Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 1

Transcription

1 Stuck in the Middle Ages Grade Level or Special Area: 4 th Grade Written by: T.J. Olmsted, Bromley East Charter School, Brighton, Colorado Length of Unit: 23 lessons (approximately six weeks, one day = minutes) I. ABSTRACT This unit will cover virtually all of the requirements in the Core Knowledge Sequence for Europe in the Middle Ages. It is designed to supplement the Pearson Learning Core Knowledge History and Geography book. The worksheets and activities that have originally been included with the book are insufficient and boring. This unit has lessons and activities that are very thorough and entertaining for students. Each lesson is full of information about the Middle Ages and will keep your students interested from beginning to end. II. OVERVIEW A. Concept Objectives 1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. (Adapted from Colorado Model Content Standards for History, Standard 1, Fourth Grade) 2. Students understand that societies are diverse and have changed over time. (Adapted from Colorado Model Content Standards for History, Standard 3, Fourth Grade) 3. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. (Adapted from Colorado Model Content Standards for History, Standard 4, Fourth Grade) 4. Students understand political institutions and theories that have developed and changed over time. (Adapted from Colorado Model Content Standards for History, Standard 5, Fourth Grade) 5. Students know that religious and philosophical ideas have been powerful forces throughout history. (Adapted from Colorado Model Content Standards for History, Standard 6, Fourth Grade) B. Content from the Core Knowledge Sequence 1. Fourth Grade History and Geography: World History and Geography (pp ) a. Background i. Beginning about A.D. 200, nomadic, warlike tribes began moving into Western Europe, attacking the western Roman Empire; city of Rome sacked by Visigoths in A.D. 410 a) The Huns: Attila the Hun ii. Peoples settling in old Roman Empire included Vandals (cf. English word vandalism ), Franks in Gaul (now France), Angles (in England: cf. Angle-land ) and Saxons. iii. The Middle Ages are generally dated from about 450 to Approximately the first three centuries after the fall of Rome (A.D. 476) are sometimes called the Dark Ages. b. Developments in History of the Christian Church i. Growing power of the Pope (Bishop of Rome) ii. iii. iv. Arguments among Christians: split into Roman Catholic and Eastern Orthodox Church Conversion of many Germanic people to Christianity Charlemagne Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 1

2 a) Temporarily unites the Western Roman Empire b) Crowned Emperor by the pope in A.D. 800, the idea of a united Holy Roman Empire c) Charlemagne s love and encouragement of learning c. Feudalism i. Life on a manor, castles ii. Lords, vassals, knights, freedmen, serfs iii. Code of Chivalry iv. Knight, squire, page d. The Norman Conquest i. William the Conqueror: Battle of Hastings, 1066 e. Growth of Towns i. Towns as centers of commerce, guilds, and apprentices ii. Weakening of feudal ties f. England in the Middle Ages i. Henry II a) Beginnings of trial by jury b) Murder of Thomas Becket in Canterbury Cathedral c) Eleanor of Aquitaine ii. Significance of the Magna Carta, King John, 1215 iii. iv. Parliament: beginnings of representative government The Hundred Years War a) Joan of Arc v. The Black Death sweeps across Europe C. Skill Objectives 1. Students will identify the nomadic tribes that invaded Rome and caused the Roman Empire to fall. 2. Students will identify how tribes settled in areas and therefore influenced the region. 3. Students will identify the era in time from the fall of the Roman Empire until about 1400, as the Middle Ages. 4. Students will learn about how the Pope became a very powerful leader. 5. Students will identify issues that caused the church to be split into the Roman Catholic Church and the Eastern Orthodox Church. 6. Students will learn how the tribes that settled in Europe were converted into Christians. 7. Students will identify the qualities that made Charlemagne one of the greatest kings in European history. 8. Students will list the different aspects of living in a Medieval manor, city, or castle. 9. Students will describe how a person would live and work in a Medieval city. 10. Students will compare and contrast modern cities with Medieval cities. 11. Students will identify the causes that led to the creation of cities and therefore, weaken feudal ties. 12. Students will create a pyramid that symbolizes Feudalism and insert where the king, vassals, lords, knights, and serfs belong in the pyramid. 13. Students will identify the importance of the Code of Chivalry. 14. Students will list the steps of becoming a knight: page, squire, dubbing, and finally knight. 15. Students will sequence the events that led up to, during the Battle of Hastings. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 2

3 16. Students will identify the importance of the Doomsday book from an historical point of view. 17. Students will learn how Henry II recognized the need for a jury to try accused persons. 18. Students will use a timeline of events that led up to the murder of Thomas Becket. 19. Students will create a timeline of Eleanor of Aquitaine s life. 20. Students will recognize the importance of the Magna Carta in terms of how it affected the way people are treated by rulers. 21. Students will sequence the events that led up to the creation of a government comprised of representatives. 22. Students will identify the advantages and disadvantages to each country during the Hundred Years War. 23. Students will know the characteristics that made Joan of Arc a great warrior and which inevitably led to her death. 24. Students will identify how the Black Plague caused the death of millions of people. 25. Students will list the steps of becoming infected with the Black Plague. III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. Teachers should be familiar with all of the knowledge in the Pearson Learning Core Knowledge History and Geography 4 th grade book. B. For Students 1. 3 rd Grade Core Knowledge Sequence: History and Geography: Ancient Rome a. Latin as the language of Rome b. City of Rome sacked c. The rise of the Eastern Roman Empire, known as the Byzantine Empire d. Constantinople (now called Istanbul) merges diverse influences and cultures RESOURCES A. Pearson Learning Core Knowledge History and Geography 4 th grade book (Lessons One- Six, Eight-Fourteen, and Sixteen-Twenty-one) V. LESSONS Lesson One: Things Fall Apart (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2. Lesson Content a. Beginning about A.D. 200, nomadic, warlike tribes began moving into Western Europe, attacking the western Roman Empire; city of Rome sacked by Visigoths in A.D. 410 i. The Huns: Attila the Hun b. Peoples settling in old Roman Empire included Vandals (cf. English word vandalism ), Franks in Gaul (now France), Angles (in England: cf. Angle-land ) and Saxons. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 3

4 c. The Middle Ages are generally dated from about 450 to Approximately the first three centuries after the fall of Rome (A.D. 476) are sometimes called the Dark Ages. 3. Skill Objective(s) a. Students will identify the nomadic tribes that invaded Rome and caused the Roman Empire to fall. b. Students will identify how tribes settled in areas and therefore influenced the region. c. Students will identify the era in time from the fall of the Roman Empire until about 1400, as the Middle Ages. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix A, pages 1 and 2 (one set for each student) 3. Appendix A, pages 3 and 4 (one set for the teacher) C. Key Vocabulary 1. A barbarian is a person who does not speak Greek. D. Procedures/Activities 1. Begin by asking students what they remember from learning about Rome and the Romans in third grade. After some discussion, tell them that the class is going to continue on with the fall of the Roman Empire and learn many more things about the Middle Ages. Create a KWL chart on the board and list the things that the students know about the Middle Ages. Then, list the things that they want to know about the Middle Ages. {Duration: minutes} 2. Once you are done completing the KWL chart, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 1 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix A, pages 1 and 2. Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix A, pages 1 and Teacher will collect and grade Appendix A, pages 1 and 2. Lesson Two: Two Churches (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students know that religious and philosophical ideas have been powerful forces throughout history. 2. Lesson Content a. Growing power of the Pope (Bishop of Rome) b. Arguments among Christians: split into Roman Catholic and Eastern Orthodox Church Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 4

5 c. Conversion of many Germanic people to Christianity d. Rise of monasteries, preservation of classical learning 3. Skill Objective(s) a. Students will learn about how the Pope became a very powerful leader. b. Students will identify issues that caused the church to be split into the Roman Catholic Church and the Eastern Orthodox Church. c. Students will learn how the tribes that settled in Europe were converted into Christians. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix B, pages 1 and 2 (one set for each student) 3. Appendix B, page 3 (one for the teacher) 4. Glue 5. Scissors C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 3 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix B, pages 1 and 2. Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix B, pages 1 and Teacher will collect and grade Appendix B, pages 1 and 2. Lesson Three: Charlemagne (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students know that religious and philosophical ideas have been powerful forces throughout history. 2. Lesson Content a. Charlemagne i. Temporarily unites the Western Roman Empire ii. Crowned Emperor by the pope in A.D. 800, the idea of a united Holy Roman Empire iii. Charlemagne s love and encouragement of learning 3. Skill Objective(s) a. Students will learn how the tribes that settled in Europe were converted into Christians. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 5

6 b. Students will identify the qualities that made Charlemagne one of the greatest kings in European history. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix C, page 1 (one for each student) 3. Appendix C, page 2 (one for the teacher) C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 5 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix C, page 1. Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix C, page Teacher will collect and grade Appendix C, page 1. Lesson Four: A Feudal Society (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Life on a manor, castles b. Lords, vassals, knights, freedmen, serfs 3. Skill Objective(s) a. Students will list the different aspects of living in a Medieval manor, city or castle. b. Students will create a pyramid that symbolizes Feudalism and insert where the king, vassals, lords, knights, and serfs belong in the pyramid. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix D, pages 1 and 2 (one set for each student) 3. Appendix D, pages 3 and 4 (one set for the teacher) Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 6

7 C. Key Vocabulary 1. Lord is a person that controls a manor. 2. Vassal is a person who receives land from a ruler and in return promises aid. 3. Fief is a plot of land exchanged for loyalty to a ruler. 4. Feudalism is a system of government in which land is exchanged for loyalty and services. 5. Knight is military servant of a feudal king or other superior. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 6 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix D, pages 1 and 2. Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix D, pages 1 and Teacher will collect and grade Appendix D, pages 1 and 2. Lesson Five: To the Manor Born (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Life on a manor, castles b. Lords, vassals, knights, freedmen, serfs 3. Skill Objective(s) a. Students will list the different aspects of living in a Medieval manor, city or castle. b. Students will create a pyramid that symbolizes Feudalism and insert where the king, vassals, lords, knights, and serfs belong in the pyramid. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix E, pages 1 through 4 (one set for each student) 3. Appendix E, page 5 (one for the teacher) Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 7

8 C. Key Vocabulary 1. Manor is the estate over which a lord had control; also the lord s house on the estate. 2. Serf is a farmworker who was bound to live and labor on his lord s land. 3. Fallow means empty. 4. Crop rotation is a farming system used on the manor. 5. Cruck house is a typical peasant s cottage. 6. Freedman is a serf that has escaped from the manor. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 7 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix E, pages 1 through 4. Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix E, pages 1 through Teacher will collect and grade Appendix D, pages 1 through 4. Lesson Six: Life in a Castle (one day-day one) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Life on a manor, castles 3. Skill Objective(s) a. Students will list the different aspects of living in a Medieval manor, city, or castle. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix F, pages 1 and 2 (one set for each student) 3. Appendix F, page 3 (one for the teacher) C. Key Vocabulary No new vocabulary is needed for this lesson Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 8

9 D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 8 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix F, pages 1 and 2. Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix F, pages 1 and Teacher will collect and grade Appendix F, pages 1 and 2. Lesson Seven: Life in a Castle (one day-day two-optional lesson) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Life on a manor, castles 3. Skill Objective(s) a. Students will list the different aspects of living in a Medieval manor, city, or castle. B. Materials 1. Appendix G, pages 1 through 3 {one set for each student} 2. Appendix G, page 4 {one for the teacher} 3. Access to the internet a. Option 1: each student has their own computer and they work alone b. Option 2: use a computer projection system and the assignment is completed as a class C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, begin working on Appendix G, pages 1 through 3. Go to and explain what is expected. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 9

10 3. Option 1: Allow the students to work on the Internet for the remainder of the class. Circulate throughout the room making sure the students are following directions and answering questions correctly. 4. Option 2: Position the students so that everyone can see the screen. Read the questions one at a time before going to the next screen. Read each page aloud. Discuss the answers as a class. E. Assessment/Evaluation 1. Teacher will answer students questions while visiting the web site. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix G, pages 1 and Teacher will collect and grade Appendix G, pages 1 and 2. Lesson Eight: Days of a Knight (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Code of Chivalry b. Knight, squire, page 3. Skill Objective(s) a. Students will identify the importance of the Code of Chivalry. b. Students will list the steps of becoming a knight: page, squire, dubbing, and finally knight. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix H, page 1 (one for each student) 3. Appendix H, page 2 (one for the teacher) C. Key Vocabulary 1. Tournament is a staged battle fought by knights for money and honor without the intention to would or kill. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 9 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix H, page 1. Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 10

11 E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix H, page Teacher will collect and grade Appendix H, page 1. Lesson Nine: A Serf and His Turf (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 2. Lesson Content a. Towns as centers of commerce, guilds, and apprentices 3. Skill Objective(s) a. Students will list the different aspects of living in a Medieval manor, city, or castle. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix I, pages 1 and 2 (one set for each student) C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 10 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix I, pages 1 and Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix I, pages 1 and Teacher will collect and grade Appendix I, pages 1 and 2. Lesson Ten: City Life (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 11

12 b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 2. Lesson Content a. Towns as centers of commerce, guilds, and apprentices b. Weakening of feudal ties 3. Skill Objective(s) a. Students will describe how a person would live and work in a Medieval city. b. Students will compare and contrast modern cities with Medieval cities. c. Students will identify the causes that led to the creation of cities and therefore, weaken feudal ties. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix J, page 1 (one for each student) C. Key Vocabulary 1. Journeyman is an apprentice who is considered qualified to work in a particular trade. 2. Charter is a document given by a government or ruler to a group of people or a company. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 11 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix J, page Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix J, page Teacher will collect and grade Appendix J, page 1. Lesson Eleven: William the Conqueror (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. William the Conqueror: Battle of Hastings, 1066 Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 12

13 3. Skill Objective(s) a. Students will sequence the events that led up to, during the Battle of Hastings. b. Students will identify the importance of the Doomsday book from an historical point of view. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix K, pages 1 and 2 (one set for each student) 3. Appendix K, page 3 (one for the teacher) C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 13 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix K, pages 1 and Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapter. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix K, pages 1 and Teacher will collect and grade Appendix K, pages 1 and 2. Lesson Twelve: Henry II and Thomas Becket (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand political institutions and theories that have developed and changed over time. c. Students know that religious and philosophical ideas have been powerful forces throughout history. 2. Lesson Content a. Henry II i. Beginnings of trial by jury ii. Murder of Thomas Becket in Canterbury Cathedral 3. Skill Objective(s) a. Students will learn how Henry II recognized the need for a jury to try accused persons. b. Students will use a timeline of events that led up to the murder of Thomas Becket. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix L, pages 1 and 2 (one set for each student) Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 13

14 3. Appendix L, page 3 (one for the teacher) C. Key Vocabulary 1. Jury is a group of people who hear evidence in a trial and then vote on the guilt or innocence of the accused. 2. Excommunicate is the punishment of not allowing someone to continue as a member of the Church. 3. Pilgrimage is a journey taken for a religious purpose. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapters 14 and 15 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapters have been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix L, pages 1 and Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapters. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix L, pages 1 and Teacher will collect and grade Appendix L, pages 1 and 2. Lesson Thirteen: Eleanor of Aquitaine (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Henry II i. Eleanor of Aquitaine 3. Skill Objective(s) a. Students will create a timeline of Eleanor of Aquitaine s life. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix M, page 1 (one for each student) 3. Appendix M, page 2 (one for the teacher) C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 14

15 16 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix M, page Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapters. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix M, page Teacher will collect and grade Appendix M, page 1. Lesson Fourteen: The Magna Carta (one-day-day one) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. 2. Lesson Content a. Significance of the Magna Carta, King John, Skill Objective(s) a. Students will recognize the importance of the Magna Carta in terms of how it affected the way people are treated by rulers. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix N, pages 1 and 2 (one set for each student) 3. Appendix N, page 3 (one for the teacher) C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 17 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix N, pages 1 and Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapters. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix N, pages 1 and Teacher will collect and grade Appendix N, pages 1 and 2. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 15

16 Lesson Fifteen: The Magna Carta (one day-day two-optional lesson) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. 2. Lesson Content a. Significance of the Magna Carta, King John, Skill Objective(s) a. Students will recognize the importance of the Magna Carta in terms of how it affected the way people are treated by rulers. B. Materials 1. Appendix N, page 4 (one set for each student) C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Note: This is a difficult lesson to learn and teach. However, it is a lesson that your students will never forget. Begin this lesson pretending as if you are seriously upset at your class. Come up with some excuse to be very mad and unfair to them. It needs to be something that will make them think that your entire behavior management techniques need to be changed. {Duration: 5-10 minutes} 2. By now, most of your students should start believing you. Then, discuss what they new rules are going to be. They are listed on Appendix N, page 4. Once your students are in shock, tell them, If you don t like these new rules, write your own Magna Carta. Allow them to write their own Magna Carta. While they do that, continue being nasty by taking chairs, belongings, etc. {25-30 minutes} 3. Once the students have written long enough, have a class discussion about what they think about the new rules and what they would like to see happen. {Duration: 5-10 minutes} 4. Finally, let the cat out of the bag! Let them know that you were just teaching a lesson. The rules will not remain in place. Explain to them that it is important for them to realize that they need to stick up for themselves just like the Barons did with King John. Continue by telling them that the Magna Carta was the first time that ordinary people made a ruler follow rules. Because of the Magna Carta, other documents like the Declaration of Independence and Bill of Rights were created. {Duration 5 minutes} E. Assessment/Evaluation 1. Teacher will assess students understanding by having a class discussion about the Magna Carta and being oppressed. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix N, page Teacher will collect and grade Appendix N, page 4. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 16

17 Lesson Sixteen: A New Kind of Government (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Parliament: beginnings of representative government 3. Skill Objective(s) a. Students will sequence the events that led up to the creation of a government comprised of representatives. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix O, page 1 (one for each student) 3. Appendix O, page 2 (one for the teacher) C. Key Vocabulary 1. Circuit is an area or district through which a judge travels to hold court sessions. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 18 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix O, page Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapters. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix O, page Teacher will collect and grade Appendix O, page 1. Lesson Seventeen: The Hundred Years War (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 17

18 2. Lesson Content a. The Hundred Years War 3. Skill Objective(s) a. Students will identify the advantages and disadvantages to each country during the Hundred Years War. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix P, pages 1 through 3 (one set for each student) 3. Appendix P, page 4 (one for the teacher) C. Key Vocabulary 1. Truce is an agreement to stop fighting. D. Procedures/Activities 1. Begin this lesson by telling the students that they are going to take The World s Easiest Quiz. Pass it out and even offer to read the quiz aloud to them. Tell them that if they want, this can be considered one of their unit tests. Once you begin reading the quiz, they will want this to be a unit test. 2. Once the quiz is complete, give them the answers found on Appendix P, page 4. Their jaws will drop and they will no longer want this to be considered a test! Of course, this part is just for fun. {Duration: 10 minutes} 3. Continue by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 4. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 19 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 5. Once the chapter has been read, ask if students have any questions. 6. After all the questions have been answered, pass out Appendix P, pages 2 and Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapters. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix P, pages 2 and Teacher will collect and grade Appendix P, page 2 and 3. Lesson Eighteen: Joan of Arc (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students know that religious and philosophical ideas have been powerful forces throughout history. 2. Lesson Content a. The Hundred Years War i. Joan of Arc 3. Skill Objective(s) a. Students will know the characteristics that made Joan of Arc a great warrior and which inevitably led to her death. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 18

19 B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix Q, page 1 (one for each student) 3. Appendix Q, page 2 (one for the teacher) C. Key Vocabulary 1. Dauphin is the title given to the eldest son of the king of France. 2. Heresy is the crime of going against the teachings of the church. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 20 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix Q, page Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapters. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix Q, page Teacher will collect and grade Appendix Q, page 1. Lesson Nineteen: The Black Death (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. e. Students know that religious and philosophical ideas have been powerful forces throughout history. 2. Lesson Content a. The Black Death sweeps across Europe 3. Skill Objective(s) a. Students will identify how the Black Plague caused the death of millions of people. b. Students will list the steps of becoming infected with the Black Plague. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix R, page 1 and 2 (one set for each student) 3. Appendix R, page 3 (one for the teacher) Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 19

20 C. Key Vocabulary 1. Plague is a highly contagious, usually fatal, disease that affects large numbers of people. D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. 2. Once the review is completed, tell the students to get out their Pearson Learning History and Geography book. Ask for volunteers to read sections from Chapter 21 aloud while everyone else follows along. While they are reading, clarify anything that the students may be confused about. {Duration minutes} 3. Once the chapter has been read, ask if students have any questions. 4. After all the questions have been answered, pass out Appendix R, pages 1 and Explain what is expected. Once everybody is clear on what is required, allow the students to work on the activity for the remainder of the period. E. Assessment/Evaluation 1. Teacher will answer students questions while reading the chapters. In the process, the teacher will be able to check for understanding. 2. Teacher will circulate around the room and checking for understanding as the students work on Appendix R, pages 1 and Teacher will collect and grade Appendix R, pages 1 and 2. Lesson Twenty: Plague in the 14 th Century (one day) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand that societies are diverse and have changed over time. c. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. d. Students understand political institutions and theories that have developed and changed over time. e. Students know that religious and philosophical ideas have been powerful forces throughout history. 2. Lesson Content a. The Black Death sweeps across Europe 3. Skill Objective(s) a. Students will identify how the Black Plague caused the death of millions of people. b. Students will list the steps of becoming infected with the Black Plague. B. Materials 1. Pearson Learning History and Geography 4 th grade book 2. Appendix S, pages 1 and 8 (one set for each student) 3. Appendix S, page 9 (one for the teacher) C. Key Vocabulary No new vocabulary is needed for this lesson D. Procedures/Activities 1. Begin this lesson by reviewing what the students learned in the previous lesson. Answer any questions and clarify any misconceptions. Fourth Grade, Stuck in the Middle Ages 2005 Colorado Unit Writing Project 20