Unittemplate

UNIT TITLE: The Middle Ages

Author: Marilyn Querciagrossa
E-Mail Address: mrsq@min201.grundy.k12.il.us
School: Minooka CCSD #201, Minooka Junior High School: Minooka, IL 60447
School Home Page URL: www.min201.grundy.k12.il.us

THEME : Life in the Middle Ages

BROAD CONCEPT: Survival, Persistence, Faith, Social Interactions

GRADES: 7^th or 8^th

INTEGRATED SUBJECTS: Social Studies, Language Arts, Science, Math, Music, Art

UNIT GOALS AND PURPOSE: The goal of this unit is for students to learn about life in the Middle Ages in Europe using a variety of resources with an emphasis on technology. Working cooperatively in groups, the students will investigate and learn about various aspects of life in the Middle Ages and then demonstrate their knowledge by doing a project. Projects students can choose from include:

   Performance such as a skit, fashion show (with real people, dolls, or paper dolls), mock banquet, or interview
       Construction such as a model castle, model of a weapon, or diorama of a town
       Presentation such as a slide show done in Kid Pix, Power Point, or Keynote
        Poster such as an illustration of heraldry
        Web page showing one aspect of medieval life in detail

The students will work in groups of two or three. In addition to doing the project, each group will keep a log of daily activities. The log will be used by the students and the teacher as an ongoing assessment. The evaluation of the completed project according to a rubric will be the summative assessment. The students will share their projects on the final two days of the unit. The teacher and fellow students will provide to each group a performance based assessment of the presentations in the form of a rubric.

Because the amount of information on the Middle Ages is vast, the teacher will undoubtedly have the opportunity to learn new material while helping the students do research and while viewing the students’ presentations.

TIME FRAME: Ten school days

OBJECTIVES:

Using prior knowledge and knowledge gained from reading the novel Catherine, Called Birdy by Karen Cushman, students will, with guidance from the teacher, brainstorm various aspects of medieval life to study in greater depth.
Having chosen an area to study, students will use the Internet, World Book Encyclopedia, and various books to gather information about the chosen topic.
Working in collaborative groups, students will produce a model, give a performance, make a presentation, make a poster or produce a web page to demonstrate their knowledge of the chosen topic.
Students will share their new knowledge with the teacher and their classmates by giving a performance or a presentation.
Students will keep a log of daily research and project activities.
Students will use computers, video cams, digital cameras, scanners, printers, floppy drives, CDs, CD burners and software to research and to assist in completing their projects.

MATERIALS:

General materials and equipment: Copies of the novel, Catherine, Called Birdy (http://www.amazon.com/exec/obidos/tg/detail/-/0064405842/002-9448197-6522425?v=glance) by Karen Cushman, one for each student, scissors, construction paper, glue, fabric, poster board, markers, crayons, tables, chairs,

Technology tools: computers with Internet access, digital video cam, Mavica digital camera, scanner, color printers, 3.5 inch floppy disks and portable floppy disk drive, CDs and computer with CD burner, LCD projector, screen, laptop computer, SmartBoard

Software Used in this Unit:

_X_Desktop Publishing - Print Shop 7 _X_ Brainstorming - Inspiration

_X_Word Processing - Microsoft Word __Spreadsheet (ex. Cruncher)

_X_CD-ROM Encyclopedia - World Book __ Database (ex. MS Works)

_X_ Multimedia – Hyperstudio, Power Point, KidPix, Keynote

_X_Other software pertaining to unit

Web Publishing – Microsoft Word, Adobe Photoshop Elements, Microsoft Paint,

Owl & Mouse Free downloadable software: Shields, Knights, and Heraldry, Owl & Mouse Free downloadable software: Build a Medieval Castle

STATE STANDARDS ADDRESSED BY THIS UNIT:

English Language Arts:

1.C.3a Use information to form, explain and support questions and prediction

1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres

1.C.3f Interpret tables that display textual information and data in visual format

2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations

3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication

3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.

4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension

4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

4.B.3b Design and produce reports and multi-media compositions that represent group projects

4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards).

5.A.3a Identify appropriate resources to solve problems or answer questions through research

5.B.3a Choose and analyze information sources for individual, academic and functional purposes

5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research

5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats

Mathematics:

7.A.3b Apply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measures in practical situations

7.B.3 Select and apply instruments including rulers and protractors and units of measure to the degree of accuracy required

9.A.3a Draw or construct two- and three- dimensional geometric figures including prisms, pyramids, cylinders and cones.

9.A.3c Use concepts of symmetry, congruency, similarity, scale, perspective, and angles to describe and analyze two- and three-dimensional shapes found in practical applications (e.g., geodesic domes, A-frame houses, basketball courts, inclined planes, art forms, blueprints).

10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data.

Science:

11.B.3c Select the most appropriate design and build a prototype or simulation.

12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free falling objects

12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).

13.A.3b Analyze historical and contemporary cases in which the work of science has been affected by both valid and biased scientific practices.

13.B.3a Identify and explain ways that scientific knowledge and economics drive technological development.

13.B.3c Describe how occupations use scientific and technological knowledge and skills.

Social Science:

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

15.C.3 Identify and explain the effects of various incentives to produce a good or service.

15.D.3a Explain the effects of increasing and declining imports and exports to an individual and to the nation’s economy as a whole.

15.E.3b Explain how laws and government policies (e.g., property rights, contract enforcement, standard weights/measurements) establish rules that help a market economy function effectively.

16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.

16.A.3c Identify the differences between historical fact and interpretation.

16.B.3c (W) Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.

16.C.3a (W) Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and technological and scientific progress.

16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading.

17.C.3c Analyze how human processes influence settlement patterns including migration and population growth.

18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.

18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military).

18.A.3b Explain how social institutions contribute to the development and transmission of culture.

Fine Arts:

25.A.3b Drama: Understand how the elements of acting, directing, playwriting and designing combine with the principles of tension, rhythm, pattern, unity, balance, repetition and idea to communicate.

27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.

27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.

STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:

In order to develop background knowledge and to act as a springboard activity two weeks prior to beginning the unit, the students will read the novel, Catherine, Called Birdy, by Karen Cushman

Teacher Resources for reading novel: http://www.sdcoe.k12.ca.us/score/ccb/ccbtg.html (Teacher Cyberguide, San Diego, California Office of Education), http://www.houghtonmifflinbooks.com/readers_guides/cushman/catherine.shtml (Houghton, Mifflin discussion guide for novel), http://www.harperchildrens.com/schoolhouse/TeachersGuides/cushmanindex.htm (Harper Collins teacher guide for novel)

Unit Day One:

Using Inspiration software and the SmartBoard, students will, with guidance from the teacher, brainstorm various aspects of medieval life they think will make good topics for further study. The teacher will print the resultant web so students can choose a topic and group to conduct research. Each group will decide what project the group would like to complete. The students will use Microsoft Word on the computers to type a short proposal for a topic and project.

Some suggested areas of study: feudal system, castles, weapons, clothing, health, trade and travel, towns, knights, heraldry, entertainment, religion, nobility, farming, music, food, architecture, the Crusades, illumination, art

Unit Day Two: Students will use Microsoft Word to prepare a document with a table to keep a daily log of their work. This activity will be done in the computer lab with assistance from the teacher. The teacher will guide the students in making an appropriate log with the correct number of columns, rows, and headings. The students will also receive instruction on printing note cards using Microsoft Word. The students will save their daily logs on floppy disks. The students will prepare invitations to the final presentations using Print Shop 7 that will be sent to administrators and parents.

Unit Days Three and Four:

The teacher will inform students of their groups and give feedback on the topics chosen. Each group will be given a handout describing acceptable project choices. Each group should decide what type of project they’d like to do. Students will conduct research on the Internet and with World Book Encyclopedia software using the computers in the learning center. The students can also find information from available books and print encyclopedias in the Learning Center. Students should be encouraged to do further research outside of school using public library resources. As the students research, the teacher should act as a guide and facilitator, assisting the students in doing effective Internet searches and helping the students focus their efforts and stay on task.

Unit Days Five, Six, Seven and Eight:

Students will work on projects in their groups. Acceptable projects include the following:

Performance: Skit, fashion show using people, dolls, or paper dolls, mock banquet with real or pretend food, interview. If doing a skit, fashion show, or interview, the students will use Microsoft Word to prepare a storyboard. The groups may choose to use Inspiration to outline their presentations. The students doing the interview should prepare a list of questions using Microsoft Word. Students doing the mock banquet may wish to draw pictures of food, utensils, and dishes and prepare placemats using Print Shop 7 and Kid Pix. The students should also use Microsoft Word to prepare note cards for their oral presentations.

Construction: Model of a castle, medieval weapon such as a mousetrap catapult, diorama of a manor house or town. Students can use Kid Pix to print details such as bricks for the castle walls and windows. The students can also use Kid Pix to draw pictures for the diorama and print backgrounds. The students can print pictures from the Internet and the software encyclopedia (making sure to credit the source) to use in their models and dioramas. The students can use Microsoft Word to make labels and titles for their models and to prepare note cards for their presentations. Materials such as cardboard or other materials for the model will be provided by the students in the group. Photographs of the models and dioramas will be taken with the digital camera and posted on the school web site. Students will use Adobe Photoshop Elements to crop the photos and prepare them for publication on the web site.

Presentation: Students will use Kid Pix, Power Point, Hyperstudio or Keynote to prepare a slide show on their chosen topic. The slide show should include clipart, photographs, transitions, sounds, and appropriate timings. Students can use the scanner to include pictures from books or original art work. The students will use the slide show to illustrate their final presentations.

Poster: Students will use Print Shop 7 or Microsoft Word to create a poster on their topic. They may copy and print photographs and pictures from the Internet or the World Book encyclopedia to put on the posters providing proper credit is given. The students can use a scanner to print pictures from books. They will prepare note cards in Microsoft Word to assist them in presenting the posters to the class. Students should be prepared to discuss their topic in detail using the poster as a visual aid. Photographs of the posters taken with the digital camera will be edited in Adobe Photoshop Elements and posted on the school web site.

Web Page: Students will use Microsoft Word to prepare web pages on their topics. The web pages will be published on the school web site. The students may choose to illustrate information on the web site with original drawings made in Kid Pix or Microsoft Paint. Drawings, photographs, and clip art can be edited using Adobe Photoshop Elements. Elements of good web design should be evident on the web pages in addition to quality content. Students will display their web pages to the class on the SmartBoard or on a large screen using an LCD projector.

Unit Days Nine and Ten:

Students will present their projects to the teacher, their classmates, administrators, and parents. During the final presentations, the teacher will use a rubric to evaluate the final presentations. Four randomly selected students will also be given rubrics to complete as peer evaluators. The final grade for the project will be based on the average of the total points from the five rubrics.

SHARE YOUR IDEAS:

Throughout the unit, the students will be sharing ideas and knowledge within their groups. The groups of students will share their knowledge on the last two days with fellow students, administrators, parents, and teacher. The students can choose to do a performance, or a presentation. If the group chose to do a construction, the group will show the project to the class and explain what the model is about. If the students chose to do a Power Point presentation, for example, the group will present to the class and others. Performances such as skits, interviews, fashion show or banquet will be videotaped. Later, the video footage can be edited in iMovie and the students can revisit the experience in a different way by viewing and discussing the video tape.

STUDENT AND TEACHER ROLES: The teacher will act as guide and facilitator to the students as they brainstorm topics, choose projects, conduct research, and work on producing the projects. The teacher may have to provide direct instruction on how to use specific software. The teacher acts as facilitator by scheduling appropriate lab time and time in the library. The teacher will monitor the groups, asking guiding questions to make sure the students are focused and on task. The teacher will provide feedback and give suggestions to the students concerning their research and projects and will be a co-learner during the research process. The teacher will act as evaluator when the final presentations are given.

The students will act as co- learners and explorers when researching their topics and planning their projects. They will act as teachers when they assist other students in their group with using technology. They will work cooperatively in gathering information, resources and materials. The students will act as teachers when they give their final presentations and will be peer evaluators during the final presentations. The students will act as cognitive apprentices when observing the teacher using technology to find and organize information and convey ideas. The students will be producers of knowledge when they display their projects and post the results of their research on the school web site.

ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE :
Webster’s Dictionary, Roget’s Thesaurus, Encyclopedia Brittanica. Encyclopedia of World History, Historic Atlas

THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:

Civilization of the Middle Ages by Norman Cantor. Harperperennial Library, 1994

Fabulous Feasts: Medieval Cookery and Ceremony by Madeleine Pelner Cosman. George Brazillier, 1978

Health, Disease, and Healing in Medieval Culture, Sheila Campbell, Bert Hall, David Klausner, eds. St. Martins, 1991.

Cathedral, Forge and Waterwheel by Frances and Joseph Gies. Harperperennial Library, 1995.

Life in a Medieval Village by Frances and Joseph Gies. Harperperennial Library, 1991.

How Would You Survive in the Middle Ages by Fiona McDonald, Orchard Books, 1997.

A Medieval Castle by Fiona McDonald and Mark Bergin, Peter Bedrick Books, 1993.

Knights & Castles: 50 Hands-On Activities to Experience the Middle Ages by Avery Hart and Paul Mantell, Williamson Publishing, 2003.

Design Your Own Coat of Arms by Rosemary A. Chorzempa, Dover Publishing, 1987.

A Medieval Feast by Aliki, Harper Trophy, 1986.

Days of Knights and Damsels: An Activity Guide by Laurie M. Carlson, Chicago Review Press, 1998.

FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:

Title 1: Hyperhistory Online – Over 2000 files covering 3000 years of history

URL 1: http://www.hyperhistory.com/online_n2/History_n2/a.html

Description 1: This site can be used to collect background information on the Middle Ages. The site has an excellent timeline showing events in various parts of the world during specific time periods.

Title 2: Why and How I Teach With Historical Fiction by Tarry Lindquist

URL 2: http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/social1.htm

Description 2: This online article from Instructor Magazine gives some great tips and reasons for teaching with historical fiction.

Title 3: Middle Ages Trust Teaching Resources

URL 3: http://members.aol.com/tmatrust/teach.html Medieval scene

Description 3: This site has many links and references for information on the Middle Ages. Includes a limited search engine for ancient and medieval studies.

Title 4: Mr. Donn’s World History

URL 4: http://members.aol.com/MrDonnHistory/World.html#MIDDLE

Description 4: Has numerous lesson plans for teaching about the medieval ages. Includes quizzes, worksheets, units, downloads, many resources for students and teachers, links to other sites, links to online games, and even free software. Mr. Donn is awesome!

Title 5: Classics Technology Center

URL 5: http://ablemedia.com/ctcweb/consortium/vammiddleages.html

Description 5: Links to sites having to do with the Middle Ages. Includes links to databases and a link to NetSerf.

Title 6: NetSerf

URL 6: http://www.netserf.org/

Description 6: The Internet connection for medieval resources. Contains links to sites by category. Very comprehensive.

Title 7: Designing Your Own Medieval Castle

URL 7: http://www.acsamman.edu.jo/~ms/crusades/teach/build.html

Description 7: Excellent directions student project. Includes basic expectations, suggestions for materials, and links to other information about the Middle Ages.

Title 8: Medieval Europe

URL 8: http://www.kent.wednet.edu/staff/mjarvis/worldhist/ Medieval castle

Description 8: Descriptions of group projects

Title 9: Power Point tutorial

URL 9: http://www.actden.com/pp/

Description 9:Teachers and students can use this online tutorial to learn how to make Power Point presentations.

Title 10: Hyperstudio Teacher Tutorial

URL 10: http://www.msad54.k12.me.us/MSAD54Pages/Staff%20Development/Hyperstudio%20Tutorial/hyperstudio_tutorial.htm

Description 10: Excellent tutorial for teachers who want to learn to use Hyperstudio and help students make Hyperstudio presentations.

Title 11:Keynote Tips, Tutorial, and Information

URL 11: http://www.keynoteuser.com/tips/

Description 11: Good site for learning how to use Keynote.

RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:

Title 1: Crusades: A view from Jordan

URL 1: http://www.acsamman.edu.jo/~ms/crusades/index.html helmet

Purpose of Use 1: This site will give students information on the Crusades and castles in the country of Jordan.

Description 1: The site was created by sixth grade students in Amman, Jordan and has photographs, a virtual tour, links to other sites, and teacher resources.

Title 2: Women in World History Curriculum, Lyn Reese, director

URL 2: http://www.womeninworldhistory.com/heroine.html

Purpose of Use 2: Students can research specific contributions of women during the Middle Ages, especially during the Crusades.

Description 2: Excellent information about the Crusades and the role played by the women who were left behind when their men left for the Crusades. Also has information about Eleanor of Aquitane, Melisende, Anna Comnena, and Shagrat-al-Durr.

Title 3: The Crusades

URL 3: http://crusades.boisestate.edu/contents.html

Purpose of Use 3: Students can use this site to find information about individual Crusades. The site has good graphics and written information.

Description 3: Comprehensive history of individual Crusades from Boise State University.

Title 4: Nova Online: Medieval Siege

URL 4: http://www.pbs.org/wgbh/nova/lostempires/trebuchet/

Purpose of Use 4: Students can visit this site to find information about medieval warfare and weapons. The site also has information about life in a castle.

Description 4: The site has excellent pictures and information about the trebuchet, a medieval weapon. The castle information is in the form of questions and answers. This site includes an online game called “Destroy the Castle”.

Title 5: Tales of the Middle Ages

URL 5: http://www.godecookery.com/mtales/mtales.htm

Purpose of Use 5: Students can use this site to find information about many aspects of daily life in the Middle Ages, such as religion, food and drink, superstitions, holidays, and art.

Description 5: The site has true stories, fables, and anecdotes about various aspects of daily life in the Middle Ages.

Title 6: The History of Costume

URL 6: http://www.siue.edu/COSTUMES/COSTUME3_INDEX.HTML

Purpose of Use 6: Students can use this site to find information about clothing people wore during the Middle Ages.

Description 6: The site has excellent pictures of various people such as monks, noblemen, knights, commoners, and kings and queens from different areas of Europe during the Middle Ages.

Title 7: Feudal Life: What was it really like to live in the Middle Ages?

URL 7: http://www.learner.org/exhibits/middleages/feudal.html

Purpose of Use 7: Students can use this site to find information about many aspects of feudal life, such as religion, homes, clothing, health and medicine, arts, and town life.

Description 7: The site has excellent written information and links to additional resources.

Title 8: Life In the Middle Ages

URL 8: http://www.kyrene.k12.az.us/schools/brisas/sunda/ma/mahome.htm

Purpose of Use 8: Students can find information and pictures about knights, castles, jousts and tournaments, food and feasts, cathedrals, commoners, and noblemen.

Description 8: This site was authored by students in a gifted resource class in Arizona.

Title 9: Fact Monster + Middle Ages medieval cook

URL 9: http://www.factmonster.com/search.php3?query=middle+ages

Purpose of Use 9: Students can go to online encyclopedia articles about various aspects of the Middle Ages.

Description 9: This site has links to over twenty encyclopedia articles, dictionary entries, almanac entries, and atlas maps on the Middle Ages.

Title 10: A Guide to Medieval and Renaissance Instruments

URL 10: http://www.s-hamilton.k12.ia.us/antiqua/instrumt.html

Purpose of Use 10: Students can use this site to learn about musical instruments played in the Middle Ages.

Description 10: This site has written information and pictures of 32 different musical instruments played during the Middle Ages and the Renaissance.

Title 11: Footwear of the Middle Ages

URL 11: http://www.personal.utulsa.edu/~marc-carlson/shoe/SHOEHOME.HTM

Purpose of Use 11: Students can use this site to research what kind of shoes and boots people wore in the Middle Ages.

Description 11: The site has written information, pictures, a glossary of terms, and even directions for making medieval footwear.

Title 12: Welcome to the Middle Ages by Aaron Rice, student at Brigham Young University

URL 12: http://www.byu.edu/ipt/projects/middleages/index.html

Purpose of Use 12: Students can use this comprehensive site to learn about many aspects of the Middle Ages, including daily life, food, music, games, armor making, and important people.

Description 12: This is an excellent site with good written information. When the home page opens, a Gregorian chant plays. The site includes a “Stargate Experience” where visitors from the past come through the Stargate and talk about their lives during the Middle Ages.

Rubrics:

Rubric for Performance – Skit, Banquet, Interview, Fashion Show

	1	2	3	4
Organization	No organization or understandable sequence, no logical beginning or end	Very little logical sequence, no introduction or logical end	Most of the performance has logical sequence of events, good introduction and ending	Sequence of events is very logical and entertaining, good introduction and ending
Content Knowledge	Inaccurate content, little information presented	Some information presented	Information is accurate and some facts are presented	Information is accurate and many facts are conveyed
Visuals	No props or visuals used	A few props are used; some are unrealistic or inappropriate	Good props are used to enhance performance, props are authentic-looking	Many visuals and props are used to enhance performance, all are accurate and authentic-looking
Mechanics	No storyboard	Storyboard has three or more spelling/grammar errors	Storyboard has no more than two spelling/grammar errors	Storyboard has no spelling/grammar errors
Performance	Performers are difficult to understand, hard to hear, mispronounce words, don’t have eye contact with audience	Some words are mispronounced, some audience members in back can’t hear	Audience can hear performers, most words are pronounced correctly	Performers are easy to hear, have eye contact with audience, don’t mispronounce any terms, are engaged in performance
				Total:	/20