The Middle Ages: A Contract Unit

Designed by: Lisa McClain, Hand Middle

1) CORE CURRICULUM OBJECTIVE(S):  Explain the following aspects of the Middle Ages: important terms, government, religion(s), economy, inventions and contributions, communication, the evolution of the period, its place within a time reference, primary people, places, and events, social structures, education, misconceptions and superstitions.  (6WH8-1)
Students will determine the impact of the Middle Ages on the world today.  (6WH8-2)

GRADE LEVEL: Sixth               SUBJECT(S): World History

2) OVERVIEW: This unit is designed to teach students about the Middle Ages. They will learn about the feudal system, heraldry, knights, and other topics related to the Middle Ages. The unit is taught as a contract unit. Students must sign a contract for the unit grade they wish to earn. The contract levels are based on the steps to becoming a knight. The contract level a student chooses determines specific unit assignments.

3) FOCUS/ESSENTIAL QUESTION(S):

What was life really like for the people who lived during the Middle Ages? How did the Middle Ages affect life today?

4) TIME FRAME:

Twenty - Twenty-five fifty minute periods

5) RESOURCES/MATERIALS:

Students need to provide the following: history notebooks, paper, pencils, folder or notebook for Middle Ages portfolio, and materials for some assignments. Teacher resources are listed on the attached bibliography. Materials: construction paper, markers, colored pencils, crayons, glue sticks.

6) CULMINATING ASSESSMENT:

At the end of the unit of study about the Middle Ages, all assignments will be compiled into a portfolio. The portfolio will be submitted to the teacher for evaluation based upon the provided rubrics. (There are separate rubrics for each level.) After the portfolios have been graded, students will participate in the knighting ceremony described in the instructional activities as Topic 11: Unit Assessment/Knighting Ceremony.

7) INSTRUCTIONAL ACTIVITIES:

TOPIC 1: INTRODUCTION OF UNIT AND CONTRACT

Objective(s): Students will identify the assignments required for the unit. Students will contract for the letter grade they choose to earn.

Time: 1 period (Note: A period is 50 minutes.)

Activities: The teacher will pass out the contract packet to the students. Together, the class and the teacher will read through the entire packet. The teacher will explain the basic details of each assignment and answer any student questions. The students will take their contracts home at the end of class. Students are responsible for discussing the contract unit and its components with their parents. The parents and the child make the decision as to which contract level for which the student will work. Both the parent and the student must sign the contract and return it to the teacher prior to the student beginning the unit activities. Note: It has always been my policy that once a student contracts for a grade, they may not change their contract to work for a lower level; however, if they want to change their contract and work for a higher level, they may.

TOPIC 2: THE FEUDAL SYSTEM

Objective(s): Students will identify the components of the feudal system. Students will compare the feudal system to the social classes of Ancient Egypt. Students will compare and contrast the different social classes of the feudal system.

Time: 1-2 periods

Activities: The teacher will display the pyramid chart created during the Egypt unit completed earlier in the year, which shows the social classes of Ancient Egypt. The students will be asked to describe the social classes of Egypt. The teacher will then display a transparency of a chart of the feudal system. (One is located on page 212 in the sixth grade textbook, World Cultures.) The teacher will ask the students to work with a partner and to list as many similarities as they can between the social classes of the Middle Ages and Ancient Egypt. Students may use their textbooks and any of the resource materials provided by the teacher. (Prior to beginning the unit, the teacher needs to visit the school's Media Center and/or the public library to select resource materials to be housed in the classroom, which will assist the students in completing unit assignments.) Groups will then be asked to share their findings. A student will be asked to serve as secretary and to record the group's information on either the board or overhead using a Venn diagram. Next, the teacher will provide notes based on the textbook and related material about the feudal system. The students are expected to complete the portion of their teacher-made study guide concerning the feudal system. The study guide is based on the chapter content and the unit test.

TOPIC 3: CHARLEMAGNE

Objective(s): Students will identify the contributions of Charlemagne Students will evaluate the importance of Charlemagne's reign

Time: 1-2 periods

Activities: Using their textbook and a variety of resources from the Media Center students will work with a partner to discover five interesting facts about Charlemagne. (See note under topic 2 regarding resource materials in the classroom.) Groups will then share the facts learned with the class and a class web of Charlemagne's contributions will be created. The teacher will then present notes and lead a discussion about Charlemagne. Students will copy the notes into their notebooks. The class web, which students copied into their notebooks, will be referenced as appropriate. Students will complete the section of their study guide dealing with Charlemagne.

TOPIC 4: THE PROCESS TO BECOME A KNIGHT

Objective(s): Students will compare and contrast the stages in the process of becoming a knight. Students will write an essay about the process of becoming a knight. Students will explain how the rules of chivalry came to be and evaluate their importance. Students will identify and name the pieces of a knight's armor.

Time: 2-3 periods

Activities: The teacher will write the word "knight" on the board. The students will brainstorm in groups of 3-4 about what the word means/makes them think of. The groups will report to the class. The teacher will then ask how they think a man learned all things listed on the brainstorm list. The teacher will provide notes on the knighthood process, which are to be kept in the student's notebook. Each student will complete the section of the study guide relating to knighthood. As a class, students will evaluate which things on their brainstorm list about knights are realistic and which are myths. The teacher will provide the students with a drawing of a knight and his armor. Together the teacher and the class will discuss the name of each piece and the part of the body it protected. Each student will write an essay describing and comparing the knighthood process. Essays are to go into the student's portfolio. (The portfolio is not graded until the end of the unit; however, students may submit their rough drafts to the teacher for preliminary feedback. Also, peer editing groups of 3-4 students will be established and will meet every other day for 10-15 minutes.)

TOPIC 5: HERALDRY

Objective(s): Students will define heraldry. Students will identify commonly used heraldic symbols and explain their meanings. Students will state the purposes for heraldry. Students will create a personal coat of arms.

Time: 2-3 periods

Activities: Through discussion of battle situations in the Middle Ages, the teacher will help students see the need for a means of identifying people on the battlefield. The teacher will define heraldry and its purposes, as well as give notes. Examples of heraldic symbols will be provided via handouts from resources listed in the bibliography. Appropriate books/resources will also be available. Students will create a personal coat of arms, which will become their portfolio cover.

TOPIC 6: CASTLES

Objective(s): Students will list purposes for castles. Students will identify the parts of a castle. Students will explain the uses for the parts of a castle. Students will describe how castles were created. Students will create a model, diorama, or model of a castle.

Time: 3-4 periods

Activities: The teacher will introduce the topic by reviewing the feudal system and revisiting the idea of a system of protections and loyalties. The teacher will then show photographs and brochures of castles from personal trips to Europe. The teacher will then skim through the Castle book by David Macaulay with the class. The teacher will pass out a diagram of a castle. Students will view the video Castle, which is based upon the above-mentioned book. As students watch the video, they are to label as many parts of the castle on their diagram as possible. After viewing the video, the teacher will go over the diagram of the castle with the students. Each part will be identified, and its purposes discussed. Working in small groups of 3-4, the students will decide whether each castle part is for offense or defense. These will then be discussed. The students will create the appropriate sections of their study guide. On their own time, students will create a model, poster, or diorama of a castle and/or write a research paper about castles. A few days later, students will take a teacher-made quiz on the parts of a castle and their purposes. Students will also have to label various parts as offensive or defensive.

TOPIC 7: DAILY LIFE IN THE MIDDLE AGES

Objective(s): Students will analyze the ways in which the feudal system affected the development of the Middle Ages. Students will describe and evaluate daily life of various social classes in the Middle Ages. Students will define guild, apprentice, journeyman, master, etc. Students will create a Middle Ages diary based on a randomly selected social class.

Time: 1-2 periods

Activities: The teacher and the students will discuss the people seen in the Castle video. Students will be divided into 3-4 person groups. Each group will be assigned a specific group of people from the Middle Ages and then provided with related information. Each group will review the given information and create a web. Each group will present the information about their subject to the class and share their web. (All students are responsible for all groups' information.) Students will randomly draw a specific social group. (Groups: noble, knight, squire, page, crusader, peasant, master, apprentice, journeyman.) Each student will create a diary containing a minimum of five entries. The diary must be written from the perspective of a person from the group the student chose. Students will complete the appropriate sections of their study guide.

TOPIC 8: MIDDLE AGES VOCABULARY

Objective(s): Students will define terms from the Middle Ages Students will explain and create illuminated writing

Time: 1 period (+ time at home)

Activities: The class will review out Middle Ages vocabulary covered in the first seven topics and ask students to give other examples. The teacher will review the directions given in the contract for the Medieval Dictionary Project. (Minimum of 26 word - one word per letter; 6 can come from Illuminations, remainder from text or any other resource; at least 5 examples of illuminated writing.) The teacher will read aloud Illuminations by J. Hunt. Each word presented will be discussed, and the provided examples of illuminated writing will be shared. Each student will create a dictionary of medieval terms. The completed dictionary goes in the portfolio. (The portfolio is not graded until the end of the unit; however, students may submit their rough drafts to the teacher for preliminary feedback. Also, peer-editing groups of 3-4 students will be established and will meet every other day for 10-15 minutes.)

TOPIC 9: CATHEDRALS/AGE OF FAITH/CRUSADES

Objective(s): Students will define cathedral Students will identify the parts of a cathedral Students will describe the building process for cathedrals Students will discuss the aesthetic aspects of castles Students will explain why the Middle Ages is referred to as "The Age of Faith" Students will describe the Crusades and explain their significance

Time: 3-4 periods

Activities: The teacher will read the book Cathedral by David Macaulay to the class. The section from the World Cultures textbook pertaining to the Age of Faith, Cathedrals, and the Crusades will be read. Handouts will be given on the parts of a cathedral. The teacher will give notes detailing the use/purpose of each part. Some students (depending upon contract level and activity choices) will create a poster, model, or diorama of a cathedral. The teacher will lead a discussion about the Age of Faith and give notes on the importance of religion in the Middle Ages. Students will complete the section of their study guide dealing with cathedrals and the Crusades. The class will be divided into four groups. Each group will be expected to use their textbooks and the resources in the classroom to find out specific details and the results of one of the Crusades. Each group will then present their findings to the class. Students will randomly select a card, which will tell them to make the head, body, or appendages for a gargoyle. Students will then work independently on their portion. Once all students have completed their section, they will be paired up with other students and they will put their individual pieces together to create one whole gargoyle. Groups will then "introduce" their gargoyles to the class.

TOPIC 10: WILLIAM I AND JOAN OF ARC

Objective(s): Student will identify William I Student will identify Joan of Arc Student will evaluate the contributions of both William I and Joan of Arc Student will identify the Battle of Hastings and explain the significance of the date October 14, 1066 Student will explain the reasons for the Magna Carta Student will evaluate who benefited from the Magna Carta

Time: 1-2 periods

Activities: Teacher will present information regarding William and his assent to power. The teacher will give notes based on the information in the text. Joan of Arc will be discussed and notes given. The students will work in small groups to develop a class Magna Carta, code of conduct/class "law". Depending upon contract level/activity choices, students may write a research paper on Joan of Arc or William I.

TOPIC 11: UNIT ASSESSMENT/KNIGHTING CEREMONY

Objective(s): Student will take the unit exam Student will turn in their completed unit portfolios Student will participate in a knighting ceremony as the culminating event for the unit

Time: 2-3 periods

Activities: The students will complete the chapter test on the Middle Ages and turn in their completed portfolios. The teacher will assess the portfolio using the attached rubric. During the knighting ceremony, student products and portfolios from the unit are displayed in the media center (the suggested place for the ceremony), in hall display cases, etc. Parents of students being "knighted" are sent formal invitations to attend the festivities, as are school and district administrators. The drama teacher plays the part of our "queen" and, decked in full costume, dubs each student "Sir" or "Dame." Each knight is presented with a certificate of achievement. Students present their portfolios to the audience and this year some performed original monologues they had written. The ceremony ends with a celebration, including refreshments and socializing. It is a time for the students to show their parents and other guests everything they have worked so hard to accomplish.