Semester Two Unit Two: Turning Points in
European History
Mapping for Literacy with Understanding by Design
Stage 1: Desired Outcomes
Topic / Unit Title: Turning Points in European HIstory
* How do events in history bring about change?
NYS Content Standards
Common Core Skills
 Standard : 2 Key Idea 1
 RH 1, 3, 4, 7
 Standard : 2 Key Idea 2
 W 2, 4, 9, 10
 Standard : 2 Key Idea 3
 SL 1, 5, 6
 L 1, 2, 4
Understandings:
Essential Questions:
Students will be able to understand and know…
 Are historical references of the
Mongols accurate or have they been
 Identify: nomad, steppe, khan, Pax
Mongolica, Yuan, Crusades, jihad,
misjudged throughout history?
pilgrims, Holy Land, aggressor,
 Was the Mongol empire a blessing
merchant, bourgeoisie, craft guild,
or a curse to the empires it
merchant guild, charter, apprentice,
conquered?
journeyman, rural, urban, medieval,
 Were the Crusades a turning point
trade, Hanseatic League,
in history?
Portuguese spice trade, Italian city Who were the aggressors in the
states, Ming Dynasty, Bubonic
Crusades – the Christian Crusaders
Plague, and epidemic.
or Muslim Turks?
 How the Mongols created the
 Was it inevitable that the Turkish
largest unified land empire in
Muslims would win the Crusades?
history between 1200 and 1350 and
 Can wars have a beneficial impact
discuss whether their tactics
on society?
justified their portrayal in history as
 Were the rise of medieval towns in
fierce ruthless conquerors.
western Europe a blessing or a
 Analyze and evaluate the impact of
curse?
the Crusades on European life: the
 Why was trade during the Middle
growth of seaport cities, increased
Ages so important to different
international trade, new emerging
European nations?
social classes (bankers, merchants,
 Can disease stimulate worldwide
manufacturers, etc.), the decline of
change?
the nobles, money replacing land as
a symbol of power, and New World
exploration.
 Explain and analyze how the rise of
towns and trade caused the decline
of feudalism, manorialism, and
serfdom, and led to the rise of more
powerful monarchs.
 Evaluate the importance of trade for
Venice, other Italian city-states, the
Hanseatic League, Portugal, and
Ming China during the Middle
Ages.
 Analyze the political, social,
religious, and economic effects of
the Bubonic Plague on medieval
civilizations.
Stage 2: Assessments and Tasks
Common Core Literacy Task
 Create a 1 page dialogue between
Ghengis Khan and the Mongol
warriors as to why they need to be
unified. Include at least 3 reasons.
Performance Task(s) – Other Evidence
 Unit exam
 Analyze and answer questions about
primary and secondary source
documents

Write a 1 page diary entry by
Ghenghis Khan reflecting upon the
 Participate in a discussion about
impact of his conquests. Include at
the turning points in European
least 3 impacts.
history during the Middle Ages
through the Renaissance.
 Create a 1 page diary entry written
by a European visitor to the Mongol
Empire explaining at least 3
observations made on your trip.
 Create a 1-page dialogue between a
Mongol and a non-Mongol about
the impact of the Mongol
conquests. Include at least 3 topics
of discussion.
 Class debate between the Christian
Crusaders and the Turkish Muslims
as to who were the aggressors in the
conflict between them?
 Write a 1 page diary from the
point-of-view of a townsperson
describing their day.
 Write a 1 page dialogue between a
serf and a townsperson as to their
lifestyle.
 Write a 1 page dialogue in which
you are a modern day doctor who
goes back in time to help a
medieval doctor stop the plague
from spreading. Compare
AIDS/HIV to the Bubonic Plague
(symptoms, treatments, and
prevention methods)
How will students reflect upon and self-assess their learning?
 Unit exam with feedback
 Homework assignments with feedback
 Classwork assignments with feedback
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: HAVE THE MONGOLS BEEN MISJUDGED BY HISTORY?
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Identify the boundaries and describe the great expanse of the Mongol Empire.
Explain how the Mongols created the largest unified land empire in history between
1200 and 1350, which extended from Central Asia to Eastern Europe, from the
Pacific Ocean to the Adriatic Sea.
Explain how the Mongols were judged by their contemporaries as well as by the
annals of history as both fierce, ruthless conquerors but generally tolerant rulers.
Explain why the Mongols maintained their warlike, nomadic ways as well as felt
contempt and demanded tribute from the rich civilizations of China, India, Persia,
and Russia; yet, they often allowed local and regional autonomy without much
interference.
Aim: WAS THE MONGOL EMPIRE A BLESSING OR A CURSE FOR THE CULTURES AND
CIVILIZATIONS IT CONQUERED?
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Explain the positive impact of the Mongol Empire on Asia and Europe:
expanded overseas trade for merchants, construction of improved roads and
canal systems, established a strong centralized administration and government
which provided stability, tolerated the Russian Orthodox Church, and
enhanced cultural diffusion and interaction between Europe and Asia.
Explain the negative impact of the Mongol Empire on Asia and Europe: many
years of brutal warfare, demanded heavy tribute and increased the burden of
taxation, began religious conflict between the Muslims and Hindus that still
exists in India today, Mongol rule cut Russia off from contacts with Western

Europe at a time when Europeans were making rapid advances in the arts and
sciences, Mongols’ absolute power served as a model for later Russian rulers.
Evaluate the extent to which the Mongol Empire advanced or retarded the
development of the cultures and civilization of Eurasia.
Aim: WERE THE GROWTH OF MEDIEVAL TOWNS A BENEFIT FOR WESTERN CIVILIZATION?
 Identify/define: merchant, bourgeoisie, craft guild, merchant guild, charter,
apprentice, journeyman, rural, urban and medieval.
 Explain the reasons for the rise of towns and trade in Europe during the early
Middle Ages.
 Describe the functions of the craft and merchant guilds.
 Explain and analyze how the rise of towns and trade caused the decline of
feudalism, manorialism, and serfdom, and led to the rise of more powerful
monarchs.
 Evaluate the extent to which the growth of cities and towns improved the
quality of life for people during the Middle Ages.
Aim: WAS MEDIEVAL “WORLD” TRADE A PRECURSOSR TO TODAY’S GLOBAL ECONOMY?
 Identify: Hanseatic League, Italian city-states, spice trade, trade routes
between Europe and Asia.
 Explain how the geographic location of Canton, Cairo, and Venice contributed
to their becoming centers of international trade.
 Explain why the development of financial institutions (money, credit, and
banking) were needed for the growth of international trade.
 Explain how the increase of trade led to the growth of cities and towns.
 Evaluate the extent to which medieval “world” trade was a precursor to
today’s global economy
Aim: DID THE PLAUGE CONTRIBUTE TO THE DECLINE OF MEDIEVAL CIVILIZATIONS?
 Describe the origins and characteristics of the bubonic plague (“Black Death”)
and explain how it became a global epidemic.
 Analyze the devastating impact of the bubonic plague on medieval society:
social upheaval, religious crisis and intolerance, political turmoil, etc…
 Evaluate how the bubonic plague affected medieval civilization.
Aim: CAN DISEASE STIMULATE WORLDWIDE CHANGE?
 Analyze the changes brought to Europe and North Africa due to the bubonic
plague.
 Analyze Giovanni Boccaccio’s The Decameron for the effects of this disease
on Italian society.
 Analyze the extent to which the plague stimulated the decline of the East and
the rise of the revolutionary change in the West.
 Compare and contrast the effects of A.I.D.S. and cancer with the bubonic
plague on transforming their respective societies and social morals.
 Evaluate to what extent disease can transform a society.
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Teacher Reflection for Future Planning
Evaluate student work and response to questions during discussion
Will explore test results and essay writing skills on class exams to shape future writing
lessons