Title III Technology Literacy Challenge Grant

Learning Unit

LU Title: On a Pilgrimage Author(s): Katherine R. Lynch
Grade Level: 6 School: Madrid-Waddington
Topic/Subject Area: Middle Ages Address:  P.O. Box 67, Madrid, NY 13660
Email: krlynch@northnet.org Phone/Fax:  (315) 322-5746

OVERVIEW

The Middle Ages are important to European history, specifically the transition from ancient times (fall of the Roman Empire) to modern times. The system of feudalism arose, and with it the economic, social, and political structure of Europe changed.  During the Middle Ages, the Christian Church was one of the greatest forces that kept civilization in Europe from completely disappearing.  Religion played such an important role in the everyday lives of people that  when Pope Urban II called for the Crusades, armies were raised to free the Holy Land. As a result of the Crusades European civilization developed rapidly, trade and commerce increased, towns and cities grew and flourished, and feelings of national unity and patriotism strengthened the monarchy.

This unit encompasses many skills including cooperative learning, map construction, understanding cause and effect, drawing inferences, interpreting and analyzing literature, construction of a timeline, library and Internet research, essay writing, reading for comprehension, note-taking, fill-in graphic organizers, oral presentations, and creativity for writing their own story.  It also builds on student's learning of cultures and civilizations, governments, economies, religious diversity and origins, and the Middle Ages legacy and achievements.

CONTENT KNOWLEDGE

Declarative: Students will know the following  Procedural: Students will be able to
Europe's rich geographical features encouraged the growth of civilization Map skill development 
Charlemagne Era DBQ- Charlemagne
Feudalism was a way of organizing and governing society Graphic organizers
Three important religions Graphic organizer, essay, and use electronic and library resources for use in activities/learning experiences
The effects of the crusades led to the growth of towns and cities, and rise of nations  
The Magna Carta changed the role of the English monarch Timeline of major events
Necessary vocabulary for use in Culminating Performance- "moral" and "ironic twist"  

ESSENTIAL QUESTIONS

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

 Social Studies Standards

Standard #2:  World History

Key Idea #1
know some important historical events and developments of past civilizations, interpret and analyze documents and artifacts related to significant developments and events in world history.
Key Idea #2
develop timelines, study about major turning points by investigating the causes and other factors that brought about change and the results of these changes.
Key Idea #3
investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices.
Standard #3:  Geography

Key Idea #1
describes the relationships between people and environment.

ELA Standards

Standard #1:  Language for Information and Understanding

Key Idea #1
interpret and analyze information from textbook as well as reference materials.; compare and synthesize information; relate new information to prior knowledge and experience.
Key Idea #2
produce oral and written reports; organize information according to an identifiable structure; develop information with appropriate supporting materials; use standard English for formal presentation of information.
Standard #2:  Language for Literary Response and Expression

Key Idea #1
write stories, poems, literary essays. 
Standard #3:  Language for Critical Analysis and Evaluation

Key Idea #1
analyze, interpret, and evaluate information, ideas, evaluate their own and others' work based on a variety of criteria.
Key Idea #2
use standard English, precise vocabulary, and presentational strategies effectively to influence an audience.

INITIATING ACTIVITY

In class, read aloud Of Swords and Sorcerers: from The Adventures of King Arthur and His Knights by Margaret Hodges and Margery Evernden.  Discuss why King Arthur was considered a just and virtuous ruler.  Ask them what traits make a good ruler.  Complete guided response questions.   You could also have students watch The Sword in the Stone- Disney movie if available.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

  1. Europe's rich geographical features encouraged the growth of civilization.
    *  Students will work cooperatively in groups of 2 or 3 (depending on class size) and construct a map of Europe- including major landforms.  The map will continued to be used throughout this unit.
    *  Traditional teacher notes, textbook reading, and in class discussion of geographic features and how they may play a role in growth of civilization or isolation.
  2. Charlemagne Era
    *  Traditional teacher notes, textbook reading, and in class discussion of Charlemagne.
    *  Document based questions and essay on Charlemagne. The DBQ depicts a picture of Pope Leo III placing a jeweled crown on Charlemagne's head.  Students are asked to answer a few questions based on the illustration and on their knowledge of Charlemagne.  They are then asked to write an essay (Induction).   See Appendix A.
  3. Feudalism was a way of organizing and governing society.
    *  Traditional teacher notes, textbook reading, and in class discussion of how feudalism arose, changes in society- social, political, and economic.
    *  On student's map- draw lines for the invaders- where they came from and when.
    *  Graphic organizer of the feudalism hierarchy (Classifying).
    *  Graphic organizer of social, political, and economic changes in Europe (Classifying).
  4.   Three important religions
    *  Traditional teacher notes, in class discussion of Christianity- accessing prior knowledge from previous unit on Ancient Rome.
    *  Internet research on daily life during the Middle Ages, cathedrals, scribes, monks, saints, monasteries, and convents.  Students will hunt for and access sites to find specific information requested from teacher on teacher made worksheet.
    *  Readings from St. Benedict and completion of study sheets.
    *  Student essay - comparing and contrasting Gothic and Romanesque Cathedrals (Compare/Contrast).
    *  Graphic organizer comparing Christianity, Judaism, and Islam (Compare/Contrast & Classifying).
    *  On student map- locate and trace the origins of the three religions mentioned previously, Palestine, and Jerusalem.
  5. The effects of the crusades led to the growth of towns and cities, and rise of nations
    *  Traditional teacher notes, textbook reading, map of Crusades, and in class discussion.
    *  On student map- trace the crusades.
    *  Library and/or Internet research on family crests.  These sites include family names, symbols, colors, and graphics.  One that we used most frequently was www.fleurdelis.com and www.dma.be/swapen/sw_el_e.htm.
    *  Students design their own crest and write story following teacher guidelines and rubrics (Invention).  For activity directions see Appendix B.  Rubrics see Appendix C.
  6. The Magna Carta changed the role of the English monarch
    *  Traditional teacher notes, textbook reading, excerpts from the Magna Carta, and in class discussion.
    *  Essay "King John and the Magna Carta" (Induction).  See Appendix D for essay.  Rubrics see Appendix E.
    *  Students develop timeline of the Middle Ages.  Students look up dates for given events using library resources and the Internet.  They then follow directions for construction of timeline.  See Appendix F for directions and helpful hints.   Appendix G is rubrics.
  7. Necessary vocabulary for use in Culminating Performance- "Moral" and "ironic twist".
    * see Culminating Performance

CULMINATING PERFORMANCE
Include rubric(s)

Discuss pilgrimages.  Read excerpts from Geoffrey Chaucer: Canterbury Tales selected, translated, and adapted by Barbara Cohen.  Discuss the moral and the irony or sarcasm of the tales.  Assign each student one of the following: miller, knight, squire, page, nun, friar, blacksmith, lady, glovemaker, tailor, merchant, prince, princess, lord, scribe, physician, criminal, sailor, banker, farmer, artist, traveling minstrel, shoemaker, cook, weaver, etc. Tell them they are going on a pilgrimage.  Each is to write a tale that tells a moral. Must include an "ironic twist". Once written- students use word processor. Students present orally to class and discuss "ironic twist" and moral.  Compile into a book.  Students may illustrate.  Our book is titled The Lynchbury Tales.

CULMINATING PERFORMANCE RUBRIC

Written (Must be typed)

______ Conventions
   4- Correct spelling, punctuation, grammar, and usage
   3- Minor errors in spelling, punctuation, grammar, and usage that do not interfere with communication
   2- Errors in spelling, punctuation, grammar, and usage that often interfere with communication
   1-Errors in spelling, punctuation, grammar, and usage that definitely interferes with communication
    0-No attempt at task, makes no sense, not relevant to the topic
______

Organization

  4- Exceptional organization, use of paragraphing at appropriate and logical transitions
  3- General organization, use of paragraphing
  2- Weak organization
    1- Information presented in random manner
  0- No attempt at task, makes no sense, not relevant to the topic
______

Coverage Relevant to Topic (followed directions)

  4- Coverage of assigned task is in-depth and thorough, all directions followed
  3- Adequate coverage of material, directions followed
    2- Little coverage of material, directions not always followed
  1- Very little coverage of material, directions not followed
    0- No attempt at task, makes no sense, not relevant to the topic
______

Elements ("ironic twist" and moral)

  4- Ironic twist and/or moral is extremely clear and creatively weaved into tale
  3- Ironic twist and/or moral is clear and weaved into tale
  2- Ironic twist and/or moral is clear
  1- Contains no ironic twist or moral
    0- No attempt at task, makes no sense, not relevant to the topic



Oral

______ Voice and Fluency
  4- Extremely clear and fluent, easily recited and comprehendible, no stumbles
  3- Clear and fluent, easily read, comprehendible, few stumbles
  2- Voice not entirely clear, not read fluently
    1- Voice not clear, uncomprehendible due to fluency
   0- No attempt at task, makes no sense, not relevant to the topic
   
______ Total Points X 5 = Grade __________

Comments:

PRE-REQUISITE SKILLS

Prerequisite skills should include the following:

MODIFICATIONS

This unit encompasses many different concepts, which are essential to the understanding of the Middle Ages from the ancient world to modern times. There are many different pieces of literature that could be used throughout this unit in class and independently based on student's ability.  One could show movies, hands on architectural products- both Gothic and Romanesque, art, music, foods, castles, types of armor, weapons, and clothing.  Include many hands-on and visual activities.  Other modifications may be applied for students with special needs based on their Individualized Educational Plan. 

UNIT SCHEDULE/TIME PLAN

Day 1- Introduction- Initiating Activity Of Swords and Sorcerers

Day 2- Construct map of Europe

Day 3- Traditional teacher notes, textbook reading, and in class discussion of geographic features and how they may play a role in growth of civilization or isolation.

Day 4-5 - Traditional teacher notes, textbook reading, and in class discussion of how feudalism arose, changes in society- social, political, and economic. Continue with map tracing lines for the invaders.

Day 6- Graphic organizer on the feudalism hierarchy, definitions.

Day 7- Graphic organizer of social, political, and economic changes in Europe. 

Day 8-  Traditional teacher notes, in class discussion of Christianity- accessing prior knowledge from previous unit on Ancient Rome.  Homework:  Document based questions and essay on Charlemagne. 

Day 9-11- Internet research on daily life during the Middle Ages, cathedrals, scribes, monks, saints, monasteries, and convents.  Students will hunt for and access sites to find specific information requested from teacher on teacher made worksheet.

Day 12- Readings from St. Benedict and completion of study sheets.

Day 13- Student essay - comparing and contrasting Gothic and Romanesque Cathedrals.

Day 14- Graphic organizer comparing Christianity, Judaism, and Islam. On student map- locate and trace the origins of the three religions mentioned previously, Palestine, and Jerusalem.

Day 15- Traditional teacher notes, textbook reading, map of Crusades, and in class discussion.  Map out the Crusades.

Day 16-17- Library and/or Internet research on family crests.  These sites include family names, symbols, colors, and graphics.

Day 18-20- Students design their own crest and write story following teacher guidelines and rubrics.

Day 21-22- Crest presentations

Day 23- Traditional teacher notes, textbook reading, excerpts from the Magna Carta, and in class discussion. Homework: Essay "King John and the Magna Carta"

Day 24-25- Students develop timeline of the Middle Ages.

Day 26-28- Read aloud Geoffrey Chaucer: Canturbury Tales by Barbara Cohen, assign pilgrims.  Students work on

tales.

Day 29-30- Oral presentations

***Compile book after grading and illustrations.

 

TECHNOLOGY USE

 Technology utilized in this unit includes the Internet, word processing program, and computer program, Inspiration, as a graphic organizer.  The Internet will be utilized as a research tool for access of materials off the Internet.  These materials include, but are not limited to, pictures, virtual tours, architecture, literature, crests, etc.  Inspiration is mainly for teacher use, but may also be utilized by students.   

APPENDIX (A-G)

Appendix A

DBQ: Charlemagne

**The DBQ depicts a picture of Pope Leo III placing a jeweled crown on Charlemagne's head.

Questions:

1 . Based on the picture, what is Pope Leo III placing on Charlemagne's head?

2. When did this event occur?

3. State two reasons why Pope Leo III crowned Charlemagne emperor.

A.    __________________________________________________________________________

B.    __________________________________________________________________________

4. Give two reasons why this event was considered an important turning point in European history.

A.    __________________________________________________________________________

B.    __________________________________________________________________________

Essay: 

Charlemagne, also known as Charles the Great, established a powerful kingdom in Europe.  In essay form, discuss and evaluate two reasons why Pope Leo III crowned Charlemagne emperor, and two reasons why this was an important turning point in European history.

Appendix B

Family Crest

Directions:

You are to:

  1. Create a family crest (need not be real)

    1. Shape should be symmetrical (If questions- ask!)
    2. It must be divided into a minimum of 4 parts.
    3. Each part must contain a different symbol.
    4. Must use a different color in your background for each divided part (use colored pencils only, please).
    5. Neatness counts!!!

  2. Write a 4 paragraph report describing:

    1. Introduction: Time period (where and when).
    2. Who you are (Example: monarch, knight, lord, serf, etc).  Where did the family crest come from (where did you get it) and how long has it been in your family.  (Make- believe!!).
    3. What the shape, colors, and symbols represent.
    4. Conclusion:  Why crest is important, who else has the same family crest, can you pass it on as a legacy?

Appendix C

Family Crest Rubric

______ Neatness
  4- Excellent use of lines, straight, ruler, excellent curves.
  3- use of straight lines, ruler, good curves.
  2- Lines not straight, no use of ruler, curves irregular.
  1- Lines not straight, no use of ruler, curves irregular and distract from overall project.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Shape/Symmetry
  4- Perfectly symmetrical.
  3- Just about symmetrical, little distortion around edges, or shape.
  2- Not symmetrical, a lot of distortion in shape and edging.
  1- Not symmetrical, too much distortion.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Symbols
  4- Minimum of 4 symbols, easily recognized.
  3- 3 symbols, easily recognized.
  2- 2 symbols, easily recognized.
  1- 1 symbol, easily recognized.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Conventions (Syntax)
  4- Correct spelling, punctuation, grammar, and usage.
  3- Minor errors in spelling, punctuation, grammar, and usage that do not interfere with communication.
  2- Errors in spelling, punctuation, grammar, and usage that often interfere with communication.
  1- Errors in spelling, punctuation, grammar, and usage that interfere with communication.
    0- No attempt at task, makes no sense, not relevant to topic.
______ Organization
  4- Exceptional organization, use of paragraphing at appropriate and logical transitions, introduction and conclusion.
   3- General organization, use of paragraphing, introduction and conclusion.
  2- Weak organization, use of paragraphs.
  1- Information presented in random manner, no paragraphing.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Coverage Relevant to Topic (Followed directions)
  4- Coverage of assigned task is in-depth and thorough, all directions followed.
  3- Adequate coverage of material, directions followed.
  2- Little coverage of material, directions not always followed.
  1- Very little coverage of material, no following of directions.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Elements
  4-  All elements are introduced.
  3- Missing one required element.
  2- Missing two or three required elements.
  1- Missing four or more elements.
  0- No attempt at task, makes no sense, not relevant to topic.

______ Total points X 3.1 = ____________

       + .8 =  ____________ Grade

Comments:

Appendix D

King John and the Magna Carta

        Many Europeans thought that the kings, queens, and Popes had too much power.  As towns and commerce grew, people wanted more rights and freedoms.  In an essay, discuss two reasons why King John of England was forced to sign the Magna Carta and two effects it had on the English government.  The outline below may help you organize your ideas.

Two reasons why King John was forced to sign the Magna Carta:

  1. ______________________________________________________________________________________
  2. ______________________________________________________________________________________

Two effects it had on the English government:

  1. ______________________________________________________________________________________
  2. ______________________________________________________________________________________

Appendix E

Essay Rubric

______ Conventions (Syntax)
  4- Correct spelling, punctuation, grammar, and usage.
  3- Minor errors in spelling, punctuation, grammar, and usage that do not interfere with communication.
  2- Errors in spelling, punctuation, grammar, and usage that often interfere with communication.
  1- Errors in spelling, punctuation, grammar, and usage that interfere with communication.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Organization
  4- Exceptional organization, use of paragraphing at appropriate and logical transitions, introduction and conclusion.
  3- General organization, use of paragraphing, introduction and conclusion.
  2- Weak organization, use of paragraphs.
  1- Information presented in random manner, no paragraphing.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Coverage Relevant to Topic (Followed directions)
  4- Coverage of assigned task is in-depth and thorough, all directions followed.
  3- Adequate coverage of material, directions followed.
  2- Little coverage of material, directions not always followed.
  1- Very little coverage of material, no following of directions.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Elements
  4-  All elements are introduced.
  3- Missing one required element.
  2- Missing two or three required elements.
  1- Missing four or more elements.
  0- No attempt at task, makes no sense, not relevant to topic.
   
______ Total Points + 4 points for Title = Grade ______________________

Comments:

Appendix F

Timeline- Helpful Hints and  Directions

  1. Look up all dates and place next to event.

  1. Put dates and events in order chronologically (remember BC comes before AD, count down then up).

  1. Draw a straight line with a ruler down the middle of your paper (12" X 18") lengthwise.  See example below.  It is best to fold it first.
  1. Divide the line into equal segments (intervals), usually by 100's, 200's, or even 500's depending on how far apart the dates are.  If you are not sure- ASK!

  2. Label each line with a date.  See below.
  1. To place events on time line:

    1. Locate the approximate date on the time interval.

    2. Draw a line perpendicular to the time interval line on the time line.  See example below.

    3. ***If an event occurs between 2 dates, draw a small line next to both beginning and ending dates, then connect the two dates and draw a line perpendicular from the connection.  See example below.
  1. Label the event with a date.  It is "best" to write the event perpendicular to the time line so it will be neat and you'll have plenty of room. 

  2. You may have to use both sides of the timeline for neatness so that your events don't run into each other.

  3. Add symbols or pictures.

  4. Give your timeline a title, source, and date.

Appendix G

Timeline Rubric

______ Coverage of Dates and Events
  4- Thorough, complete, and accurate coverage of all dates and events.
  3- Missing or inaccurate, 1-2 dates and/or events.
  2- Missing or inaccurate, 3-5 dates and/or events.
  1- Missing or inaccurate, 5 or more dates and/or events.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Neatness of Lines
  4- Excellent use of lines, straight, ruler, event lines drawn perpendicular to time.
  3- Use of straight lines, ruler, most event lines drawn perpendicular to time.
  2- Lines not always straight, event lines not always perpendicular to time.
  1- Lines crooked, no use of ruler, event lines crooked or curved to time.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Intervals
  4- Intervals completely accurate and appropriate.
  3- Intervals not always accurate and appropriate.
  2- Intervals not always accurate and appropriate, interfere with true sense of time.
  1- Intervals not equal and/or in proportion, interfere with true sense of time.
    0- No attempt at task, makes no sense, not relevant to topic.
______ Spacing
  4- Spacing completely accurate and appropriate.
  3- Spacing not always accurate and appropriate.
  2- Spacing not always accurate and appropriate, interferes with true sense of time.
  1- Spacing not equal and/or in proportion, interferes with true sense of time.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Neatness of Written Word
  4- Written legibly, all letters/words are straight.
  3- Written legibly, not all letters/words are straight.
  2- Hard to read, many letters/words not straight, curved.
  1- Very hard to read, letters/words are all curved.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Conventions (Syntax)
  4- Correct spelling, punctuation, grammar, and usage.
  3- Minor errors in spelling, punctuation, grammar, and usage that do not interfere with communication.
  2- Errors in spelling, punctuation, grammar, and usage that often interfere with communication.
  1- Errors in spelling, punctuation, grammar, and usage that interfere with communication.
  0- No attempt at task, makes no sense, not relevant to topic.
______ Symbols/Pictures
  4- Minimum of 10 symbols and/or pictures, easily recognized.
  3- Minimum of 8 symbols and/or pictures, easily recognized.
  2- Minimum of 6 symbols and/or pictures, easily recognized.
  1- Minimum of 4 symbols and/or pictures, easily recognized.
  0- Less than  4 symbols and/or pictures, or not easily recognized.
   
  Total Points X 3.5 = _____________ (Maximum 98)
   
  add 2 points for Title, Source, and Date + _________
   
  Total (Grade) __________________

Comments: