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World Studies Middle Ages (Feudalism and Transitions)

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Then ask the students how international trade again became active in the later Middle Ages. How did this change society of that time? Activity #3: ... – PowerPoint PPT presentation

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Title: World Studies Middle Ages (Feudalism and Transitions)


1
World Studies Middle Ages (Feudalism and
Transitions)
  • 7th grade
  • World Studies Middle Ages
  • (Feudalism and Transitions)
  • Laura Orlowski

2
Table of Contents
  1. Introduction to the Unit
  2. History
  3. People in Societies
  4. Geography
  5. Economics
  6. Government
  7. Citizenship Rights and Responsibilities
  8. Social Studies Skills and Standards

3
Introduction
  • The unit I chose to design was a 7th grade World
    Studies Middle Ages (Feudalism and Transitions)
    unit. I selected this unit because I felt it
    comprehensively covered the essential information
    needed for the eighth grade Ohio Achievement
    Test, and I found the information in this unit
    interesting (personally).
  • The readings assigned to the students are all
    found in the textbook Medieval Times to Today.
    This is the textbook used to teach the 7th grade
    students at the school where I am currently
    student teaching. To prepare for teaching this
    unit I have designed this power point
    presentation to help guide my lesson planning.

4
History Benchmarks and Activities
  • Benchmark A. Interpret relationships between
    events shown on multiple-tier time lines.
  • Indicator 1. Chronology Group events by broadly
    defined historical eras and enter onto
    multiple-tier time lines.
  • Benchmark C. Describe the characteristics of
    feudal societies and the transition to the
    Renaissance and Reformation in Europe.
  • Indicator 4. Feudalism and Transitions Explain
    the Lasting effects of military conquests during
    the Middle Ages including
  • Muslim conquests
  • The Crusades
  • The Mongol invasions
  • Activity 1 As part of a pre-assessment
    activity, pass out a timeline on a piece of paper
    to each pair of students. Have the pair fill in
    the events missing from the timeline (word bank
    will be made available to the students).
  • Activity 2 Have students skim through the text
    and illustrations in Section 1 (Chapter Five) of
    their textbook, Medieval Time to Today. Have
    them find answers to the following questions
    What was life like in the northern-Italian
    city-states? How did art change during the
    Renaissance? Who were some important artists of
    the Renaissance? What was the Reformation?
    Students who want, may read more information
    about the Reformation on the website
  • http//www.historylearningsite.co.uk/reformation.
    htm

5
History Activities cont.
  • Activity 3 Have students create web diagrams
    based on the information in Section 1 of their
    textbook, Medieval Times to Today. The hub of
    each diagram should include one of the three main
    headings of the section the World that Made
    Leonardo, The Renaissance Artist, or The
    Reformation. The extension from each hub should
    provide supporting details for each main heading.
    This activity should take about thirty minutes.
  • Activity 4 Students will read the article,
    Manuscripts, Books, and Maps The Printing Press
    and a Changing World The Development of Print
    Technology, that teaches students about the
    significance of printing with moveable type. To
    understand the significance of the ability to
    print with moveable type, students will complete
    the graphic organizer, An Invention-Causes and
    Effects found in Danilel J. Barnekows book,
    Graphic Organizers for Social Studies

6
History Activities cont.
  • Activity 5 Have students research one of the
    great artists from the Renaissance time period on
    the world wide web. Students may pick from
    Leonardo Da Vinci, Michaelangelo Buonarroti,
    Raphael Sanzio, Caravaggio, Sandro Boticelli,
    Hieronymus Bosch, Pieter Breughel, Antonio
    Corregio, Giovanni Bellini, Albrecht Durer,
    Titian, and Giorgione. Each student will fill in
    the information about the artist that they
    researched on the graphic organizer, A
    Biographical Profile from Danile J. Barnekows
    book, Graphic Organizers for Social Studies.

7
History Related Websites
  • Five Related Websites
  • To be used with Activity 1
  • http//people.timelineindex.com/content/view/540
  • This website provides a comprehensive and
    thorough timeline that students may consult to
    check their guesstimates of events on the Middle
    Ages Timeline. Students may add interesting
    factoids to their timeline, based on the
    websites timeline.
  • To be used with Activity 2
  • http//www.historylearningsite.co.uk/reformation.h
    tm
  • This website gives students access to important
    historical facts regarding the Reformation.
    There are several clickable links available to
    encourage discovery and exploration of key terms
    and phrases.

8
History Related Websites cont.
  • To be used with Activity 3
  • http//www.graphicorganizers.com/downloads.htm
  • This website allows students to download and
    print off their own web map or concept map to use
    with the class activity. This site provides
    students and teachers alike with access to free
    graphic orgnaizers.
  • To be used with Activity 4
  • http//communication.ucsd.edu/bjones/Books/printec
    h.html
  • This website contains the article that students
    will read in order to better understand the
    significance of Johannes Gutenbergs printing
    press. Students will read the article located on
    this website and will use it as a reference while
    they complete their graphic organizers.
  • To be used with Activity 5
  • http//www.artcyclopedia.com/history/high-renaissa
    nce.html
  • This website provides students with a place to
    jumpstart their research on their chosen
    Renaissance artist. Several of the links on this
    page are clickable to aid in student research.

9
People in Societies Benchmarks and Activities
  • Benchmark A. Compare the cultural practices,
    products and perspectives of past civilizations
    in order to understand commonality and diversity
    of cultures.
  • Indicator 2. Cultures Explain how the Silk Road
    trade and the Crusades affected the cultures of
    the people involved.
  • Benchmark C. Explain how contact between
    different cultures impacts the diffusion of
    belief systems, art, science, technology,
    language, and forms of government.
  • Indicator 3. Diffusion Give examples of contacts
    among different cultures that led to the change
    in belief systems, art, science, technology,
    language or systems of governent.
  • Indicator 4. Diffusion Describe the cultural and
    scientific legacies of European (and Japanese)
    civilizations.
  • Activity 1 Give students two minutes to list on
    a piece of paper what they know about the Middle
    Ages in Europe. Write these words on the board
    to help guide student thinking feudalism,
    knights, chivalry, lord and lady of the manor,
    serfs. Ask students to add information to each
    of these words or phrases.
  • Activity 2 Have students read Reach Into Your
    Background in the Before You Read box on page
    105 of their textbooks (Medieval Times to Today).
    Discuss what makes Americans feel like one
    nation. List on the chalkboard what we have in
    common as students suggest ideas.

10
People in Societies Activities cont.
  • Activity 3 After students read Section 1 in
    their textbooks (Chapter Five), have them
    contribute to a semantic map that addresses the
    following questions How did feudalism develop?
    Why did it develop? What were the primary roles
    and responsibilities of lords of the manor?
    Vassals? What role did peasants and serfs play
    in the manor organization?
  • Activity 4 Let students debate the positive and
    negative aspects of feudalism. Make a chart on
    the board labeled positive and negative, ask
    students to contribute statements to both sides.
    Ask students if they think feudalism was
    basically a useful system for protecting people
    and society. Allow students to debate this
    question. This activity should take about twenty
    minutes.

11
People in Societies Activities cont. and Related
Websites
  • Activity 5 After students read Section Four,
    have them discuss why kings and popes were in
    conflict. How did kings gain power? How did the
    Crusades make the nobles weaker? What part did
    the Magna Carta play in helping to unite England
    as a nation?
  • Five Related Websites
  • To be used for Activity 3
  • http//www.mc.maricopa.edu/dept/d10/asb/anthro2003
    /glues/feudalism.html
  • This website provides students with vital facts
    and history concerning feudalism. It will prove
    helpful for students who seek a more detailed
    explanation than what the textbook offers.
  • To be used for Activity 4
  • www.fandm.edu/departments/economics/
    ahearn/152/152assignments/152MTans.doc
  • This website provides useful information
    regarding the pros and cons of feudalism.
    Students can use this website as a resource to
    help them find arguments to support their stance
    on feudalism for the class debate.

12
People in Societies Related Websites
  • To be used for Activity 5
  • http//www.fordham.edu/halsall/source/magnacarta.h
    tml
  • This website not only provides students with
    background information regarding the Magna Carta,
    it actually contains the text of the Magna Carta
    so that students can look at and read the actual
    historical document.
  • http//www.thetreemaker.com/last-name-meaning/crus
    ades.html
  • This website gives a thorough review of the
    Crusades. Students can use this site to add to
    their knowledge and information about the
    Crusades.
  • http//www.bible.ca/history/eubanks/history-eubank
    s-20.htm
  • This website provides an excellent overview of
    why the kings and popes could not get along or
    work together during the Middle Ages. Insight
    into the papal and monarchic conflicts is
    thoroughly investigated here.

13
Geography Benchmarks and Activities
  • Benchmark A. Identify on a map, the location of
    major physical and human features of each
    continent.
  • Indicator 1. Location For each of the societies
    studied, identify the location of significant
    physical and human characteristics on a map of
    the relevant region.
  • Indicator 2. Location On a map, identify places
    related to the historical events being studied
    and explain their significance.
  • Benchmark B. Define and identify regions using
    human and physical characteristics.
  • Indicator 3. Places and Regions Describe the
    changes in the physical and human characteristics
    of regions that occur over time and identify the
    consequences of such changes.
  • Benchmark C. Use physical and historical maps to
    analyze the reasons that human features are
    located in particular places.
  • Activity 1 Show students pictures of some of
    the great cathedrals built in the Middle Ages in
    Europe, such as Chartres, Reims, and Notre Dame
    in France, and Canterbury, Salisbury, and St.
    Pauls in England. For students interested in
    how Cathedrals were built, use David Macaulays
    book.
  • Activity 2 Invite students to preview this
    section by reading the first three paragraphs and
    then skimming the headings and looking at the
    maps and illustrations. Discuss the location of
    the holy land on the map and where the crusaders
    came from. Ask students to write down two
    questions they have or want answered as they read
    this section.

14
Geography Activities cont.
  • Activity 3 Have students read Reach Into Your
    Background in the Before You Read box on page
    117 of the textbook (Medieval Times to Today).
    Give students time to think about their position
    on this subject. Then have the whole class
    debate whether wars are ever justified.
  • Activity 4 After students read Section Three,
    have them discuss the reasons for the Crusades
    and their results. How did the Crusades change
    European life? Ask students to debate whether or
    not the Crusades were justified and to evaluate
    how they were conducted. Which actions should
    have been avoided?
  • Activity 5 Assign student partners the task of
    filling in the graphic organizer located on the
    website http//www.graphicorganizers.com/downloa
    ds.htm
  • in regards to the Crusades. This activity should
    take about twenty minutes.

15
Geography Five Related Websites
  • To be used for Activity 1
  • http//images.google.com/imgres?imgurlhttp//www.
    dartmouth.edu/matc/math5.geometry/unit9/0940.jpeg
    imgrefurlhttp//www.dartmouth.edu/matc/math5.ge
    ometry/unit8/unit8.htmlh384w580sz57hlenst
    art1um1tbnidFKBHqm-xadxUZMtbnh89tbnw134
    prev/images3Fq3Dcathedrals2Bfrom2Bthe2Bmiddl
    e2Bages26svnum3D1026um3D126hl3Den26client
    3Dsafari26rls3Den26sa3DN
  • This website provides background information
    regarding symbolism in the churches built in the
    Middle Ages. This particular site also provides a
    sampling of images from the Chartres Cathedral.
  • http//images.google.com/imgres?imgurlhttp//deep
    tiskrishnan.tripod.com/sitebuildercontent/sitebuil
    derpictures/notredame6.jpgimgrefurlhttp//deepti
    skrishnan.tripod.com/deepti/id10.htmlh576w720
    sz54hlenstart2um1tbnidEMIdG6PVjKkjpMtbn
    h112tbnw140prev/images3Fq3Dcathedrals2Bfro
    m2Bthe2Bmiddle2Bages26svnum3D1026um3D126hl
    3Den26client3Dsafari26rls3Den26sa3DN
  • This website provides background on churches
    during the Middle Ages and contains some
    beautiful images of the Notre Dame Cathedral.

16
Geography Five Related Websites cont.
  • To be used for Activity 3
  • http//www.associatedcontent.com/article/25348/war
    _is_it_ever_justified.html
  • This website is helpful to students wanting to
    research background information concerning the
    debate over whether or not war is ever
    justifiable. This site provides credible sources
    for the kids to read.
  • To be used for Activity 4
  • http//history-world.org/crusades.htm
  • This website provides interesting historical
    information about the Crusades. Students can use
    this website to research background information
    to complete Activity 5 (graphic organizer).
  • To be used for Activity 5
  • http//historymedren.about.com/od/crusades/Crusade
    s.htm
  • This site provides several links to sites
    concerning the origins and history of the
    Crusades. It is a great resource for the
    students to use in their research and study of
    the Crusades.

17
Economics Benchmarks and Activities
  • Benchmark A. Indicator--Scarcity and Resource
    Allocation 1 Compare the endowment of productive
    resources in world regions and explain how this
    endowment contributed to specialization, trade,
    and interdependence in ancient times.
  • Benchmark B. Indicator--Markets 2 Describe the
    growth of cities and the establishment of trade
    routes in Asia, Africa, and Europe the products
    and inventions that traveled along these routes
    (such as spices, textiles, paper, precious metals
    and new crops) and the role of merchants.
  • Activity 1 Have students and their partners
    make two charts to summarize important
    information in Chapter Five of the students
    textbook, Medieval Times to Today. Model the
    chart for the class up on the board.
  • Activity 2 Have students read Chapter Four,
    Civilizations of Asia, in their Medieval Times
    to Today textbook. Write the following list on
    the board government, trade, technology,
    important ideas. Have students discuss how the
    merit system gave China good government, why
    China was sought after in world trade, what its
    chief technological inventions were, and how they
    changed the world, and why the ideas of Confucius
    were valuable.

18
Economics Activities
  • Activity 3Tell students that they will be
    making a map of Europe and Asia, identifying
    medieval trade routes on these continents. Each
    map should trace at least three different routes
    and must identify the cities at the ends of each
    route and the goods traded between these cities.
    Talk about ways to identify these goods (writing
    the names of the goods on the map or using
    symbols and a key). Have students draw their
    maps on a large piece of white construction
    paper. Suggest that each trade route be traced in
    a different color for easy identification. Allow
    students to identify additional cities and
    commodities along the routes. In addition to
    geography and history texts, students may use the
    following Web sites to research their
    mapshttp//history.smsu.edu/jchuchiak/HST20101--
    Lecture2024--?Maps_of_medieval_trade_routes.htm?h
    ttp//www1.enloe.wake.k12.nc.us/enloe/CandC/showme
    /trading.htmltrade?http//www.brown.edu/Departmen
    ts/Italian_Studies/dweb/society/structure/?routes.
    jpg?http//sumy.net.ua/History/map/6!.php?http//w
    ww.ucalgary.ca/HIST/tutor/imagemid/hanseaticSmall.
    gif?http//www.blackstudies.ucsb.edu/antillians/tr
    ade2.html

19
Economics Activities cont.
  • Activity 4 Assign each pair of students a city
    along the Silk Road Trade route to research.
    Explain that each pair should use the available
    resources to create a collage of products
    available in its assigned city. Provide students
    with access to textbooks, trade books, reference
    books and Internet resources. To create
    collages, provide students with drawing paper,
    glue, scissors, drawing materials and/or
    magazines to cut pictures from.
  • https//ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Co
    ntent/CSS_LP_S02_BA_L07_I02_01.pdf
  • Activity 5 Discuss dissemination of products
    and ideas and how they affected cultures. For
    example Whey was purple clothing associated with
    royalty? Because purple dye came to Europe via
    the Silk Road and was expensive, only royalty
    could afford to use it.

20
Economics Five Related Websites
  • To be used for Activity 1-5
  • http//iis-db.stanford.edu/pubs/21300/SilkRoadTOC.
    pdf
  • This website provides students with comprehensive
    historical facts about the Silk Road and its
    products. Students could use this site as part
    of their research for Activity 4.
  • http//encarta.msn.com/encyclopedia_761579956/Silk
    _Road.html
  • This website provides students with useful
    information concerning the development of the
    Silk Road and the route that the Silk Road
    followed. Students may find this website helpful
    regarding their research.
  • http//archaeology.about.com/cs/asia/a/silkroad.ht
    m
  • This website contains important information
    regarding the history of the Silk Road. Students
    should use this site as a reference when they are
    researching their city for their partner project.

21
Economics Five Related Websites
  • To be used for Activities 1-5
  • http//www.silk-road.com/toc/index.html
  • The Silk Road Foundation Homepage.?A major site
    for information on the silk road and its
    historical legacy. Highlights include an
    interactive time line that contains hot links to
    topics concerning the Silk Road, including Marco
    Polo's travels, the spread of Buddhism, and
    historical events from 5000 BC to the present.
    Also featured is a slide show of paintings found
    in the Mogau Caves in China. The presentation
    offers 24 images found in the caves, many on
    Buddhist themes.
  • http//www.chinapage.com/silkroad.html
  • The Silk Road and Dunhuang China.?A service of
    "China the Beautiful" web-site, this page offers
    links to a map of the Silk Road and an exhibition
    of art at the Mogau Caves.

22
Government/Citizenship Rights and
Responsibilities Activities
  • Activity 1 Have students read Chapter Five in
    their textbook, Medieval Times to Today. Discuss
    how government and economic leaders are trained
    in contemporary universities. Point out that
    these universities can be supported by state,
    private, and church or other religious group
    funds.
  • Activity 2 After students read Section 2, ask
    them to discuss how the Roman Catholic Church
    influenced life in the Middle Ages. Have them
    list the jobs done by the church that are now
    done by governments. Then ask the students how
    international trade again became active in the
    later Middle Ages. How did this change society
    of that time?
  • Activity 3 Discuss how the government knows
    what the people need. List the services people
    receive from government and what they give the
    government back (taxes, serve on juries, and as
    soldier in wartime, work for the government).

23
Government/Citizenship Rights and
Responsibilities Activities cont.
  • Activity 4 Assign student partners the task of
    writing a letter to a king in the late Middle
    Ages, telling him how to unite the nobles in his
    kingdom under his leadership. Tell them to use
    the information in the text and the graphics for
    suggestions. This activity should take about
    twenty minutes.
  • Activity 5 Have students re-enact an authentic
    feudalistic society. Students must research what
    societal role they will fulfill. Students must
    attempt to dress the part and act out their
    appropriate societal class/role.

24
Government/Citizenship Rights and
Responsibilities Five Related Websites
  • To be used with Activity 1-5
  • http//www.historyguide.org/ancient/lecture23b.htm
    l
  • This website gives significant amounts of
    background history concerning feudalistic
    societies in the Middle Ages.
  • http//library.thinkquest.org/J003226F/jewel.htm
  • This website is a good resource for students as
    they search for sites to research their societal
    role in feudalistic society.
  • http//www.learninghaven.com/middle_ages.htm
  • This website provides students with information
    regarding the nature of daily life during the
    Middle Ages.
  • http//www.ucalgary.ca/applied_history/tutor/endmi
    ddle/feudal.html
  • This website provides a comprehensive list of
    terms for students to familiarize themselves with
    as they study social order during the Middle
    Ages.
  • http//www.kyrene.k12.az.us/schools/brisas/sunda/m
    a/mahome.htm
  • This website provides links to various different
    social classes/ranks. Useful for students
    researching their feudal role.

25
Study Skills and Methods Activities
  • Activity 1 Invite students to imagine that they
    are advisors to a king. The king wants to unite
    the many lords in his kingdom under his
    leadership. What should he offer to these lords
    to get them to pledge loyalty to him as their
    king? Tell students that money is not the issue.
    List ideas students think of on the chalkboard.
  • Activity 2 The students will read a summary of
    the ideas of John Wycliffe (1328-1384). Wycliffs
    influence was later felt in Bohemia, where John
    Huss led a large following and was ultimately
    excommunicated and condemned by the Council of
    Constance for refusing to yield to his conscience
    based on his views of Scripture and his
    insistence that the cup be administered to the
    laity at the Lord?s Supper. Huss was condemned
    and burned at the stake in 1415. A resulting war
    against Hussite followers in Bohemia lasted
    twenty years and proved indecisive. Half of the
    class will argue from the perspective/point of
    view of John Wycliffe or John Huss, the other
    half of the class will argue from the point of
    the church.

26
Study Skills and Methods Activities cont.
  • Activity 3 Half of the class must argue from
    the perspective of the church during the
    Reformation, while the other half of the students
    argue from the vantage point of the monarchy.
    Students will debate who should have more power.
  • Activity 4 Students will place themselves in
    the shoes of a serf from the past. In their
    journals, they will respond to their rights and
    the various inequalities that they must contend
    with on a daily basis.
  • Activity 5 Students will read about the daily
    life for vassals, serfs, and nobles and will
    contrast social order in the Middle Ages with the
    social order that we have in place now.

27
Study Skills and Methods Five Related Websites
  • To be used with Activity 1-5
  • http//www.themiddleages.net/
  • This website is a great resource for the students
    for all the information that they are studying
    during this unit. This website provides links to
    numerous different topics and subheadings related
    to the Middle Ages.
  • http//www.medieval-life.net/life_main.htm
  • This website provides insight into the
    information and history available to students
    regarding daily life in the Middle Ages.
  • http//www.mnsu.edu/emuseum/history/middleages/
  • This website provides a virtual tour of a Museum
    site with facets of Medieval life relating to
    Knights, Merchants, the Church and Peasants.

28
Study Skills and Methods Five Related Websites
  • http//www.bbc.co.uk/history/british/middle_ages/
  • BBC History - Middle Ages index page. ... from
    Magna Carta to the horrors of the Black Death.
  • http//historymedren.about.com/
  • Comprehensive directory of medieval art,
    literature, music, philosophy, history, religion,
    science and militia, and the individuals who made
    it all happen.

29
Additional Sources
  • Barnekow, Daniel J. Graphic Organizers for Social
    Studies. J. Weston Walch. 1998. Portland,
    Maine
  • Hodges, Margaret, and Margery Evernden. Of
    Swords and Sorcerers The Adventures of King
    Arthur and His Knights. 1993. Margaret Hodges
    and Mary Evernden.
  • Kozlowski, Gregory C. The Concise History of
    Islam and the Origin of Its Empires. The Coley
    Publishing Group. 1991.
  • Lacroix, Paul. Manners. Custom and Dress During
    the Middle Ages and During the Renaissance
    Period. Harvard. 2004. Harvard, Mass.
  • Medieval Times to Today. Teachers Edition.
    Prentice Hall. World Explorer.2001. Needham,
    Mass.
  • Medieval Times to Today. Teaching Resources.
    Prentice Hall. World Explorer 2001. Needham,
    Mass.
  • Miyazaki, Ishisada. Chinas Examination Hell.
    Yale University Press. 1981.
  • Sato, Hiroake. Legends of the Samurai. Hiroake
    Sato. 1995. The Overlook Press. Woodstock, NY.
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