The Geography Of The Great Empires: Holy Roman And Ottoman
The Geography of the Great Empires: Holy Roman and OttomanBarbara S. Williams, TC Arizona Geographic AlliancePurpose: The lesson provides a way to lead students to understand a comparison of HolyRoman Empire and the Ottoman Empire and to understand their interconnectionsOverview of Main Ideas : The 16th century Ottoman and Holy Roman Empires shared manycharacteristics in common and their combined impact led to many of the developments of themodern world not only in both western Europe and the Middle East, but in the outlying areas oftheir empires.Connection to the Curriculum: Fits in a World History, World Studies, or APHuman Geography courseGrade Level: 9-12Connections to the National/Arizona Social Studies Standards:World History:Concept 3: World in TransitionPO 3. Compare the development of empires (e.g., Roman, Han, Mali, Incan/Incan, Ottoman)ththPO 4. Describe the interaction of European and Asian civilizations from the 12 to the 16 centuries:GeographyConcept 2: Places and RegionsPO 1. Identify the characteristics that define a region:a. physical processes such as climate, terrain, and resources. human processes such as religion, politicalorganization, economy, and demographics PO 2. Describe the factors systems, economic systems, resources,culture) that contribute to the variations between developing and developed regions.Concept 6: Geographic Applications PO 3. Analyze how geography influences historical eventsand movementsTime: 2-3 class periods with extensions possible
Materials: Lecture materials, texts and other reference materials; internet connectionif possible.Objectives : Students are expected to be able to describe major characteristics of the 16thcentury Holy Roman Empire and the Ottoman Empires. Students will be able to compare andcontrast those Empires. Students will be able to draw inferences about the significantcontributions of the empires on subsequent eras up to the present day.Suggested ProceduresPreparation for the Lesson: Students will hear lectures or see videos and engage indiscussion about the Holy Roman and Ottoman Empires of the periods leading to the 16thcentury.Opening the Lesson : Map work to review the areas involved. The instructor will reviewbasic instruction and assign roles for class members.Developing the Lesson: Students will break into half. Each group will represent one of theempires. Within the larger group, smaller groups will assume responsibility for some facet of theempire to fill in the attached graphic organizer.Concluding the Lesson : Students will report back on their particular areas. They will dothis in character as representatives of whatever empire they were assigned to research.Assessing Student Learning: Assessment will be in the form of the completed graphicorganizer and the unit test.Extending the Lesson: Students may extend the study to art, music, literature, or architectureforms of the empires. They may be assigned writing tasks such as creating a newspaper or atravel brochure. They may prepare a debate on the differing perceptions of their empires. Theymay also be asked to research current events in their areas and see what connections may bemade to the empires that once controlled those areas.
RulerBirthdate/deathYears of ruleCapital/Seat of EmpireHow he came to powerPolitical RoleReligious RoleExpansion/Geographic Changesof EmpireBiggest challenges to his ruleGreatest successes
The Ottoman Empire as it grew under Suleyman
The Holy Roman Empire in 1556
The Holy Roman Empire at the start of Charles V's reign
TheThe Holy Roman Empire as Charles left the throne
century Holy Roman Empire and the Ottoman Empires. Students will be able to compare and contrast those Empires. Students will be able to draw inferences about the significant contributions of the empires on subsequent eras up to the present day. Suggested Procedures Preparation for the Lesson: Students will hear lectures or see videos and engage in
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
systematic geography is divided into four main branches. GEOGRAPHY MODULE - 1 The study of Geography as a discipline Notes 5 Nature of Geography as a discipline (i) Physical geography, (ii) Biogeography, including environmental geography, (iii) Human geography, (iv) Geographical methods and techniques
B. Geography . 3 H u m a n / P h y s i c a l TEACHER’S NOTE: Prior to the comple-1. Elements of geography . Geography tion of the two-year global history and a. Human geography . Movement of . geography program, students should . b. Physical geography . People and have a clear understanding of the human c. Political geography . Goods . and .
