Learning Unit: MIDDLE AGES
Authors: Lori Griffin and Mary-Margaret Zehr
Grade level: 9th Grade
School Address: PO Box 30, Copenhagen, NY 13626
School Phone: 315.688.4411
Subject Area: Global History and English
CONTACT TEACHER FOR SUPPLEMENTAL PACKET
Content Knowledge:
Social Studies:
Declarative: Procedural:
· Spatial organization of Medieval Europe · Research project
· Manorialism and feudalism · Primary and secondary
· Role of the Roman Catholic Church source analysis
· Political systems
· Centers of learning in Europe
· Art, architecture and achievements
· Crusades
Concepts
· Belief systems
· economic systems
· interdependence
· change and diversity
· culture
· Political systems
Essential Questions:
How did cultural patterns link the people of western and Eastern Europe in the Middle Ages?
Initiating Activity:
(Detailed explanations are located in the English and Social Studies sections)
In English class, phrases and terms from the Middle Ages will be given to the students and they will attempt to determine the meanings of the terms. Additionally, students will analyze the some nursery rhymes such as Ring Around the Rosies and the correlation to the Middle Ages.
In Social Studies class students will be given the opportunity to create their own coat of arms.
Learning Experiences:
· Detailed explanations are located in the English and Social Studies sections
· Each experience is an 81-minute block
Social Studies Activities
1. Initiating activity-Heraldry
English Activities:
Culminating Performance:
Students take their knowledge of the Middle Ages and teach elementary students what they know about their individual topics related to the life of medieval people. Students will create a booth which will have an interactive piece to share with students.
Connections to Standards:
Social Studies Standards:
#2- World History: Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the
broad sweep of history from a variety of perspectives.
Performance Indicators
· define civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religious and spiritual systems; and socialization or educational practices
· analyze historic events from around the world by examining accounts written from different perspective
· understand broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras
· investigate key events and developments and major turning points in world history to identify the factors brought about change and the long-term effects of these changes
· plan and organize historical research projects related to regional or global interdependence
#3- Geography: Students will use a variety of intellectual skills to demonstrate
their understanding of the geography of the interdependent world in which we live-local, national and global- including the distribution of people, places, and environments over the Earth's surface.
Performance Indicators
· understand the development and interactions of social/cultural,
political, economic, and religious systems in different regions of the world
English Language Arts Standards:
# 1: Language for information and understanding: Students will listen,
speak, read and write for information and understanding. As listeners
and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations, and use knowledge.
Performance Indicators
· interpret and analyze complex informational texts and presentations, including networks and primary source materials in their subject area courses
· synthesize information from diverse sources and identify complexities and discrepancies in the information
· write and present a research paper on a topic related to a school subject
· present a controlling idea that conveys an individual perspective and insight into the topic
· revise and improve early drafts by restructuring, correcting errors, and revising for clarity and effect
· use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve individual style that communicates effectively
#2: Language for literary response and expression: Students will read and
listen to oral, written and electronically produced texts and performances from American and world literature; related texts and performances to their own lives; and develop an understanding of the diverse social, historical and cultural dimension of the text and performances represent. As speakers and writers, students will use oral and written language that follows accepted conventions of the English language for self-expression and artistic creation.
Performance Indicators
· read and view independently and fluently across many genres of literature from many cultures and historical periods
· identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work.
· recognize and understand the significance of a wide range of literary elements and techniques such as figurative language, imagery and symbolism and use those elements to interpret work
· understand how multiple levels of meaning are conveyed in text
· read aloud expressively to convey clear interpretation of the work
· evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition
· produce literary interpretations that explicate the multiple layers of meaning
· write original pieces in a variety of literary forms, correctly using conventions of the genre and using structure and vocabulary to achieve an effect
· use standard English skillfully and with an individual style
#3 Language for critical analysis and evaluation: Students will listen, speak, read and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information and issues presented by others using a variety of established criteria. As speakers and writers they will use oral and written language that follows the adapted conventions of the English language to present, from a variety of perspectives, their opinions and judgements on experiences, ideas, information and issues
Performance Indicators
· present orally and in writing well-developed analyses of issues, ideas, and texts, explaining rationale for their position and analyzing their position from a variety of perspectives in such forms as formal speeches, debate, thesis/support papers, literary critiques, and issue analyses
· monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience
· use standard English, a broad and precise vocabulary, and the conventions of formal oratory and debate
· analyze, interpret and evaluate ideas, information, organization, and language of a wide range of general technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches and literary criticism
· evaluate and compare their own work and others’ work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important
#4 Language for social interaction: Students will listen, speak, read and
write for social interaction. Students will use oral and written language that follows accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Performance Indicators
· engage in conversations and discussion on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
· express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in conversation
MST Standards:
#5 Technology: Students will apply technological knowledge and skills to design,
construct, use, and evaluate products and systems to satisfy human and environmental needs
Performance Indicators
· understand and use the more advanced features of word processing, spreadsheets, and data-based software
· prepare multimedia presentations demonstrating a clear sense of audience and purpose
· access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the internet
Learning experiences- English
1. Initiating Activity and Middle Ages Time Frame
Nursery Rhymes: Cultural Literature (81 minutes)
Students are asked to think about the Middle Ages and the first things that "pop into their heads" regarding the Middle Ages. Students will brainstorm a list in groups for five minutes and then share with the class while the teacher acts as recorder and makes one complete list on the transparency (or board). Typical responses are dragons, swords, jousting, damsels, kings, knights, etc. Next the class reads Chretien de Troyes’ poem, "The Middle Ages" in groups of four or five. Each group discusses the poem style and format. Then they analyze the content by answering the following question, "How does the poem relate to their perception of the Middle Ages?" After a class discussion, students receive the handout of the timeframe for the Middle Ages and discuss the historical aspects, human progress, and literature of the time period. Other introductory handouts are as follows: "The Code of Chivalry", "Voices from the Middle Ages", and "The Crusades". At the end of the introductory notes, students then take ten minutes to free write what they have learned about the Middle Ages based on class discussion and analysis of the introductory material.
After background knowledge has been discussed, students will be ready to begin using literature to study culture and traditions of the Middle Ages. Students are shown a transparency of "London Bridges". The teacher reads the nursery rhyme aloud as the class listens. First the poem style and format are analyzed (it is a narrative ballad) and then groups are asked to look at assigned lines and a reporter for each group will explain their particular lines to the class. After the lines are analyzed and it is discovered that this poem may have been a rhyme about the actual destruction of London Bridge, each group receives a different nursery rhyme to analyze and decipher (Baa Baa Black Sheep, Jack Be Nimble, and Ring Around the Rosies) Each group is then asked to share their interpretation of how the rhyme relates to the culture of the Middle Ages. These are hard to do and I do not expect them to get the exact reference, however, it is great practice in using deductive reasoning and linking it to history. After guesses are shared, I give them the supposed reference and then we discuss the ways that rhymes were used by the peasant class to show disapproval of the government or to share a tradition.
Next, the class continues with the oral tradition of the Middle Ages with two ballads, "Lord Randal" and "Barbara Allen". First I read "Lord Randal" to them and use it as a model to demonstrate how the ballad was used as drama and entertainment to tell a narrative. Then students work in groups to answer analysis questions about "Lord Randal". After the first ballad is modeled, students work individually on "Barbara Allen" following the same directions.
2. Morte d’Arthur and The Decameron
(Two blocks -162 minutes)
Students read "The Decameron" and discuss why this may have been written. Students then discuss what the shock of such a plague and the loss of so many people would do to the culture. Then we brainstorm lists of current epidemics and relate any literature today that discusses current epidemics. Next we discuss fictitious literature that delve into the cultural aspects of the Middle Ages, specifically the legend of King Arthur. First we review what a legend is and then discuss who King Arthur is. Students then read "Morte d’Arthur" and do a character analysis (good vs. evil, chivalric code, etc.) There is a quiz on the piece.
3. Middle English language origins and analysis
(81 minutes)
In order to understand the excerpts from "The Canterbury Tales", students are given two worksheets of Middle English words and phrases. Students work in groups to decipher meanings (about fifteen-twenty minutes). Then we discuss how modern language has changed and how we could figure out some of the meanings of the Middle English. Students then receive four introductory handouts on "The Prologue" to "The Canterbury Tales". We read them together and spend several minutes translating the first 18 lines (page 28) of "The Prologue" in the original Middle English. Then students receive copies of The Prologue and each student is assigned a pilgrim. I read the first 42 lines as narrator and we discuss setting, purpose, and style. Then individually, students read the remainder of The Prologue and when they reach their particular "role" they must make notes about the appearance, dress, occupation, environment, etc. of that person. Students are then expected to be that character and share who they are (class, occupation) and what their contribution to society is by describing their attire, mannerisms, thoughts, and gestures during the next class.
4. Satire, Sarcasm, The Canterbury Tales and Saturday Night Live
(81 minutes )
After students share their "role" as a pilgrim, we advance to several excerpts from the Tales. Students will understand how a satire and sarcasm have been literature tools for centuries. Students will become aware how people can comment on cultural conditions in a derisive, humorous way. First notes are given about the basic definitions of satire and sarcasm. Then students are shown a clip form Saturday Night Live in which students and teachers are satirized. Then we discuss what Chaucer could satirize about the Middle Ages and make a list on the board that will stay up until we have finished the excerpts. Then students can compare their thoughts with people and events that Chaucer did satirize. To begin the Canterbury Tales, I read aloud a children’s book, "Sir Gawain and the Loathly Lady", that is a loose retelling of "The Wife of Bath". As a class we analyze the purpose of the tale and what was satirized. We examine the different classes that are mentioned and describe their significance to the plot.
5. The Pardoner’s Tale, The Miller’s Tale, and The Reeve’s Tale
(Two blocks -162 minutes)
Using the previous discussion of "Sir Gawain as a model, students are expected to analyze the other excerpts in the same way so that they get used to examining literature for its historical and cultural significance. First we read The Pardoner’s Tale silently and stunts write out their interpretation and understanding of the tale’s purpose. Then using scripted versions of The Miller’s Tale and The Reeve’s Tale, students are assigned parts and act out the two tales as skits. These will take at least two class periods depending on the size of the class. After the skits are complete, the same analysis is done on paper by each student.
6. First Knight
(Two and a half blocks -200 minutes)
Students watch the movie "First Knight" (133 minutes) and complete a sheet that analyzes the classes and occupations through attire, body language and tools used. They are told that this sheet will help them with their culminating project because they will become members of medieval society.
7. MLA research and culminating project
(10 -12 blocks -800 - 960 minutes)
Students receive the complete research packet about the project expectations as well as rubrics and interactive ideas. Since this is the first major research project for the students, they also receive additional handouts containing thorough notes regarding MLA documentation. The first handout they receive is proper research terminology and they are given time to complete it in groups. We discuss each term with examples and then proceed to source card documentation. Prior to this lesson, I have borrowed all the books and reference materials about the Middle Ages from the library so that they are easily accessible in the room. We start by having each group choose a book and then together I model how to do a source card for a book. Then each group does a card for the book they chose. Then since each student may be using that book, I have a person from each group write their example on the transparency so that students may copy it to use later. We critique each example to be sure that it is correct. For homework, students are asked to do one additional source card for a book.
During the next class meeting, we start with a brief review quiz of the ways to properly write and document sources (paraphrase, summarize or quote) and then students are given handouts for practice ("Health" and "Entertainment"). I read "Entertainment" with them and use it as a model. We answer the questions together. Then individually students read "Health" and answer the questions in order to practice proper documentation.
The next class session should be Internet training if your students need it. Our students had to have it to fulfill a Model Schools requirement. The training should include current sites that are linked to the Middle Ages so that they have relevant practice material. Some sites I used are as follows: www.camelot-group.com
www.execpc.com/~clisto/clisto22.html
www.castewales.com
www.pastforward.co.uk.
www.learner.org/exhibits/middleages/
www.millersv.edu
Students should also receive power point training during the allotted time for the project. For the next 10-12 class meetings, students should be allowed to research. However, at the beginning of each session, I give them a model of what is due for the next session (see project examples: outline, rough draft, works cited page, etc.)
8. Medieval Festival
(100 minutes)
Once final drafts have been turned in, graded, and returned, students take their knowledge and teach elementary students what they know about their individual topics. Each booth should have an interactive piece to share with students (see culminating project requirements). Students are graded on their booths and their oral presentation of information. I have students practice their booth presentation prior to the festival and grade them then. I also videotape the festival to check booth effort and content for later grading (it is too hectic to grade booths on the presentation day).
Learning Experiences- Social Studies
· Each lesson is an 81-minute block
Students will be asked to create a coat of arms that symbolized their family as they see it. Students will be given several handouts that explain heraldry and the symbols that are used. Additionally, students were given examples that were taken from various sites on the Internet. Students were encouraged to include symbols and colors that signified aspects of their families. Student products were displayed on a bulletin board during the unit. This activity could be changed so that students use the Internet to research their own family crest. Some Internet sites are as follows: http://digiserve.com/heraldry/symbols.htm, http://ourworld.compuerve.com/homepages/Strawn/griffin.htm, http://members.xoom.com/deferry/blasons.html, http://ww.as.ua.edu/theatre/meat/eire.htm, &
http://www.greenheart.com/rdietz/arms/htm.
Through the use of two overhead maps students will begin to understand the spatial organization on Medieval Europe. The use of a general European map with the geographic setting helps the students understand the geography of the area that they are about to study. The second map is an overlay series that shows how what Europeans knew about the world expanded from 950-1800. It shows the impact of the Crusades and exploration on Europeans knowledge of the world. Both maps are part of the Prentice Hall World History text. Next, the students conduct an expert search where each student is given a topic to research and then they are to teach it to the rest of the class by jigsawing. The topics were Germanic traditions, Charlemagne, European revival of learning and Charlemagne’s legacy. The activity starts with students working in groups to investigate their topic (each group is given a different topic). When the students are finished they are then instructed to get the 3 other topic from an expert in the room. An expert is one who researched the topic and only an expert can teach that topic. Students work until they have all topics recorded on their sheet. This is an excellent example of note taking for students. Finally, the class is wrapped up with a small set of note that explains the rise of Europe from 400-1300.
Students are given a graphic portrayal of medieval society and are asked to fill it in. It is a triangle and several blank parts to show the stratification of society. Also, they are given a small amount of notes on feudalism. Next, students are put with a partner and asked to read one of two excerpts about medieval life. One is the typical life of a peasant and the second one is a description of a manor feast. After each partner has read the excerpt and answered a few simple questions they are asked to share what they learned and cooperatively fill out a chart which illuminates the drastic differences between the classes in Europe. Students are then given a short amount of notes that explain the change from the agricultural revolution and how it led to the commercial revolution. Lastly, students in groups are asked to create a poster that depicts the results of the commercial revolution. When all groups are finished they are placed around the room and students view the ‘gallery’. The lesson is closed with a whip around about the economy and social structure of Europe during the Middle Ages.
4. Life in the Middle Ages:
Students participate in Paper Bag Dramatics. Students are placed in groups of approximately 4-5 students. Each group is given a paper bag with various terms that relate to the medieval society. Students are asked to create a skit that answers the question- "How did the feudal system and the manor economy affect society in the Middle Ages?" Students are given the majority of the block period to complete the skit and at the end of the period they perform the skit.
Students are asked to create a graphic organizer on poster paper. The center of the graphic organizer is the question "How the church influenced life in the Middle Ages"? Additionally, the following areas are to be placed off of the center question because the areas potentially answer the question: spiritual services, political powers, economic activity, social service, education work, and missionary work. Students are shown an example of the graphic organizer. Students are expected to work in groups to complete the graphic organizer. Students will post them around the room and everyone will view the gallery. Additionally, students are asked to be able to share 3 positive and 3 negative effects of the church on life in the Middle Ages after they have viewed all of the posters. Lastly, I go over a review sheet on the material covered this far in preparation for a quiz on this information.
Students are given the quiz. When all students are finished they are asked to find a partner to create a biographical poster. The poster is on key historical figures during the Middle Ages such as William the Conqueror, King Henry II, King John, King Edward I, King Phillip II, King Louis IX, and King Phillip IV. Each partner is given a person to investigate. They are also instructed that the poster is to be biographical and include illustrations that highlight important moments in the life of the ruler. The students will have the majority of the block period to work on the poster. They are encouraged to use outside sources such as encyclopedias. When the students are finished they must post them around the room and view the ‘gallery’. When everyone has viewed the posters they are asked to write one paragraph that is collected which answers the question "Who do you think is most influential in history and why?"
Students are asked to define the Crusades. After we have an accurate definition it is put on the overhead and the students receives notes on the causes of the Crusades. Each group is given a different eyewitness account of the crusades. Students are asked to read silently the excerpt on their own. After everyone in the groups has finished the reading they are asked to answer a few questions about the account. Then, each group is expected to explain their account to the rest of the class. After each group has reported, we discuss the importance of primary source and the importance of identifying the source and point of view. Next, the students are given a blank timeline with dates. They are to fill in key events and figures during the Crusades. When the students are finished, we fill in a copy on the overhead as well as point out locations on the world map. Lastly, we finish the notes on the Crusades by listing the effects of the Crusades.
Students are asked to complete a poster about an aspect of Middle Ages. Each group (3-4 people) is given a topic (universities, new learning in the middle ages, education for women, Literature, architecture, black death and disease, changes in the church, and the 100 Years War). The posters should include both illustrations as well as description of the topics. Each group should put the poster on the wall. When viewing the gallery students are asked to take notes about each topic. The lesson is ended with a whip around of what do you think is positive and negative about the Middle Ages. The class is ended by going over the review sheet for a test on the next day. The test is primarily multiple choice and essay.
This unit has a supplemental packet which includes teacher and student resources such as rubrics, worksheets, notes, handouts, background information and a bibliography. Feel free to contact us at the above address for further information.