, have each student write a one-paragraph comparison of the
ingredients that appear in more than one of the recipes for imperial success. Standard 3: Historical
analysis and interpretation

how to trace major land and sea trade routes that connected important trade centers
throughout Rome, Kush, Axum, the Parthian Empire, and Han China in the early centuries
CE, have students prepare a map showing the main trade routes in Afroeurasia at several periods
during the 300 BCE–300 CE time span. Use symbols placed next to the routes to indicate the main
items traded. Show and label the location of important centers of trade, both ports and inland cities.
Indicate the location and extent of the major states and empires that traded. Standard 1:
Chronological thinking

how to compare the basic teachings of Buddhism and Christianity, considering similarities and
differences between their respective beliefs and practices, have students read Buddha’s Sermon at
Benares (Varanasi) and Jesus’ Sermon on the Mount. In a short writing assignment, have students
compare and contrast the sermons, and instruct them to substantiate their claims with internal
evidence from within the documents. (The primary documents are available online; see the Resources
list.)

how to trace the early spread of Buddhism and Christianity in Afroeurasia up to 500 CE, and
analyze why these two religions spread in the directions they did, have students write a journal
entry or short essay comparing the role of government and trade in explaining the spread of
Buddhism and Christianity in the empires of Han China and Rome.
Summative Assessment
To address the Essential Questions, have groups of students create a travel brochure for the Silk Road that
(1) provides an analysis of the political and religious characteristics of the empires that are encountered
during travel and (2) reflects upon the origins of the people found traveling and the types of commodities
and technologies that are traded and diffused along it. The brochure should include a map.
When students are working on this summative assessment, this is an opportunity to implement reading
standard RH.9-10.7 and writing standards for literacy in history/social studies WHST.9-10.4 and 9-10.7.
Use Assessment Rubrics (p. 6) to evaluate this product.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 1, Quarter 1, Unit 2
Version 2
Large Empires and Expanding Religions, 1–400 CE (10 days)
Notes
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin