S4 medieval Unit - Brock Universitycrutherford/SocialStudies/History_4 _files/S4... · Assessment of previous knowledge through brainstorming and concept ... Social Studies/Medieval

Medieval Times: UnitBy

Matt RedmondAmber Davies

Erin KrolCourtney Fisher

James Fraser

EDUC 8Y29

Febraury 22, 2007

Unit Overview

Our aim in teaching this unit is to give the students a greater understanding of medieval society including its structure and routines. It is possible that students have al-ready formed an opinion about medieval society based on personal interest or media in-fluences, and this unit will be an important part in clarifying or increasing the student’s knowledge surrounding the topic.

In order to meet the overall expectations, which include identifying and describ-ing major features of daily life and social organization in medieval European societies and relating the significant elements of said societies to their counter parts in contempo-rary Canadian communities, students will be engaged in a variety of learning activities

that will meet the needs of the various learning styles. For example, the students will be involved in using the computers, working through a variety of activities at different learn-ing centres, designing and building a castle and in the hosting of and participation in a medieval festival.

We have decided that the Medieval Times expectations should be divided into two units and as such, this could be used at any time throughout the year at the discretion of the teacher. The unit will run for approximately six weeks (~18 50 minute periods) and will culminate with the creation and presentation of a medieval festival where the stu-dents will be required to showcase and reflect on their learning from the unit.

The specific expectations that will be met in this unit include:Knowledge and Understanding

- describe the hierarchical structure of medieval society and the types of people in it, and explain how and why different groups cooperated or came into conflict at different times

- describe aspects of daily life for men, women and children in medieval societies- describe characteristics of castles and aspects of castle life- describe medieval agricultural methods

Inquiry / Research and Communication Skills- formulate questions to guide research- use primary and secondary sources to locate information about medieval civiliza-

tions- use graphic organizers to summarize information- draw and label maps or create models to illustrate features of medieval landscapes- read and interpret maps relevant to the period- use media works, oral presentations, written notes and descriptions, and drawings

to communicate information about life in medieval society- use appropriate vocabulary to describe their inquiries and observations

Application- compare aspects of life in a medieval community and their own community- make connections between social or environmental concerns of medieval times

and similar concerns today- use artistic expression to re-create or respond to imaginative works from medieval

times

There is a lot of potential within this unit to create cross curricular lessons for use in other subject areas. It could very likely be turned into a thematic unit if desired. One would simply need to decide what other subject areas they wish to incorporate. We have elected not to go that route in this case, instead we chose to integrate expectations from other cur-

riculum documents into various lessons, but do want it made known that this is a viable possibility

Medieval Times Unit Outline:Lesson One ~ two 50 minute periods “Hear Ye Hear Ye” – IntroductionTasks include:

• A game of ’20 questions’ with teacher in role• Assessment of previous knowledge through brainstorming and concept

map creation• Investigation / discussion centred on photographic portrayals of medieval

society• ‘Treasure Hunt’ worksheet (matching pictures and terms with correspond-

ing definitions)

Lesson Two ~ two 50 minute periods “Who’s on Top? – The Hierarchical Structure of Medieval SocietyTasks include:

• Brainstorm answers to the question: "What types of people were there in medieval societies?" and "What kinds of interactions occurred between the different groups?"

• Internet research • Completion of the distributed worksheet• Students will share something new/interesting they learned while research-

ing• As a class create a chart of the social hierarchy of medieval society

Lesson Three ~ eight 50 minute periods “Aspects of Daily Life Centres”Tasks include:

- Creating a model meal out of plasticine that is appropriate for a peasant, or a townsperson or a noble

- Creating a diagram of a medieval manor house and a serf cottage- Clothing paper dolls according to the group they belong to- Completing worksheets- Create a stained glass window- Brainstorming to complete a Venn diagram

Lesson Four ~one 50 minute period “Exploring Castles, Dungeons and All”Tasks include:

• Working in pairs to complete a glossary of castle terms

• Exploring castles on the internet to familiarize themselves with the struc-tures and parts

Lesson Five ~ one 50 minute period “Designing a Medieval Castle”Tasks include:

• In partners design castle blueprints that include the 10 specifications from the lesson

Lesson Six ~ two – four 50 minute periods “Building a Medieval Castle” Tasks include:

• The creation of a castle that matches the blueprint they submitted in the previous lesson

Culminating Task ~ special afternoon long activity “Medieval Festival”Tasks include:

- Watch a film and enjoy the feast- Rotate through five stations chess, archery, Merels (peg and board game),

creating a coat of arms and regarding castle displays- Students will write a journal entry reflecting on the activities they partici-

pated in and the unit as a whole

Grade Four Medieval Times1. Identification:Candidate: Grade: 4 No. of Students: Associate: Subject/Strand: Social Studies/Medieval TimesSchool: Lesson Type: IntroductoryDate: Duration: two 50 min. periodsStudents Absent for this Lesson: 2. Lesson Topic: Hear Ye! Hear Ye! Introduction to the medieval era in history

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ ] Attitudes: [ ]At the conclusion of the lesson, students will be able to:

- Identify and describe major features of daily life and social organization in medieval societies- Describe the types of people in medieval societies- Drama and Dance: communicate, orally and in writing, their response to their own and others'

work in drama and dance (e.g., through discussions, interviews)

4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report: Portfolio: Conference: Multi-media: Other: Oral participation Interview questioningJournal:Projects: Presentation:Work Samples: X

4.b. Tools for the Teacher: Mark with an x:Observation: XChecklist:Rubric:Quiz, Test:Other:Self-assess.: Rating Scale: XNotes:Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:Observe students as they participate throughout the class, making notes in the form of a rating scale an d students’ ability and comprehension.

5. Lesson Modifications: (Where applicable, provide student names.)_________________________________

5.a. Mark with an x:Increase Time: X Challenge: Decrease No./Difficulty: X

Alternate Assignment:Oral Explan.:Repeat: XRe-teach:Scribe:E. A. Assistance:Peer Tutor: XVisuals: Manipulatives: Other:Instruct. Technologies:5.b. Teacher’s Routine for Lesson Modifications: If a child is having difficulty understanding the treasure hunt activity have them partner up with another (higher level) student to assist in the exercise. Any unclear instruction or confusing portion of lesson can be modified through increasing time allowed to work on and answer a question or repeat and rephrase in-structions. If student has difficulty moving around the room to find pictures, he/she may work with a part-ner and/or have fewer pieces to find.

6. Materials and Equipment Required:6.a. For the Students: glue, pencil,

6.b. For the Teacher: medieval music, CD player, medieval costume, medieval character bio. (i.e. Lady of the Manor),

class set of worksheets, class set of pictures hidden around room, scissors, bell, display pictures to use in discussion second day, words from hunt for word wall

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: X Centres: Inquiry; Problem-solving: X Computer-Assisted: Other:

7.b. Teacher-Directed: Mark with an x:Drill:Lecture:Guided Inquiry: XDemonstration: Other: X in-role

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent8.a. Introduction: …………………………………………………………………………..………W…Minutes 25Include reviewing, motivating, and providing a context.Day 1

- “Hear ye Hear ye!” (enter messenger (student with given lines) [ringing bell]),- BRIEF Introduction of ‘visitor’ (Teacher – dressed in period clothing and in-role of biography

character)- Visitor loves games – wants students to guess who she is and what she does

- Play “20 questions” for students to discover information, using good questions, to identify the visitor

- Discuss answers and reasoning with elbow partners, as a class decide the identity of the visitor8.b. A Sequence of Teaching and Learning:…… …………………………… ……W/I…Minutes 25Include checking for understanding and reviewing key points.

- “What time period was our visitor from?” (medieval)- Listen to medieval music, have students close eyes and take time to think about what they associ-

ate with medieval times- Brainstorming as a class – create concept web on the board

o Have an open class discussion about topics and themes they associate with medieval times

- Explain the overall schedule for the unit: what they will be studying, what projects they’ll have, how they’ll be graded, and the general description and expectations for the final Festival Day

8.c. Application:……………………………..........……………………………………W/I...Minutes 36Include facilitating guided and/or independent practice.Day 2

- Review some of the topics discussed in last class [10 min.]o Display (on the board or overhead) pictures of objects, events, or people brought up in

brainstorming (plus larger versions of the pictures that will be used in the treasure hunt)o Discuss the name/use of the various objects etc.

- Since there are many new words that they will be using, they will be completing a worksheet in-troducing some of these new terms.

- Pass out worksheets, give instructions and rules (i.e. no talking during the hunting portion of the activity) (Students must hunt around the room for 14 different miniature pictures depicting various medieval terms, they must glue the pictures onto the corresponding space by the correct definition, & write the name of the term in the blank) [2 min.]

- Students being hunting for the pictures (identical pictures can be clustered in the same area) and once all are found, begin finishing the worksheet. [10 min. hunting, 14 min. worksheet comple-tion]

8.d. Closure and Assessment:………………………………..………..…...................…………W…..Minutes 14Include sharing, reflecting, and considering next steps.

- Have students “take up” worksheet by reviewing words and their matching definition and place words on word wall

- Verbally summarize the main themes and ideas from the brainstorming concept map and collect worksheets

9. Post-lesson Reflections and/or Notes:These should be written by the candidate. Additional comments from teacher associates are appreciated.

Rating Scale

Student NameAbility to formulate good questions

Participation in Brainstorming

Accuracy of Worksheet

Cooperation and following rules

Rating Scale: 1- 5 (1 - Limited understanding of concepts, 5 - high degree of understanding concepts)

Medieval Terms

Read the definitions of the different medieval terms and then hunt around the room for the corresponding picture. Once all pictures are glued in place, write the name of the word in the blank. TEACHER COPY

An important medieval soldier, who fought on horseback and was also a ruler

__knight__

A game where two knights charged at each other on horseback, trying to knock the other off using a lance.

__Joust__

A disease which spreads quickly and usually kills people.__plague__

A poor country person who lived by farming

__Peasant__

A large fortress and home

__Castle__

Protective clothing, made out of metal__Armour__

A contest of skills between many knights, often including jousting.__tournament__

Money paid to the church which was equal to one-tenth a persons income

__Tithe__

A long pole with a pointed end, used as a weapon.__Lance__

A large war machine used to throw rocks into the air __catapult__

A war fought for religious reasons

__Crusades__

A social ruling system (land was exchanged for services and loyalty)_Feudal system_

Medieval Terms

Read the definitions of the different medieval terms and then hunt around the room for the corresponding picture. Once all pictures are glued in place, write the name of the word in the blank.

peasant tithe joust knight castle catapult Feudal system lance Crusades plague tournament armour

An important medieval soldier, who fought on horseback and was also a ruler

______________

A game where two knights charged at each other on horse back, knocking the other off using a lance.

_______________

A disease which spreads quickly and usually kills people.

______________

A poor country person who lived by farming

_______________

A large fortress and home

______________

Protective clothing, made out of metal

_______________

A contest of skills between many knights, often including jousting.______________

Money paid to the church which was equal to one-tenth a persons income

_______________

A long pole with a pointed end, used as a weapon.

______________

A large war machine used to throw rocks into the air _______________

A war fought for religious reasons

______________

A social ruling system (land was exchanged for services and loyalty)_______________

Grade Four Medieval Times1. Identification:

Candidate: Grade: 4 No. of Students: Duration: 2-3 50 min periodsSubject/Strand: Social Studies / Medieval Times

2. Lesson Topic: Who's on Top? The Hierarchical Structure of Medieval Society

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ ] Attitudes: [ ]At the conclusion of the lesson, students will be able to:- describe the hierarchical structure of medieval society and the types of people in it, and explain how and why different groups cooperated or came into conflict at different times- use primary and secondary sources to locate information about medieval civilizations- use graphic organizers to summarize information

4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report: Portfolio: Conference: Multi-media: Other:Journal:Projects: Presentation:Work Samples: Worksheets: x

4.b. Tools for the Teacher: Mark with an x:Observation: xChecklist:Rubric:Quiz, Test:Other: Self-assess.:Rating Scale:Notes:Peer Assess:Homework:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:- while there will be no formal assessment for this lesson, the teacher will observe student conduct and pro-ductivity in the computer lab, and will be able to follow up on learning by asking each child to submit their worksheets and having them share something new that they learned at the end of the period.

5. Lesson Modifications: (Where applicable, provide student names.)____________________________

5a.Increase Time: Challenge: Decrease No./Difficulty:

Alternate Assignment:Oral Explan. Repeat: Re-teach:Scribe: x

E. A. Assistance:Peer Tutor: xVisuals:Manipulatives: Other: xInstruct. Technologies:

5.b. Teacher’s Routine for Lesson Modifications:- because the lesson focuses on internet research and all students will be given the site to use, it is possible

that modification need not occur for this specific task, in the event that more support is needed, students will be permitted to research in groups or will be given additional support from the teacher

6. Materials and Equipment Required:6.a. For the Students:- pen, pencil, eraser

6.b. For the Teacher: - class set of worksheets, - access to the computer lab, - copy of "A Knight's Tale" or other video showcas-ing medieval times, - tv/ vcr

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: Centres: Inquiry;Problem-solving: Computer-Assisted: xOther:

7.b. Teacher-Directed: Mark with an x:Drill:Lecture:Guided Inquiry: xDemonstration:Other:

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Inde-pendent

8.a. Introduction: …………………………………………………………………………..… W 15-20 MinutesInclude reviewing, motivating, and providing a context.- show a clip from the movie "A Knight's Tale" or another film that gives examples of the hierarchy of me-dieval society- have the class brainstorm answers to the question: "What types of people were there in medieval socie-ties?" and "What kinds of interactions occurred between the different groups?" - keep a list of responses on the board, teacher should prompt or suggest so that all of the possibilities on the worksheet are discussed

8.b. A Sequence of Teaching and Learning:………………………………………… W 15 Min-utes Include checking for understanding and reviewing key points.- explain to the students that they will be given a worksheet and a chance to go to the computer lab to do some research about the people of medieval society and ways that they interact- have the class review proper work habits for the computer lab, rules to be followed etc.- distribute the worksheet to students and explain the activity before they leave the room for the computer lab

- only allow them to use the URL provided on the worksheet, unless they ask for permission to search on the internet

8.c. Application:………………………………………..........………………………… I 50 MinutesInclude facilitating guided and/or independent practice.- allow the students to work through their assignment, be on hand to respond to questions, give prompts and/or hints - monitor student progress so they are ensured enough computer time to complete the activity

8.d. Closure and Assessment:………………………………..………..…...................……… W 15-20 MinutesInclude sharing, reflecting, and considering next steps.- have the students guess which group their ‘visitor’ from the previous class belongs too, with reasons to justify their choice- after returning to the classroom, give students a chance to share one new thing that they learned while researching- after the sheets have been completed, create a hierarchical chart as a class, including interactions between the various groups.- have the class think about how these roles might apply to the daily lives of those in a medieval society in order to set up for the daily life centres to follow this lessonThe People of Medieval Society WorksheetUse the website http://www.castles-of-britain.com/castle6.htm to try and answer the following questions about the figures of medieval society listed below. (If you are not having any luck with the website you may ask for permission from the teacher to search the internet.)

• What was their role in society? Their responsibilities?• What were some of their routines?• Who ruled over them? Did they rule over anyone? (Include all options)• What other societal groups did they come into contact with? For what rea-

sons?

Make sure that you have enough information about each role because one will be assigned to you for our festival, and you will need to participate based on the role.

King / Queen:

Great Lords / Ladies:

Knights:

Peasants / Serfs:

Scholars:

Clergy:

Merchants:

Artisans:

Grade Four Medieval Times1. Identification:Candidate:Grade: 4 No. of Students: Associate:Subject/Strand: Social Studies/Medieval TimesSchool:Lesson Type: IntroductionDate: Duration: 1 - 50min period Students Absent for this Lesson: 2. Lesson Topic: Introduction to Aspects of Daily Life Learning Centres

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:Due to the introductory and administrative nature of this lesson, the students will not meet any specific expectations. However, this lesson will provide students with the knowledge and know-how to complete each learning centre effectively. 4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report:

Portfolio: Conference: Multi-media: Other: Students are expected to have duotangs organized and be prepared for the future learning centre work by the end of this lessonJournal:Projects: Presentation:Work Samples:

4.b. Tools for the Teacher: Mark with an x:Observation: XChecklist: Rubric: Quiz, Test:Other:Self-assess.: Rating Scale:Notes: Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:1. Teacher will systematically observe students on their ability to stay on task, listen closely, and organize…

5. Lesson Modifications: (Where applicable, provide student names)5.a. Mark with an x:Increase Time: Challenge: Decrease No./Difficulty:

Alternate Assignment:Oral Explan.: XRepeat: XRe-teach:Scribe:E. A. Assistance:Peer Tutor: Visuals: X

Manipulatives: Other:Instruct. Technologies:5.b. Teacher’s Routine for Lesson Modifications:1. The teacher provide support in the form of oral explanation or repeated instructions for those students struggling with the task and requiring assistance.2. Student tasks will be reinforced with examples and visuals.

6. Materials and Equipment Required:6.a. For the Students:

• Writing utensils6.b. For the Teacher:

• Learning Centre Duotangs with work sheets and tracking sheets• Task cards to show students • Model of the craft they will working on

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: Centres: Inquiry; Problem-solving: Computer-Assisted: Other:

7.b. Teacher-Directed: Mark with an x:Drill:Lecture: XGuided Inquiry:Demonstration: XOther:


8.a. Introduction: …………………………………………….. W 10 MinutesInclude reviewing, motivating, and providing a context.

1. Begin lesson with the “Hear Ye! Hear Ye!” announcement and trumpet call. This will let students know that it is time to learn about Medieval Studies and help get them exciting for the lesson.

2. Let the students know that over the next little while they will be working in groups at Medieval Learning Centres. They will be cooperatively working with peers and learning about aspects of daily life in medieval times.

3. Outline the expectations for the students at the learning centres and routines they are to follow when working at centres. For example students are expected to: work cooperatively and quietly, help classmates who are struggling with task, carefully read instruction cards, complete the worksheets as best you can, fill out the tracking sheet after completing the task, clean-up centre when finished, etc.

8.b. A Sequence of Teaching and Learning:…………… ……………W 15 MinutesInclude checking for understanding and reviewing key points.1. Explain each learning centre task with students. Outline the activities that they will embark on at the learning centres with enough detail so that they know what is expected of them at each centre (see Teacher Task List). 2. Answer any questions or concerns that students may have.3. Point out where each learning centre will be located in the room. 8.c. Application:………………………………………..........……S 20 MinutesInclude facilitating guided and/or independent practice.

1. Have students help hand out duotangs and worksheets. Ensure that they organize the sheets in their duotangs and that they put their name on each sheet. It is not necessary to go over every worksheet in detail at this point as they are self-explanatory.

2. Hand out the tracking sheets, have students file these in the back of their duo-tangs, and go over what they are to fill out on sheets (i.e., learning centre name, date visited, two things they learned, and areas where they could improve next time).

3. Divide the students into their learning centre groups. It is suggested that teacher divide the students based on their roles in the feast. Have students put the name of their the group they belong to on their duotangs (i.e., peasants, serfs, great lords, kings, queens, knights, priests).

4. Go over the step-by-step procedures that students should follow when completing crafts in Task #1, #3, #6. Display examples of crafts in classroom where students can see.

8.d. Closure and Assessment:……………………… ……..…...................W 5 MinutesInclude sharing, reflecting, and considering next steps.

1. Introduce students to the Learning Centre Rotation Chart. Let students know that the chart will tell them which centre their group will be working at that day (i.e., Tuesday: Housing Learning Centre = Serfs).


Cut out Cards for the Learning Centre Rotation Chart

Note: Cut these out and tape them to white board in classroom. Each morn-ing, place the group name beside the appropriate learning centre until all groups have been to all centres.

Observation Sheet

StudentDate

Centre #Observations/Comments

Learning Centre Duotang Checklist

Name: ________________________________

Task #1Meal was appropriate for the person…………………………...1 2 3 4 5The food existed during medieval times ………………………1 2 3 4 5The food in appropriately coloured and fills the plate………....1 2 3 4 5

Task #2Correctness of the similarities and differences listed…………..1 2 3 4 5The effort put into the drawings and accuracy of the houses…..1 2 3 4 5

Task #3Correctness of clothing chosen for the paper doll………….…..1 2 3 4 5Level that the doll was coloured and labeled properly………....1 2 3 4 5

Task #4Accuracy and level of completion of the worksheets…………..1 2 3 4 5

Task #5Accuracy and level of completion of the worksheets ………….1 2 3 4 5

Task #6Completion of the border around the window………………….1 2 3 4 5Overall neatness and creativity…………………………………1 2 3 4 5

Task #7Correctness of answers on worksheets…………………………1 2 3 4 5Completion of Venn diagram…………………………………..1 2 3 4 5Accuracy of Venn diagram……………………………………..1 2 3 4 5

Tracking SheetCompletion and accuracy of “2 things they learned”…………1 2 3 4 5Ability to reflect on themselves…………………………….…1 2 3 4 5

OtherOverall neatness and organization of duotang…………………1 2 3 4 5

Additional Comments:

________________________________________________________________________________________________________________________________________________________________________________________________________________________Student’s Final Mark on Learning Centre Duotang………………………………

Learning Centre

Date

2 Things That You LearnedRate Yourself1 2 3 4 5

(5 being the highest)

How would you improve next time?

Student Tracking Sheet

Name: ________________________________

Grade Four Medieval Times1. Identification:Candidate: Grade: 4 No. of Students: Associate:Subject/Strand: Social Studies/Medieval TimesSchool:Lesson Type: Collaborative LearningDate: Duration: 7 - 50min periods (1 period per learning centreStudents Absent for this Lesson: 2. Lesson Topic: Aspects of Daily Life Learning Centres

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:Food and Agriculture Learning Centre

1. Describe aspects of daily life for men, women, and children in medieval societies (e.g. food)

2. Use artistic expression to re-create or respond to imaginative works from medie-val times.

Housing Learning Centre3. Describe aspects of daily life for men, women, and children in medieval societies

(e.g., housing, roles).4. Describe the hierarchical structure of medieval society and the types of people in

it (e.g., peasants, serfs, knights, great lords, kings). 5. Use secondary sources to locate information about medieval civilizations (e.g.,

atlases, encyclopedias and other print materials, illustrations, videos, CD-ROMS, Internet sites).

6. Use written notes and descriptions, and drawings to communicate information about life in medieval society (e.g., the characteristics of medieval housing and who would live in certain types of houses).

7. Compare aspects of life in a medieval community and their own community (e.g., similarities and differences between medieval housing and housing today).

8. ...reading expectation...?9. Visual Art Expectation…

Clothing Learning Centre10. Describe the hierarchical structure of medieval society and the types of people in

it (e.g., peasants, nobles, royalty)11. Describe aspects of daily life for men, women, and children in medieval societies

(e.g., clothing)12. Use graphic organizers to summarize information (e.g., paper dolls).13. Use appropriate vocabulary (e.g., proper clothing names) to describe their in-

quires and observations.Religion and Crusades Learning Centre

14. Describe aspects of daily life for men, women, and children in medieval societies (e.g., religion, crusades).

15. Describe the hierarchical structure of medieval society and the types of people in it (e.g., peasants, clergy, monks, priests, nobles) and explain how and why differ-ent groups cooperated or came into conflict at different times (i.e., to wage Holy War, to promote trade).

16. Use secondary sources to locate information about medieval civilizations (e.g., atlases, encyclopedias and other print materials, illustrations, videos, CD-ROMS, Internet sites)

17. Use written notes and descriptions, and drawings to communicate information about life in medieval society (e.g., the characteristics of medieval housing and who would live in certain types of houses).

18. Use appropriate vocabulary (Christianity, Roman Catholic, Crusades, Holy land, monks)

19. ...reading expectation...?

Armor and Weaponry Learning Centre20. Describe aspects of daily life for men, women, and children in medieval societies

(e.g., war, armor and knights).21. Describe the hierarchical structure of medieval society and the types of people in

it (e.g., knights an d foot soldiers) and how different groups came into conflict at different times (i.e., what equipment was involved in battle).

22. Use secondary sources to locate information about medieval civilizations (e.g., atlases, encyclopedias and other print materials, illustrations, videos, CD-ROMS, Internet sites).

23. Use written notes and descriptions to communicate information about life in me-dieval society (e.g., label examples of weapons and armor on diagrams).

Arts and Crafts Learning Centre24. Describe aspects of daily life for men, women, and children in medieval societies

(e.g., crafts)25. Compare aspects of life in a medieval community and their own community (e.g.,

arts and crafts)Justice and the Magna Carta Learning Centre

26. Describe aspects of daily life for men, women and children in medieval societies (eg. Justice, the creation and impact of the Magna Carta)

27. Use graphic organizers to summarize information (eg Venn Diagram)28. Compare aspects of life in a medieval community and their own community (eg

government)29. Make connections between social concerns of medieval times and similar con-

cerns today (eg consequences of breaking the law)

4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report: Portfolio: Conference: Multi-media: Other:Journal:Projects: Presentation:Work Samples: X

4.b. Tools for the Teacher: Mark with an x:Observation: XChecklist: X

Rubric: Quiz, Test:Other:Self-assess.: XRating Scale:Notes: Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:1. Teacher will collect learning centre worksheets from students and grade according to pre-determined checklist.2. Teacher will systematically observe students as they work cooperatively with peers at the Learning Centre.3. Students will also be responsible for filling out the Learning Centre Tracking Sheet after working at the learning centre. The tracking sheet will include a self-assessment, allow students to comment on what they’ve learned, and list areas that they could im-prove on next time. The teacher will grade the student’s ability to self-assess and reflect on/summarize what they’ve learned with the same checklist mentioned in step one.


5.a. Mark with an x:Increase Time: Challenge: Decrease No./Difficulty:

Alternate Assignment:Oral Explan.: XRepeat: XRe-teach:Scribe:E. A. Assistance:Peer Tutor: XVisuals: XManipulatives: Other:Instruct. Technologies:5.b. Teacher’s Routine for Lesson Modifications:

1. The teacher will circulate the room and provide support in the form of oral explana-tion or repeated instructions for those students struggling with the task and requiring as-sistance.2. Students are encouraged to discuss task details and solutions with their group mem-bers. Students are also encouraged to ask their group members any questions they might have before approaching the teacher.

6. Materials and Equipment Required:6.a. For the Students:

• Writing utensils• Rulers and pencil crayons• Learning Centre Duotang with work sheets and tracking sheets

6.b. For the Teacher: • Learning Centre Task Cards• Learning Centre Information Sheets• Required Learning Centre Materials (see task cards for more detail)

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: XCentres: XInquiry; Problem-solving: Computer-Assisted: Other:

7.b. Teacher-Directed: Mark with an x:Drill:Lecture:Guided Inquiry:Demonstration:Other: X


8.a. Introduction: ……………………………………………………….. W 5 MinutesInclude reviewing, motivating, and providing a context.

4. Begin lesson with the “Hear Ye! Hear Ye!” announcement and trumpet call. This will let students know that it is time to learn about Medieval Studies and help get them exciting for the lesson.

5. Let students know that they will be continuing to work at the learning centres to-day. Briefly review the expectations and routines for the group work at the cen-

tres (i.e., work cooperatively and quietly, help classmates who are struggling with task, carefully read instruction cards, complete the worksheets as best you can, fill out the tracking sheet after completing the task, clean-up centre when finished, etc.).

6. Ask students to prepare all the materials they will need at the centre and direct their attention to the where they can see what learning centre their group will be working at today (i.e., Peasants are to go the Religion Learning Centre).

7. Point out where each leaning centre is to remind the students. Ask if they have any questions before they embark on their learning centre tasks.

8. Ask the students to quickly and quietly move to the appropriate learning centre.

8.b. A Sequence of Teaching and Learning:………………………… S 10 MinutesInclude checking for understanding and reviewing key points.The following procedures will be for the most part generic between learning centres:

1. Students will read the Learning Centre Task Card. They should read it two or three times to ensure they understand what is expected of them.

2. Students will then take turns reading Information Sheets and studying pictures provided at the centre.

3. Before beginning the worksheet, students are encouraged to discuss what they no-tice in the pictures and any interesting facts from the information sheet.

8.c. Application:………………………………………..........…………… S 25 MinutesInclude facilitating guided and/or independent practice.At the Food and Agriculture Learning Centre:

1. Students will read the information about food in medieval times2. Students will create a meal for a person in medieval times (e.g., peasant, noble,

royalty)3. Using plasticine, students will create a model of a meal commonly found in me-

dieval times4. When the group is collectively finished the task, students can clean up the plas-

ticine and wash their hands and return to their desks at the sounding of the horn.At the Housing Learning Centre:

5. Students will read the Housing information sheet and study the pictures provided. 6. Students will list four similarities and four differences between medieval housing

and housing of today according to information provided. 7. On a second worksheet, students will draw an example of a medieval manor

house and a serf’s cottage. Students can use hints provided in information sheets and in pictures to ensure the accuracy of their medieval houses.

8. When the group is collectively finished the task, students can clean-up the learn-ing centre and return to their desks at sounding of the horn.

At the Clothing Learning Centre:1. Students will choose a paper doll cutout of a man or woman and dress it appropri-

ately.

2. Students will choose if they want to dress a peasant, noble, royalty, or knight.3. Students must label and colour the clothing correctly4. When the group is collectively finished the task, students can put all their scraps

in the garbage, lids on the glue sticks, and return to their desks at the sounding of the horn.

At the Religion Learning Centre:1. Students answer questions on the Religion worksheet according to the information

and picture provided at the centre. 2. Students will then re-read the Crusades information sheet. 3. On a second worksheet, student will complete the fill-in-the-blanks activity. 4. When the group is collectively finished the task, students can clean-up the learn-

ing centre and return to their desks at sounding of the horn.At the Armor and Weaponry Learning Centre:

1. Students will read the Armor information sheet and study the pictures provided. 2. Students will match the parts of a suit of armor to the descriptions on the Armor

worksheet. 3. On a Weaponry Information and worksheet, students will read the descriptions of

medieval weapons and match the proper weapon to the appropriate description. 4. When the group is collectively finished the task, students can clean-up the learn-

ing centre and return to their desks at sounding of the horn.At the Arts and Crafts Learning Centre:

1. Students will read the information sheet about arts and crafts in medieval times.2. Students will create a stain glass window using construction paper and tissue pa-

per.3. When the group is collectively finished the task, students can clean-up the tissue

paper and construction paper scraps and return to their desks at sounding of the horn.

At the Justice and Magna Carta Learning Centre:1. Students will read through the provided information sheet2. Students will answer the questions on the worksheet using the information

found on the handout3. The ‘5 W’ questions include: (for prompting if necessary)

- Who was involved in the creation / signing of the Magna Carta- What was the Magna Carta?- Where was the Magna Carta signed?- When was the Magna Carta created / signed?- Why was the Magna Carta important? or Why was the Magna Carta cre-

ated?4. Once the group has completed the worksheet they will collectively brain-

storm ideas for the Consequences of Breaking the Law sheet.5. When the group is collectively finished the task, students can put their sheets in

their duotangs and return to their desks at sounding of the horn.

8.d. Closure and Assessment:………………………………..………..….W 10 MinutesInclude sharing, reflecting, and considering next steps.

2. Students are required to fill out the following information on their tracking sheet:• Learning Centre Name• Date• Two interesting things I learned during the task • I well I worked at the centre (rating scale, 1-5)• What I could do next time to improve.


Task #1 – Food and Agriculture

Using the information provided, you must create one dish (meal) that you would feed to a peasant, townsperson, or a noble. Make sure that the food

that you choose to make is appropriate to what that person would be eating during medieval times.

What you need…1 paper plate1 pencilDifferent colours of plasticine

What to do…- Choose three food items that you want to include in your dish- On your plate, draw the outline of the three pieces of food- Using your fingers, smush the plasticine flat onto the paper plate in

the form of the food- Choose the appropriate colours (e.g., don’t use green for chicken)- Make sure that there is no paper plate showing when you are finished- Describe what you made

What will be marked?- That the meal is appropriate for the person- That the food was around in the middle ages- The food is the appropriate colour and fills the plate

Food and Agriculture

People in the Middle Ages were responsible for growing and hunting food to eat or to sell at the local market. Peasants and nobles ate different types of food. Peasants had to grow their food and therefore would eat food such as vegetables and other foods grown in the ground or on trees. The nobles were able to purchase higher end foods such as duck, and other birds, fish, cow, lamb, and pigs.

Peasants’ FoodPeasants ate foods such as cabbage, spinach, onions, and other vegetables that they could make a soup with. They also used spices and herbs to add flavour to their meals. One of the most popular meals that peasants ate was called pottage. Pottage was made from vegetables, herbs, breadcrumbs, and sometimes bacon for extra flavour. The peasants’ bread was made from barley and rye, while the nobles ate bread made from grain. Peasants drank ale.

Food for the Townspeople (craftspeople)Townspeople ate what they could afford to buy. They shopped in markets where they were able to buy vegetables and meat of various types. They ate rabbit, pork, chicken, beef, cheese, fruit, bread and other baked goods. Townspeople drank ale and wine.

Hunting, Hawking, and FishingNobles hunted for food and for fun. They hunted animals such as deer and wild boar, and used hunting dogs to catch smaller animals. Servants went fishing in the rivers and the sea to catch trout, pike, or bass. Hawking was a method of hunting in which hawks were used to catch birds, rabbits, and squirrels.

Preparing FoodMost people used open fires and fireplaces to cook soap and roast their meats. In the castles the food was prepared in the kitchen by cooks. Cas-tles had a separate building called a bakehouse where they were able to bake breads, pastries, and cakes. Food was stored in barrels in storerooms and pantries (cupboards).

The Noble’s TableNobles dined in the dining room or the Great Hall (main room). They usually ate with family members, guests, knights, and castle officials who were all living in the castle. The lord and lady sat at a higher table and were served first. Nobles drank wine.

AgriculturePeasants had to plow fields, plant seeds, pull out weeds, and harvest crops. Planting and harvesting was done twice a year with oats, barley, peas, beans, wheat, and rye. Some of the tools the peasants’ used were sickles to cut

wheat (‘U’ shaped knife), flails to beat and separate grain (looked like nun chucks), and harrows to plow soil (pulled by ox).

Task # 2 – Housing

You must carefully read the information sheets and pictures provided to learn about characteristics of housing in medieval times. Try and list four similarities and four differences between medieval housing and your own house! Also, you are to use your artistic abilities to draw an example of a medieval manor house and a serf’s cottage.

What you need…PencilHousing Information SheetHousing WorksheetHousing Worksheet #2Pictures of medieval housingPencil crayons

What to do… - As a group, read the Housing Information Sheet and study the pictures provided - On your worksheet, list four similarities and four differences between me-dieval housing and housing of today. Use the information provided to help you fill out the medieval house characteristics - On the second worksheet, you are to do you best to draw a medieval manor house and a serf’s cottage. Again, use the facts in the story and the pictures to help you here

What will be marked?- The correctness of the similarities and differences listed- The effort put into the drawings and the accuracy of the houses

Housing – Information Sheet

During medieval times land was a means of power!

The king lived in a large castle made of stone. Kings were rich and powerful and owned lots of land. Kings would reward men who fought for them with large parcels of land called manors.

Like the King, great lords were rich and powerful and received large amounts of land from Kings. They also lived in castles and owned and controlled many manors. They could have as many castles as they had parcels of land.

Knights who were loyal to great lords were also rewarded with land. Although some knights were wealthy enough to build castles, a knight’s castle was much smaller than his great lord’s castle. Most knights lived in houses called manor houses. The manor house was the largest building on the manor.

A Manor House:A manor house was surrounded by a stone wall to protect the family inside from enemies. A manor house was made of stone and had two floors. The family lived on the top floor. There were usually three rooms and a chapel on this floor. The family used the chapel for prayers. A fireplace heated the house and there could be more than one fireplace. Tapes-tries, which are thick woven rugs, were often hung on the walls or used to cover windows to keep out drafts.

The bottom floor was the ground level. It was here where the vegetables and grains grown by the serfs were stored for the lord’s family. Outside there was a separate stable for the horses and a well to supply water to all manor residents.

At the bottom of the hierarchy were the peasants, known as serfs. They did not own their own land. Instead, they worked for the knights and lords by farming their land. In ex-change for the work, they were allowed to live in cottages on the manor. A serf’s cottage had only one or two rooms and was made of thatch, twigs and mud. There were usually 20 or 30 cottages on one manor.

The Home of a Serf:Serfs lived in a one-room or two-room cottage with a thatched roof. The roof was made of bundles of reeds from the riverbanks or layers of straw packed tightly together.

The cottage walls were made of something called wattle and daub. Wattle and daub were twigs woven together, and daub was mud mixed with straw or horsehair. This was placed between the timber posts that made up the frame of the cottage.

The timber posts were cut from trees in the manor forest. The floor was bare earth. These cottages could be made quickly with materials found on the manor.

A circle was marked in the centre of the cottage, and a fire pit was build there. Smoke from the fire found its way out of the cottage through a hole in the roof.

Housing - Worksheet

What do you notice when comparing medieval housing to the houses of today?

List 3 similarities between medieval houses and houses of today:

1.

__________________________________________________________________

__________________________________________________________________

2.

__________________________________________________________________

__________________________________________________________________

3. __________________________________________________________________

List 3 differences between medieval houses and houses of today:

1.

__________________________________________________________________

__________________________________________________________________

2.

__________________________________________________________________

__________________________________________________________________

3. __________________________________________________________________

Housing - Worksheet #2

Using the information and pictures provided for hints, draw a diagram of a MANOR HOUSE.

Using the information and pictures provided for hints, draw a diagram of a SERF’s COTTAGE.

Task # 3 – Clothing

Using the information provided, you must select one person from medieval times (peas-ant, noble, queen, or knight) and dress them in the clothing that they wore.

What you need…1 paper doll cutoutClothing handoutsPencil crayons or crayonsScissorsGlue stick

What to do…- Choose whether you will dress a man or a woman- Choose a social status (peasant, noble, queen, or knight) and cut out

the appropriate clothing for that person.- Each person must have a headpiece (hat) and one object (bread, flow-

ers, shield, scepter, etc.)- Use the pictures to help you decided which to choose- Glue each clothing piece to the paper doll cutout- Colour the paper doll (Remember who wore bright colours)

- Label your paper dolls clothing and identify who you chose

What will be marked?- That the correct clothing was chosen for the paper doll- That it is coloured and labeled properly

Clothing

Royalty and NoblesSince royalty and nobles were able to afford more expensive clothing, their clothing was usually made from better materials such as silk, velvet, and fur. Their clothing was brightly coloured and usually had gold or silver designs in it. Kings and Queens wore crowns covered in jewels and fur-lined silk robes. The Kings also carried an orb (globe with a cross) or a scepter (golden rod with jewels) around with them as a symbol of their status. Nobles wore gir-dles (fancy belts) that hung below the waist.

PeasantsPeasants had to wear clothing made from the materials that kept them warm and dry while they worked. Their clothing was very dull coloured (brown, green, or yel-low) and not as fitted to their bodies. Men’s ClothingTunics – shirts that looked like short dresses tied at the waist with a rope or leather belt. Older wealthier men wore longer tunics.Stocking and Hose – longs socks that stopped above the knees or to the waist.Belts – craftspeople wore belts to hang their tools and some wore aprons.Houppelandes – fancy robes with high necks and long flowing sleeves, worn by nobles.

Women’s ClothingKirtles or Chemises – linen undergarmentsTunics – long sleevedSurcoat – worn over a tunic and had open sides and no sleeves, usually worn with stockingsTunic and Apron – worn by peasant women

HatsCapuchons – worn by peasants as scarfs in the winterStraw hats – worn by peasant men in the summer.‘Butterfly’ headdress – veil wired into the shape of butterfly wingsWimples – covered women’s ears, necks, and chinsHennins or Steeple hats – tall cone-shaped headdressesCrispines or Crispinettes – hairnets made of gold or silver cord

ShoesBuskins – leather boots worn by nobles who went horseback riding, that fas-tened with lace, buckles, or buttonsPoulaines or Crakows – long pointed shoes. The longer the shoe the more im-portant the man was.Pattens – wooden soles and leather straps that people wore to protect their shoes from rain and mud KnightsAketons – padded cotton jackets that protect the back and chestSurcoats – long linen shirt wore over the armor to prevent it from getting hot in the sunHauberks – chain mail tunics

- Chain mail was made of thousands of small iron rings joined together.Plate Armor – pieces of steel plate that covered their entire body. Took more than an hour to put onHeavy Armor – very heavy armor worn by knights and horses

Hair StylesWomen usually had long hair that they wore down or in braids. They combed their hair with combs made from ivory or wood. It was fashionable for no-

blewomen to have high foreheads so women would remove the hair from their foreheads by plucking it out, rubbing it with a stone, or using chemi-cals.Men wore their hair to the chin or longer. Older men had beards and used wax or water to shape them.

Task # 4 – Religion and Crusades

You must carefully read the information sheets and study the pictures pro-vided to learn about Religion and Crusades in medieval times. After this

task, you will be experts on the characteristics of medieval churches. After reading about the Crusades, work on Crusades the fill in the blanks activity.

What you need…PencilChurch Information SheetThe Church WorksheetThe Crusades Information SheetThe Crusades Worksheet Pictures of Church and Town

What to do… - As a group, read the Church Information Sheet and study the pictures pro-vided - Answer the questions on the Church Worksheet using the information that was provided in the reading - As a group, read the Crusades Information Sheet - On the second worksheet, fill in the blanks with the words provided in the box

What will be marked?- That the question sheets are completed and accurate.

The Church – Information Sheet

The church was very important to the people of medieval Europe. Most Europeans were Christians and belonged to what we call the Roman Catholic Church. Everyone had to give one tenth of their money, goods, or crops to the Church. They believed that if they

went to church, prayed and followed the church rules, they would go to heaven when they died. They lived hard lives and hoped for a better life in heaven.

Each town had a priest who was the head of the Church. The priest was given land from the manor. He was paid for performing weddings, baptisms, and burials. The serfs farmed the land for their priest. People believed that they could speak to God through their priest.

Monks and nuns played important roles in the Church. They were taught to read and write. Some learned the skills needed to be an artist, practice medicine (as it was known then), compose and play music, or teach noble children the basics of reading and writing. Here are some of the jobs that were undertaken by monks and nuns:

• Care for the sick – monks kept infirmaries, which were a type of hospital. They used herbs from their gardens to make medicines. Nuns also ran hospi-tals to care for the sick.

• Shelter for Travellers – monks provided food and rooms for travelers.

• Skilled Farmers – like the manor serfs, monks grew their own foods. They had many fields and orchards, and could grow a variety of crops. They also made wine and cheese.

• Recorded Important Events – much of the information we have today about medieval life comes from records that were kept by monks. Since most of the people of this time could not read or write, recording events was an important job.

The Church – Worksheet

Looking at the picture of the MEDIEVAL TOWN answer the following questions…

1. Can you locate the church in this town? How do you know it is a church?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. What characteristics do churches have? List four points.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Looking at the picture of the MEDIEVAL CHURCH and using hints provided in the information sheet answer the following question.

1. What did the Church provide for people in medieval times?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

The Crusades – Information Sheet

People who follow the teachings of the prophet Mohammed, the founder of Islamic relig-ion, are called Muslims. In the eleventh century, the Muslims would not let the Christian pilgrims travel through their land to visit holy places.

This angered Pope Urban II, the head of the Christian church. The pope called for a Holy War against the Muslims to drive them out of the Holy Land. Five wars were fought be-tween the Christians and Muslims over the next 200 years. These wars were known as Crusades, or Holy Wars, because they were wars between two religions.

Many knights were eager to fight for the Holy Land. Some fought for God. Others en-listed because they were eager to bring back riches from the Holy Land.

Two leaders who fought each other during the Crusades were Richard the Lionhearted, King of England, and Saladin, the leader of the Saracens. The Saracens were the Muslim people who ruled most of the Holy Land.

During the Crusades, thousands of people died, both Muslim and Christian. The Chris-tians won Jerusalem in the first war, but lost it again in the second crusade and never won it back.

In spite of the terrible losses, song good came out of these wars – the Christians and the Muslims met, and they learned from each other and traded goods. Long after the wars were over, people from the two religions were doing business together and sharing ideas.

The Crusades – Worksheet

Use the words to fill in the blanks in the sentences.

1. Many people in medieval times made ___________________________ to the Holy Land.

2. The Holy Land included the city of _____________________________________.

3. The _______________________ called for a Holy War against the Muslims because the Muslims were preventing Christians from making pilgrimages to the Holy Land.

4. The Crusades were known as the ________________ _________________ because they were the wars between two religious groups in the Holy Land.

5. The Crusades were Holy Wars between the _________________________ and the _______________________________.

6. The leader of the Muslims was _________________________________________.

7. The King of England during part of the Crusades was _____________________________________________________________________.

Task # 5 – Armor and Weaponry

At this centre you will become an expert on medieval armor and weaponry. After completion of this task, if you were transported back into medieval times to engage in battle, you would be ready! The King wants you to match the armor and weaponry descriptions with the proper pieces of armor and weapons. Read the descriptions carefully and look for hints, the King is counting on you!

What you need…PencilArmor Information SheetArmor WorksheetPicture of Knight in ArmorWeaponry in Medieval Times Information sheetWeapons of the Middle Ages Diagram

What to do… - As a group, read the background information on knights and armors in the Armor Information Sheet - Carefully study the picture of the knight in shining armor- Fill out the Armor Worksheet, look for hints in the descriptions- As a group, study the diagram of weapons, you may already know the names of some of them.

- Fill out the Weaponry Information Sheet. Start with the weapons you already know the names of. Look for hints in the weapon descriptions

What will be marked?- That the question sheets are completed and accurate.

Armor Information Sheet

Suits of armor used to protect the body in times of war or combat go back thousands of years. It was, however during the Middle Ages that armor reached its highest point and also its decline. In the early medieval times armor consisted of a helmet and hauberk, a kind of shirt made of chain mail, which protected the body from the neck to the knees. The invention of the crossbow made the armor of chain mail ineffective, and a suit of metal plates was added. In time the entire body was encased in a suit of armor. Armor was very expensive and worn only by knights and sometimes squires. Common soldiers, being horseless, did not wear heavy armor. They wore instead those pieces they found on the battlefield, provided that they were not too heavy. Sometimes foot soldiers wore steel caps and shirts of mail.

In time, armor became so complicated that it took two men to dress a knight. A suit of armor was made up of a number of small steel plates strapped onto the knight’s body. The large number of plates were necessary to enable the knight to move as freely as pos-sible. After the main pieces were in place, the smaller pieces were attached by hooks and buckles. Because knights in armor were dressed for combat on horses, the horses too were outlined with armor, lest they be killed, leaving the knight almost defenseless.

Although armor was used well into the seventeenth century, its use declined rapidly as military tactics changed, demanding rapid movement; and the use of gunpowder became widespread.

Weaponry in Medieval Times Information sheet

The weapons of the medieval times are very different form those used by today’s soldiers. Wars were often scenes of brutal, hand-to-hand fighting. The knights did their fighting protected by heavy suits of armor and riding on horseback, while foot soldiers used bows and arrows or fought hand-to-hand with crude weapons and wore little protection form the blows of their enemies.

Weapons of the medieval times are drawn on the following page. How many of them can you match to their names below. Put the weapon letter beside the appropriate weapon description. 1.______ a lance, which was a type of spear carried by knights.

2. ______ a long bow and arrow, used by foot soldiers.

3. ______ a mace was used for clubbing. It was usually carried by foot soldiers. It had a ball with spikes attached to a wooden handle.

4. ______ a dagger.

5. ______ a battle-axe, a weapon of foot soldiers.

6. ______ a crossbow and arrow, a powerful and accurate weapon.

7. ______ a sword, usually carried by a knight, sometimes by foot soldiers.

8. ______ a scabbard, the cover or shield for the sword.

9. ______ a halberd, a combination of a battle-axe and a pike. It was about 6 feet long and was usually the weapon of a knight.

10. ______ a bludgeon, a type of mace, carried by foot soldiers. It was used like a club with the ball attached to the club by chain.

11. ______ a war hammer or hawk’s beak, so named for its shape. It was used to pierce mail.

12. ______ a mace, made with bars or spikes attached to a handle. Used by foot soldiers for clubbing.

Task #6 – Arts and Crafts

Create your own version of a stained glass window to display in the class-room.

What you need…1 piece of black construction paperTissue paper in a variety of coloursGlue StickScissorsRuler

What to do…- Take a pencil and ruler and draw a border (the width of the ruler)

around the piece of construction paper.

- Draw shapes in the centre of the paper (squares, rectangles, triangles, circles, etc)

- Don’t make your shapes too big- Cut out the shapes but do not cut on the border- Cut pieces of the tissue paper a little bit bigger than your cut out

shapes- Take tissue paper and glue it onto the construction paper so that it

covers the shapes that you cut out- When all of the shapes are covered, turn it over and see what you have

made

What will be marked?- That there is a border around the window- Overall neatness and creativity

Arts and Crafts

ArtWall hangings, also known as tapestry, were woven and embroidered (designs sewn with thread) to depict scenes in battle. They hung in the homes of no-bles. They were usually very colourful and detailed.Stained glass windows were created using coloured glass. They were usually found in churches and like tapestries, sometimes told stories of battle or the past.

Musical InstrumentsDuring Medieval Times, there were many different instruments used to make music. Most of the instruments came from the percussion or string families. Here are just a few examples of popular instruments of the time.

Harp – the harp belonged to the string

family and the strings were made from twisted animal gut (usually from sheep), although horse hair and even silk were used as well.

Drum and Tambourine – Drums and the tambourine were part of the percus-sion family of instruments. Drums were made from wood, metal, or bone, and the top of the drum was covered in skin from fish, reptiles, cattle, and other animals. The tambourine was made from wood and one side was covered in parchment. There were small metal discs and bells that went in and around the wood of the tambourine to add a jingle noise.

Lute – The lute was one of the most popular instruments in the middle ages. The lute looks like a small guitar and is made from wood and string. A lute must be plucked with the finger tips and thumb. The sound from a lute was soft and was usually accompanied by singing.

Task #7 – Justice and the Magna Carta

Read through the information sheet provided you need to answer the ques-tions on the worksheets provided.

What you need . . . One copy of The Magna Carta information sheet per personOne copy of The Magna Carta Worksheet per personOne copy of the Comparing Consequences of Breaking the law worksheet for the whole group

What to do . . .- read through the information sheet- use what you have learned to answer the questions on the Magna

Carta Worksheet (eg ‘Why was the Magna Carta important?”)

- once everyone in your group has completed their worksheets, you can brainstorm together in order to fill in the Venn Diagram on the Com-paring Consequences of Breaking the Law sheet

What will be marked . . . - the answers you write down on your Magna Carta worksheet- Completion and accuracy of the Venn Diagram

The Magna Carta

Up until the 1200’s, the King of England was able to do whatever he wanted, like make all the rules that people had to live by. In the 1200’s, John was the king of England and he was not very well liked by the people. He started and lost many wars with France, attempted to steal land away from the Church and raised the taxes many times. These actions made the Church, the lords and the townspeople very upset and they decided to unite against King John.

In order to be a successful king, John needed the support of the Church and the lords so he had to find a way to make them happy with him again. They had been busy creating a list of rights that they wanted the king to have to obey. In 1215, in a place called Runnymede, King John signed this list, so that he could get back the support of the lords and the Church. The list was called the Magna Carta, which means ‘great charter’ and made sure that all the future kings of England would respect the rights of different groups of people in society.

Some of the rights on the Magna Carta were:• The rights for the Church to choose its own bishops and keep its land

• The rights of the nobles to not have higher taxes unless a council voted for a special tax

• The rights of towns and cities• The rights of free men to be tried by jury before they can be jailed

or fined

The signing of the Magna Carta was a very important step because it meant that people were able to have a say in how they were ruled, and the king could no longer just do whatever he wanted.

The Magna Carta Worksheet

Answer the following question in complete sentences using the information

sheet.

Who? ____________________________________________________

_________________________________________________________

What? ___________________________________________________

_________________________________________________________

Where? __________________________________________________

_________________________________________________________

When? ___________________________________________________

_________________________________________________________

Why? ____________________________________________________

_________________________________________________________

What impact did the signing of the Magna Carta have on us? ___________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Who makes the laws in Canada today? ____________________________

Who enforces these laws? _____________________________________

Who made the laws in medieval society? ___________________________

_________________________________________________________

Who enforced these laws? _____________________________________

_________________________________________________________

Comparing Consequences of Breaking the Law

Grade Four Medieval Times1. Identification:Candidate: James FraserGrade: 4 No. of Students: 21Associate: Subject/Strand: Social Studies/ MedievalSchool:Lesson Type: Inquiry/ ResearchDate: Duration:Students Absent for this Lesson:

2. Lesson Topic: Exploring Castles Dungeons and All

What was the function of castles in medieval society?What were the parts of a castle? How did they serve the function?

3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [ x ] Attitudes: [ ]

From the grade 4 social studies curriculum:-At the conclusion of the lesson, students will be able to: use primary and secondary sources to locate information about medieval civilizations.- use appropriate vocabulary to describe their inquiries and observations. - read and interpret maps relevant to the period (e.g. showing trade routes, locations of castles, layout of town or city)

4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report: Portfolio: Conference: Multi-media: Other:Journal:Projects: Presentation:Work Samples: x

4.b. Tools for the Teacher: Mark with an x:Observation:Checklist: xRubric:Quiz, Test:Other:Self-assess.:Rating Scale:Notes:Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:Basically this is a rehearsal activity helping developing students comfort with locating and copying information from a specific web page.

5. Lesson Modifications: (Where applicable, provide student names.) Students needing modifications could be given the activity as a matching activity rather than a copying activity.

5.a. Mark with an x:

Increase Time: Challenge: Decrease No./Difficulty: x

Alternate Assignment:Oral Explan.:Repeat:Re-teach:Scribe: xE. A. Assistance:Peer Tutor:Visuals:Manipulatives: Other:Instruct. Technologies:

5.b. Teacher’s Routine for Lesson Modifications: Give students a list of words and definitions, have them match them up.

6. Materials and Equipment Required:6.a. For the Students: Computers, web access

6.b. For the Teacher: A computer with class overrides capabilities.

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: Centres: Inquiry; Problem-solving: Computer-Assisted: xOther:

7.b. Teacher-Directed: Mark with an x:Drill:

Lecture:Guided Inquiry: xDemonstration: Other:


8.a. Introduction: …………………………………………………………………………..……………5…MinutesHow many of you have seen a castle? What castle did you see? What did you like about it?I have been fortunate enough to see a number of Castles. Each castle is different? What sort of things will affect why castles are different? (cost , geography, popula-tion, threats, time period, materials etc.) At one stage almost all castles were the same. Why might castles have been built the same? (military purposes, easy to put up) Today we are going to explore a number of castles. Each Castle has a logic to it. That is to say that there were reasons why castles were constructed the way they were. 8 . b . A S e q u e n c e o f T e a c h i n g a n d L e a r n i n g :………………………………………………………30……MinutesInclude checking for understanding and reviewing key points.The first thing we need to do is familiarize ourselves with some of the basic parts of a castle.

Pull up this picture from the website (http://www.castles-of-britain.com/castle6.htm)

castles were alike, but they all had the basic same parts.

Today we are going to learn more about the parts of castles. There are fifteen important parts of most castles that you need to be familiar with. Now we are going to look up certain parts of a castle.Have students work in pairs to write down answers to the following definitions: drawbridge, gatehouse, great chamber, great hall, Inner Ward(bailey), Loophole, moat, murder holes, palisade, parapet, ring work, turret, wall walk, porticulis, keep and keystone. (See Castle Terms handout below) To find these terms defined direct students to the site http://www.castlesontheweb.com/glossary.html A complete glossary of castle parts

After students have completed finding out the castle parts, they will rehearse them by practicing with a neighbour quietly until everyone is done.

http://www.castlesontheweb.com/glossary.html

http://www.castlesontheweb.com/glossary.html

8.c. Application:………………………………………..........…………………………………………….Minutes. One famous castle was at Chepstow which is in Whales. Locate Chepstow on your map of Whales.(see website http://www.castlewales.com/life.html) (The website provides some ex-planation as to the organization and logic of the castle)

The second castle we are going to explore is one of my favorites Edinburgh Castle in Scotland. Who can find Edinburgh on our map of the UK. This castle was started over a thousand years ago. Edinburgh Castle was never taken in a direct attack. At the same time possession of the castle changed hands 13 times, how do you think at-tackers gained control of the castle without a direct attack. That means attacking forces never busted down the gates and came in. That means it was a pretty good castle lets look at some of the features of the Castle. Note the complicated Gateways there are six gates that you must go through before reasaching the inner bailey of the modern castle. The way it was built on a piece of solid rock, the layers to it, the monument to Robert the Bruce and William Wallace. The Chapel is the oldest build-ing and is dated back to the 9th century. (http://www.undiscoveredscotland.co.uk/edinburgh/edinburghcastle/index.html)

Another Famous Castle Is Urquhart Castle I visited In Scotland Was on Loch Ness. What other famous beast did I see on my visit to Loch Ness. Sometimes they call her Nessie. What do you think a Loch is? I visited Urquhart Castle. Pull up connection to Urquhart. It was a fascinating Castle with a Trebuchet in front of it. Let’s explore this castle?http://images.google.ca/imgres?imgurl=http://www.geocities.com/jojogoob/urqmap.gif&imgrefurl=http://www.geocities.com/jojogoob/Urquhart.htm&h=480&w=292&sz=105&hl=en&start=9&tbnid=6J8fKV9g6UBClM:&tbnh=129&tbnw=78&prev=/images%3Fq%3DCastle%2BLayout%26gbv%3D2%26svnum%3D10%26hl%3Den%26sa%3DG

Include sharing, reflecting, and considering next steps.According to your understanding of what a castle does which parts of the castle would you want to insure were built very well?


Grade Four Medieval Times1. Identification:Candidate: Grade: 4 No. of StudentsAssociate:Subject/Strand: Social StudiesSchool:Lesson Type:Date: Duration:Students Absent for this Lesson:

2. Lesson Topic: Designing a Castle

Designing a Castle Layout

3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:-draw and label maps or create models to illustrate features of medieval landscapes- formulate questions to guide research-use appropriate vocabulary to describe their inquiries and observations.

From the Language Arts Curriculum: Oral Communication Strand- students will be able to make influences using stated and implied ideas in oral texts. 4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report: Portfolio: Conference: Multi-media: Floor plan: xJournal:Projects: Presentation:Work Samples:

4.b. Tools for the Teacher: Mark with an x:Observation:Checklist: xRubric:Quiz, Test:Other:Self-assess.:Rating Scale:Notes:Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:


5.a. Mark with an x:Increase Time: Challenge: Decrease No./Difficulty: x

Alternate Assignment:Oral Explan.:Repeat:Re-teach:Scribe:E. A. Assistance:Peer Tutor:Visuals:Manipulatives: Other:Instruct. Technologies:5.b. Teacher’s Routine for Lesson Modifications:Decrease the number of castle components required in the floor plan.

6. Materials and Equipment Required:6.a. For the Students: Pencils, pencil crayons, rulers, paper

6.b. For the Teacher: a picture with different castle parts (below)

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: Centres: Inquiry; Problem-solving: Computer-Assisted: Other:

7.b. Teacher-Directed: Mark with an x:Drill:Lecture:Guided Inquiry:Demonstration:Other:


8.a. Introduction: …………………………………………………………………………..……………4…MinutesTeacher in role as a Nobleman, preferably dressed up if possible. I’m one of (insert teacher Names lost relatives), I live in a far away enchanted land. Let me show you where it is on a map. (pick a spot on the map of the UK) I understand you know quite a bit about castles and their design. What parts of the castle do you know?

8 . b . A S e q u e n c e o f T e a c h i n g a n d L e a r n i n g :…………………………………………………………6…Minutes To the north are a violent and murderous people, the Irish. The Irish land on the shore with their horses and pillage the villages. My people are scared and have demanded bet-ter protection. I have 20 family, 20 staff, 50 fighting men and 150 peasants. I like to have a source of fresh water so that if we are held under siege we will not run out of water. I love to throw big parties where I entertain guests. I like to hold public executions to show people what happens to traitors. My family and I are devoutly religious, it is impor-tant to us that we have a place to worship. And incase an enemy breaks our walls I want to have a final place to retreat to that we can make one last stand. I need you to design a castle for me that meets these specifications. As you design your castle with a partner

you should think about these two questions: How am I going to keep the castle safe from invaders? and secondly, What uses do I need the castle for?

You are to submit a plan by you and your partner, the plan must have at least ten of the modern defense and construction pieces to be suitable for the Noble.

I have brought along a layout plan of a castle that I don’t like very much.

You don’t want to copy it but you might get an idea of what a castle layout should look like. I will be back at the end of class to pick up your blue prints. (Exit in role)

8.c. Application:………………………………………..........…………………………………………35….MinutesInclude facilitating guided and/or independent practice.(Return as teacher) I saw the noble in the hall he said that he asked you to make sure the castle was safe and that it had five important components what were they. (Fresh water, a chapel, living quarters for all the people, a courtyard for executions and a great hall, a keep or stronghold tower) Directions:1. You should number the ten components of the castle. Your legend should explain what each of the ten components is.2. Be creative and realistic as you represent things. 3. Encourage students to use their handout from the previous day to figure out which ten important components they will include.

8.d. Closure and Assessment:………………………………..………..…...................……………2…..MinutesInclude sharing, reflecting, and considering next steps.

Please submit your Castle plans at the end of class.In our next class we are going to actually build our castles, so you want to make sure your castle s well built.See assessment checklist/rating scale below

9. Post-Lesson Reflections and/or Notes:These should be written by the candidate. Additional comments from teacher associates are appreciated.

Assessment Checklist

1) How many essential castle components are their?

1 2 3 4 5 6 7 8 9 10

2) The design includes: ( circle 2 marks each) • Well• Great Hall • Execution Area• Chapel • Keep • Peasants Area / 12

3) Does the Castle provide adequate defense? (1 The doors were open we just wan-dered in – 8 the US army couldn’t break in here)

1 2 3 4 5 6 7 8

4) Did you follow the instructions? (legend, ruler, North indicated etc)

1 2 3 4 5 6 7 8 9 10

5) Comments:

Grade Four Medieval Times1. Identification:Candidate: Grade: 4 No. of Students: Associate:Subject/Strand: Social StudiesSchool:Lesson Type: Model MakingDate: Duration: 2- 4 periodsStudents Absent for this Lesson: 2. Lesson Topic: Constructing a Castle

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]

From the grade 4 Social Studies curriculum guide students will:- use appropriate vocabulary to describe their inquiries and observations.- describe the characteristics of castles and aspects of daily castle life

From the Grade 4 Visual Arts curriculum:- identify the elements of design and use them in ways appropriate to this grade when producing a work of art.- solve artistic problems in their art work, using elements of design specified for this grade.

4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report: xPortfolio: Conference: Multi-media: Other:Journal:

Projects: xPresentation:Work Samples:

4.b. Tools for the Teacher: Mark with an x:Observation:Checklist:Rubric: xQuiz, Test:Other:Self-assess.:Rating Scale:Notes:Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:



Alternate Assignment:Oral Explain.: Repeat:Re-teach:Scribe:E. A. Assistance:Peer Tutor:Visuals:Manipulatives: Other:Instruct. Technologies:5.b. Teacher’s Routine for Lesson Modifications:Some students may have difficulty cutting the cardboard. The teacher and EA may need to be available to help mand problem solve.

6. Materials and Equipment Required:6.a. For the Students: Castle Designs from last class, shoe boxes, toilet paper or paper towel roles.

6.b. For the Teacher: Scissors, glue, paper Mache, acrylic paint, cardboard.

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: xCentres: Inquiry; Problem-solving: Computer-Assisted: Other:

7.b. Teacher-Directed: Mark with an x:Drill:Lecture:Guided Inquiry:Demonstration:Other:


8.a. Introduction: …………………………………………………………………………..……………2…MinutesInclude reviewing, motivating, and providing a context.

After class my great ancestor stopped by. He collected your castle plans and approved most of them. He said he was really impressed by your work; you were much better ar-chitects than he has seen before. He has approved your castles designs for construction

8 . b . A S e q u e n c e o f T e a c h i n g a n d L e a r n i n g :…………………………………………………………150…MinutesInclude checking for understanding and reviewing key points.

Over the next two periods you will be constructing your castles from cardboard shoe boxes, and toilet paper roles. Today we will cut them out; tomorrow you can make adap-tations to them and begin to paint them. You need to include your coat of arms on the walls of the castle to make it clear who the architects were. And some details it may be

easier to portray with paint than with cardboard. Next week you and your partner will present your castle to the Noble. In the process of making your explanation you must make a 2-3 minute explanation of your castle. Your explanation should include three things: 1) an outline of the 10 parts you included 2) An explanation of how you accom-modated the 6 demands of the noble. 3) A explanation of how you have designed the cas-tle to be safe from attack.

Today we will start with these instructions from http://www.enchantedlearning.com/crafts/Boxcastle.shtmlThey are really bare minimum instructions but they may be all your class can handle. The paper mache is an extra addition to add texture and depth.

Cardboard Box Castle

Turn a plain cardboard box into an enchanted castle. Supplies needed:

• a box - any size will do

• heavy duty scissors or a craft knife

• string

• crayons, paint, and/or markers

Find a box and cut off the top flaps. Any type of box will do: a large cardboard box makes a large castle, a shoebox makes a fine, small castle. To cut thick cardboard, try a pair of scissors.

Cut out a wide rectangle along the front front, sides, and the back to form towers (turrets) at the corners.

Cut out rectangular crenelations along the entire top (the battlement) of the castle.

Draw a drawbridge at the front of the castle. Using the point of a scissors, poke 2 small holes in the sides of the drawbridge and on both sides of the wall next to it. Cut out the drawbridge.

Attach a string to each side of the drawbridge and the ad-joining wall.

Decorate the castle with paint, markers, crayons, or decou-page (paste on pictures that are cut from

Hand out rubric below to students.

8.d. Closure and Assessment:………………………………..………..…...................……………30…..MinutesInclude sharing, reflecting, and considering next steps.Assess student castles and presentations based on the rubric.

In conclusion prep students for the final activity. In your final activity you will be role playing you will need to prepare for your role so start thinking about your roles now. Assign roles based on the information in the next lesson plan.


The following rubric will be used to mark your castle and presentation.

Remember your presentation must include:1) An outline of the 10 parts you included 2) An explanation of how you accommodated the 6 demands of the no-ble3) An explanation of how you have designed the castle to be safe from attack

Names____________________________

1234

The Coat of ArmsLooks like more like a paint spillThe family isn’t what it once wasThe Clan can be proud once againOther clans are jealous and want to join usDesign ensures the safety of the noble and his people.The noble was lucky to escape The Castle might with stand one wave of direct assault The castle would withstand several waves of direct assaultReminds me of EdinburghThe building has 10 castle design featuresCloser to five5-7 features reasonably well designedIncludes 10 well designed castle featuresIncludes at least Ten which are well designedFulfills all the noble’s requests and implements them into the castle structure. Your first on the list for public executions I’m already planning some upgrades The place looks just like I was hoping for You are heralded a hero by the communityDemonstrates creativity in castle design, structure, and decoration. Enemies smile and laugh as they approach Castles weren’t made to look pretty but to be intimidating You’ve done your research Enemies come from miles just to look at this master piece Overall Level: ____ Comments:

Grade Four Medieval Times1. Identification:Candidate: Grade: 4 No. of Students: Associate: Subject/Strand: Social Studies/Medieval TimesSchool: Lesson Type: Culminating Activity Date: Duration: entire afternoonStudents Absent for this Lesson: 2. Lesson Topic: Medieval Festival: Final Summary of Medieval Times

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ X ]

At the conclusion of the lesson, students will be able to:

- Identify and describe major features of daily life and social organization in medieval European societies.

- Describe aspects of daily life for men, women and children in medieval societies (e.g. festivals)- Use artistic expression to re-create or respond to imaginative works from medieval times (coat of

arms)- Visual Arts: produce two- dimensional works of art

4. Assessment and/or Evaluation of Student Achievement:4.a. Tasks for the Students: Mark with an x:Oral Report: Portfolio: Conference: Multi-media: Other: X participation in festivalJournal: XProjects: Presentation: Work Samples:

4.b. Tools for the Teacher: Mark with an x:Observation: XChecklist:Rubric:Quiz, Test:Other:Self-assess.: Rating Scale: XNotes:Peer Assess:

4.c. Teacher’s Routine for Marking, Tracking, and Reporting: Circulate around the room, making observations and completing rating scale based on students’ perform-ances.



Alternate Assignment:Oral Explan.:Repeat: XRe-teach:Scribe:E. A. Assistance: XPeer Tutor: XVisuals:Manipulatives: Other:Instruct. Technologies:5.b. Teacher’s Routine for Lesson Modifications: Assign partners for any students in need of minimal assistance, and have them work together on tasks. Provide a copy of the instructions for them to keep with them to refer to if instructions need to be repeated.

6. Materials and Equipment Required:6.a. For the Students: see student roles page to determine what must be done by each student prior to festival to assist with the set up, or their job during the festival.Students need to provide their art work from throughout the unit to help decorate the class,

6.b. For the Teacher: trumpets sound clip, Disney movie “The Sword in the Stone”, decorations (‘tapes-tries’, ‘thrones’ and crowns for king &queen, etc.) prepared food (see below and attached recipes), T.V and D.V.D player, paper cups, plates, rags (napkins), ladle, CD player, tables, art supplies (markers, coloured pencils, pencils), class set coat of arms shields, chess boards and pieces, Merels boards and pieces, Nerf® bow and arrows, 3 hoop target, archery certificate and prize,

7. Instructional Strategies:7.a. Student-Centred: Mark with an x:Cooperative: XCentres: XInquiry; Problem-solving: Computer-Assisted: Other:

7.b. Teacher-Directed: Mark with an x:Drill:Lecture:Guided Inquiry: XDemonstration:Other:

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: …………………………………………………………………………..……W……Minutes 85Include reviewing, motivating, and providing a context.Desks are arranged in a U-pattern with king and queen in the centre, then knights, then….. and last peasants.

- Trumpeting sound clip plays: Welcome from the king and queen- “Let the feast begin!” [food should be just a snack, not an entire meal/lunch]- Food is served and subjects relax for first portion of entertainment – Disney’s movie “The Sword

in the Stone” [80 min.] (May help to pre-serve the food onto plates and have students simply hand them out)

o Food consists of: scones, Wassail drink, gingerbread, cold chicken, possibly: rolls (with butter)

o See attached recipes for preparation (Chicken can be purchased as a hot and ready whole chicken from grocery stores like Zehrs, cool, and cut into finger food sizes – 2 should be enough)

8.b. A Sequence of Teaching and Learning:……………………………………………………S……Minutes 3Include checking for understanding and reviewing key points.

- With Medieval music playing in background, the fair portion of the festival begins.- Introduce various stations (after places are cleared of any food)

o Game booths: chess, Merels (peg and board game – see attached instructions) and archery contest

o Craft booth: Coat of Armso Castle Displays (each student’s castle project will be on display)o Room/Gym will be decorated with all the art work student’s have done throughout the

unit- Insist students visit each station (they will be expected to discuss each in their journal entry)

8.c. Application:………………………………………..........……………………………………S…….Minutes 35 Include facilitating guided and/or independent practice.

- Students are free to roam about the room/gym and visit each of the stations.o Chess station: have 3 or 4 chess boards for students to play a game with a partner (check-

ers can be available as an alternative)o Archery Contest: Using a Nerf® bow and arrow, students will take five turns aiming at a

target (made of 3 hoops, with the biggest being worth 1 point, then 3, then 5) the student with the highest combined score after all students have gone wins.

o Merels Game station: Merels is an ancient peg and board game for two players. The instructions are attached and boards may be purchased or made, provide 3 or 4.

o Craft station: students will create a coat of arms for their own family, using a providedtemplate (see attached) A description of a coat of arms and a list of popular symbols and their meanings are also provided with the art supplies.

o Castle station: students’ castle creations will be on display accompanied by their blue-prints and any write up they have about their project. Students may study the various models and explore the creations of their classmates.

8.d. Closure and Assessment:………………………………..………..…...................…………W…..Minutes 2Include sharing, reflecting, and considering next steps.

- Trumpets sound clip plays- King and queen thank everyone for attending their festival (announce archery winner – give cer-

tificate etc)- Assign homework: write a journal entry discussing their experience of attending the festival, can

include:

o What was your favourite part of the festival? Why?o Which part, if any, could you not wait until it was over? Why?o What was one new thing that you learned/experienced?o What new ideas did you think of ?o How was the festival different from our carnivals and events today?

Student Roles: (for setting up festival and during)

Peasants (7): - set up tables and chairs for feast - help serve plates of food during feast

Artisans (6): - set up room/gym – decorate using class’ art work. Merchants (5): - set up activities at stations (craft station, castle station)

Knights (4): - set up activities at games stations (one at a time, can help run archery contest, keeping score)

Royalty (2): - king and queen, are the masters of ceremony, greet and dismiss guests, present archery award

Rating Scale

Student NameAbility to cooperate in completing assigned tasks

Participation in Activities

Attitude/staying in role of time periodJournal Entry Response

Rating Scale: 1- 5 (1 - Limited understanding of concepts or completion of task, 5 - high degree of understanding concepts or completion of task)

Resources

“Hands-On Social Studies” A Medieval Unit Resource. Obtained from Jeanie Bellamy, professor at the Brock University, Pre-Service Department. 2007.

Trembinski, Donna. (2006). “Medieval Myths, Legends, and Songs.” Crabtree Publish-ing Company. New York, NY.

Elliot, Lynne. (2004). Foods and Feasts in the Middle Ages. Crabtree Publishing Com-pany. New York, NY

Elliot, Lynne. (2004). Clothing in the Middle Ages. Crabtree Publishing Company. New York, NY.

Howarth, Sarah. (1995). What do we know about the Middle Ages? MacDonald Young Books Ltd. New York, NY.

Steele, Philip. (1998). Knights: Armor, Tournaments, Horses, Battles. Kingfisher Publi-cations. New York. NY.

Bingham, Jane. (1999). Medieval World. Usborne Publishing Ltd. London, England.

Teacher Created Materials Inc. (1992). Thematic Unit: Medieval Times. Teacher Cre-ated Materials Inc. Hunting Beach, CA.

Pollishuke, Mindy and Schwartz, Susan. (2005). Creating the Dynamic Classroom. Pear-son Education Canada Inc. Toronto, ON.

http://images.google.ca/imgres?imgurl=http://www.castles.me.uk/images/motte-castle.jpg&imgrefurl=http://www.castles.me.uk/motte-and-bailey-castle-layout.htm&h=220&w=340&sz=14&hl=en&start=14&tbnid=okveaYpmB1HyFM:&tbnh=77&tbnw=119&prev=/i

mages%3Fq%3DCastle%2Blayout%26hl%3Den%26lr%3D%26sa%3DN%26as_qdr%3DallDescription of Motte and Bailey Castle

http://www.castles-of-britain.com/castle6.htmPicture outlining some basic parts of a late medieval castle

http://www.kyrene.k12.az.us/schools/brisas/sunda/ma/1ryan.htmSite indicates what castles were deigned for.

http://www.castlesontheweb.com/http://library.thinkquest.org/4051/infolist.htmUseful grade 4 resources for understand castles

http://www.timeref.com/hsttime1.htmA detailed timeline of the middle ages

http://www.mrmcgroovys.com/castle.htmA life sized castle you can use with your students

http://www.castlesontheweb.com/glossary.html A complete glossary of castle parts.

http://images.google.ca/imgres?imgurl=http://www.geocities.com/jojogoob/urqmap.gif&imgrefurl=http://www.geocities.com/jojogoob/Urquhart.htm&h=480&w=292&sz=105&hl=en&start=9&tbnid=6J8fKV9g6UBClM:&tbnh=129&tbnw=78&prev=/images%3Fq%3DCastle%2BLayout%26gbv%3D2%26svnum%3D10%26hl%3Den%26sa%3DG

Map and description of Urquhart Castle

http://www.castlewales.com/life.htmlWhat daily life was like in a Welsh Castle

S4 medieval Unit - Brock Universitycrutherford/SocialStudies/History_4 _files/S4... · Assessment of previous knowledge through brainstorming and concept ... Social Studies/Medieval

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