Major Religions of the World: 300-1500 CE

10th Grade

Purpose:

This formative assessment is designed to give the students and the teacher information
regarding the students’ mastery over the interactions of the major world religions during 300 to
1500 CE, as well as review their primary and secondary source-reading skills from the previous
unit. They will be given the opportunity after the assessment to respond to their grades. Students
will write an extended response to two of four prompts regarding the interactions between two or
three major religions in this era. One prompt is a scenario and the other prompt is a source
prompt.
After completing the assessment, the teacher will review the results with the students, so
that the students know their own mastery level. The teacher will explain their choices in the
rubric and the scores given based on that rubric. Students will then be given the opportunity to
review their assessment and compare it to the given rubric. This will help both the student and
the teacher see if they are ready to move onto the next unit about the lasting influences of the
major world religions during 300 to 1500 CE.

Standards:

WHS 4.1.2 Using historical and modern maps and documents, analyze the continuing spread
of major world religions during this era and describe the encounters between
religious groups, including:
● Islam and Christianity (Roman Catholic and Orthodox) increased trade
and the Crusades
● Islam and Hinduism in South Asia
● Continuing tensions between Catholic and Orthodox Christianity.

Learning Targets Test Items

I can identify beliefs particular to a religion. Prompt One and Prompt Two

I can analyze the interactions between Christianity and other religions. Prompt One

I can analyze the interactions between Islam and other religions. Prompt Two
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Directions:

For the past few weeks, we have been talking about and breaking down the various
interactions between major religions in 300 to 1500 CE. We have talked about interactions
between Islam and Christianity, Islam and Hinduism, and the split between Orthodox and
Catholic Christianity. At this point, you should be able to explain what happened between each
religion and why. Today, you will be writing on the what and why of these interactions.

You will be writing a short essay on two prompts. You will be allowed to look at the
primary sources from class so far. This assessment is worth 25 points altogether. Prompt One is
worth 10 points, based on the rubric following the prompt, and Prompt Two is worth 15 points.

You will have two class periods of 50 minutes to complete this assessment, totaling 100
minutes. Before you start, double check that you have written your name and the date on the top
of this page. Take your time and do your best. If you have a question, please raise your hand and
I will come help you as best I can. Remember to read the ​entire​ question carefully before writing
your answer.

There is a reflection section at the end of the assessment. Please fill it out honestly—your
answers will not affect your grade.

When you finish this assessment, turn it over and leave it on your desk. I will come
around and collect them. You may take out other work once I collect your assessment, but please
remain quiet so that others can finish their assessment.

You may begin this assessment. Take your time, and good luck!
 Prompt One: 50 Minutes

It is the eleventh century and Pope Innocent III has declared a holy war on Islam. He wants to
reclaim the Holy Land, the land of ancient Israel. You are a Frankish soldier on the warfront,
writing home to explain what is going on to your family.

In your letter, explain why you joined the Crusades. How did your religion and place in society
affect your decision? Why do you think Pope Innocent III declared war on Islam? What do you
think of the Byzantine Christians you are meeting? Give your impression of the Muslims you are
fighting against. How do you see them? How do they see you?

Consider the rubric below before you write your answer.

Part One: Rubric

5 4 3 2 1

Student answers all Student answers Student answers Students answers Student does not
of the questions in most of the some of the few of the questions answer any of the
the prompt. questions in the questions in the in the prompt. questions n the
prompt. prompt. prompt.

There are no There may be a few There are some There are many There are an
historical historical historical historical extreme amount of
inaccuracies in the inaccuracies, but inaccuracies, which inaccuracies, which historical
letter. they do not detract may detract from may detract from inaccuracies, which
from the writing. the writing. the writing. detract from the
writing.
 Name:_____________

Part One: Answer

Dear ____________,

Your _____________
 Part One: Self Reflection

Once you have finished writing your answer, read over the rubric once more. Think about what
you have written. Assign yourself the number of points you think you should receive, with a
maximum of 5 points per section, for 10 point total.

5 4 3 2 1

Student answers all Student answers Student answers Students answers Student does not
of the questions in most of the some of the few of the questions answer any of the
the prompt. questions in the questions in the in the prompt. questions n the
prompt. prompt. prompt.

There are no There may be a few There are some There are many There are an
historical historical historical historical extreme amount of
inaccuracies in the inaccuracies, but inaccuracies, which inaccuracies, which historical
letter. they do not detract may detract from may detract from inaccuracies, which
from the writing. the writing. the writing. detract from the
writing.

What score would you give yourself? Why?

 Prompt Two: 50 Minutes

As the Islamic Empire expanded during 300-1500 CE, Muslims had a different approach to
conversion than other religions. The following primary source is from a Muslim commander,
detailing the terms of surrender for the city of Damascus.
In the name of Allah, the compassionate, the merciful, this is what Khalid ibn al-Walid
would grant to the inhabitants of Damascus…He promises to give them security for their
lives, property, and churches. Their city wall shall not be demolished, neither shall any
Muslim be quartered in their houses. Thereunto we give to them the pact of Allah and the
protection of His Prophet, the Caliphs, and the believers. So long as they pay the [poll]
tax, nothing but good shall befall them.
Khalid ibn al-Walid​, ​Early Islam

How does the Muslim model of conversion compare to the Christian Crusades model of
conversion? How is it different? Remember the Crusader tendency to loot and form Inquisition
squads. Why do you think these similarities and differences exist?

Consider the rubric below before you write your answer. You may wish to brainstorm
similarities and differences before you write.

Part Two: Rubric

5 3 1

Student accurately explains two or Student accurately explains at least Student does not explain any
more commonalities between one commonality between Muslim commonalities between Muslim and
Muslim and Christian conversion and Christian conversion Christian conversion techniques.
techniques. techniques.

Student accurately explains two or Student accurately explains at least Student does not explain any
more differences between Muslim one difference between Muslim and differences between Muslim and
and Christian conversion Christian conversion techniques. Christian conversion techniques.
techniques.

Student analyzes the commonalities
and differences, using the beliefs of
each religion as evidence.
Student partially analyzes the
commonalities and differences, and
only uses the beliefs of one of the
religions as evidence.
Student does not analyze their
answer, and doesn’t use beliefs
from either religion as evidence, or
attributes beliefs to the wrong
religion.
 Part Two: Answer

Part Two: Self Reflection

Once you have finished writing your answer, read over the rubric once more. Think about what
you have written. Assign yourself the number of points you think you should receive, with a
maximum of 5 points per section, for 15 point total.

5 3 1

Student accurately explains two or Student accurately explains at least Student does not explain any
more commonalities between one commonality between Muslim commonalities between Muslim and
Muslim and Christian conversion and Christian conversion Christian conversion techniques.
techniques. techniques.

Student accurately explains two or Student accurately explains at least Student does not explain any
more differences between Muslim one difference between Muslim and differences between Muslim and
and Christian conversion Christian conversion techniques. Christian conversion techniques.
techniques.

Student analyzes the commonalities
and differences, using the beliefs of
each religion as evidence.
What score would you give yourself? Why?
Student partially analyzes the
commonalities and differences, and
only uses the beliefs of one of the
religions as evidence.
Student does not analyze their
answer, and doesn’t use beliefs
from either religion as evidence, or
attributes beliefs to the wrong
religion.
Student Feedback:

Before you turn in your assessment, please take a moment to answer a few questions about this
assessment. How you respond to these questions will not affect your grade. This is simply to give
me an indication if anything needs to be changed or fixed.

1. How did you prepare for this assessment?

2. What can I do to help prepare you for assessments in the future?

3. Which prompt did you struggle on?

4. What prompt did you find easy?

5. Are there any concepts or questions you feel we didn’t cover well enough in class?

Turn your assessment over and wait for me to pick it up. You can pull out other work once
I have your assessment.
 Day Two: Reflection
Now that your responses have been graded, take a moment to look over them. Check the score I
gave you; do you agree with it? Read through the comments I wrote. Do you agree with them?
Circle “agree” or “disagree” and give your reasoning. Then decide if you feel like you have
reached the learning targets, and circle “have” or “have not.” Give your reasoning and what you
think needs to be done if you don’t feel like you have reached the learning targets.

Part One: The Crusades

Learning Targets: ​I can identify beliefs particular to a religion. I can analyze the interactions
between Christianity and other religions.
My score on Part One is ____/10
I agree / disagree with this score because:

I have / have not reached the learning targets yet. What needs to be done?

Part Two: Muslim and Christian Conversions

Learning Targets: ​I can identify beliefs particular to a religion. I can analyze the interactions
between Islam and other religions.
My score on Part Two is _____/15
I agree / disagree with this score because:

I have / have not reached the learning targets yet. What needs to be done?