|
MEDIEVAL TIMES
GIFTED UNIT
Discovery of the Middle Ages:
reading, writing, and research on customs, literature, clothing.
buildings, history, music, arts, and knights and kings; fairy tales
in the oral traditions of the times with opportunities for puppetry and play
writing.
|
Week 1 |
Essential Question: Why
is it necessary to study the Medieval Times (Middle Ages)? Introduction to Medieval Times Opening the Unit Activity: In groups, students brainstorm typical
questions that a researcher would ask to discover how
people lived in the Middle Ages.
Categories included are food, clothes, homes, entertainment, work, government, trade,
transportation, and conflict mediation. Medieval Times Jeopardy
http://www.columbia.k12.fl.us/TechLab/Mrs.%20Lee's%20Medieval%20jeopardy%20game.ppt#299,1,Slide 1 Overview of Medieval Times (Each to be discussed in separate
class meetings) Definition and Dates
of Medieval Times (800-1599 AD) Medieval History
Terms to Know http://library.thinkquest.org/10949/glossary/index.html Discuss
in Overview the History of the Middle Ages http://www.timeref.com/hpr1748.htm Early Middle
Ages 410-1042 AD Angles, Saxons, and Viking
Invasions High Middle Ages 1024-1306 AD William the Conqueror King John and the Magna Carta Richard the Lion-Hearted The Normans, the Crusades,
Henry II and Edward I Late Middle Ages
1308-1487 AD The Hundred Years War The Black Death (Great
Plague) Richard III War of the Roses Early
Modern Medieval Times 1492-1553 AD The Great Explorers Henry VIII Lady Jane Grey Elizabeth I Medieval Vocabulary http://www.discoveryeducation.com/teachers/free-lesson-plans/the-middle-ages.cfm Activity: Students will research
medieval names and rename themselves for the unit. Stories, plays, etc. will be written using their medieval names. Medieval Names http://www.themiddleages.net/people/names.html Medieval Naming Guides http://www.s-gabriel.org/names/english.shtml The Role of Medieval Names http://www.spartacus.schoolnet.co.uk/YALDnamesM.htm Medieval Names http://www.medieval-life-and-times.info/medieval-life/medieval-names.htm Medieval Baby Names http://www.suite101.com/article.cfm/baby_names/109436 Novel: Begin The Door in the Wall by Marguerite D’Angeli http://litplans.com/titles/Door_In_the_Wall_Marguerite_DeAngeli.html http://www.sdcoe.k12.ca.us/score/door/doortg.html Activity: Medieval Times
in Atlanta, Georgia http://educators.medievaltimes.com/ Dragon Shot Medieval Times Game http://www.medievaltimes.com/atlanta/dragonshot.aspx SURPRISE FOCUS OF THE DAY: A Magical History Tour of King
Arthur’s Britain. |
|
Week 2 |
Essential Question: How
did the invasions of the Saxons, Angles, and the Vikings affect people living
in Europe in the Middle Ages? Early Middle Ages 410-1042 AD Angles and Saxon Invasions http://medievaleurope.mrdonn.org/saxons.html http://www.britannia.com/history/700.html Viking Invasions http://worldhistory.mrdonn.org/vikings.html http://www.dasd-ew.org/history.htm#Vikings Research the Various Flags of the Great Families of Europe Activity: Students will create
pennons/ flags for great houses of Europe and hang them in the
classroom. Students will join the
Great Houses of their choice for future research. History and Meaning of
Heraldry http://www.fleurdelis.com/coatofarms.htmand http://www.digiserve.com/heraldry/ Other Activities: Medieval Writing http://medievalwriting.50megs.com/writing.htm http://medievalwriting.50megs.com/literacy/writing.htm Medieval Online Scavenger Hunt http://www.nisk.k12.ny.us/birchwood/links/scavengerhunts/medieval.htm Middle Ages Environment Activity: http://www.historyforkids.org/learn/medieval/environment/index.htm Activity: Make
A Calligraphy Project.
Select a favorite quote or short poem and create a calligraphy art piece
focusing on it. You might create a unique greeting card incorporating the
work or design it for framing. Keep A Calligraphy Journal. Include techniques and tips
that you learn as you go. Be sure to include samples of your skill with each
journal entry. SURPRISE FOCUS OF THE DAY:
Did King Arthur Exist? |
|
Week 3 |
Essential Question: What
was life like for the wealthy and the poor in the Middle Ages? Timeline of Medieval
Times http://www.timeref.com/eindex.htm Life in the Middle Ages – the Wealthy Kings and Nobles http://medievaleurope.mrdonn.org/nobility.html Life in the Middle Ages – The Knights http://medievaleurope.mrdonn.org/knights.html The Code of Chivalry http://www.astro.umd.edu/~marshall/chivalry.html Life in the Middle Ages – The Poor http://medievaleurope.mrdonn.org/commoners.html Middle Ages Play/Simulation Medieval Manor http://www.udel.edu/Geography/DGA/Web2009/CurriculumMaterials/Europe/MedievalManor.pdf Make a Family Crest online http://www.allfamilycrests.com/makecoatofarms.htm Research the Various Flags of the Great Families of Europe Activity: Students will create pennons/ flags for the
great houses of Europe and hang them in the classroom. History and Meaning of Heraldry http://www.fleurdelis.com/coatofarms.htmand http://www.digiserve.com/heraldry/ Activity: Make a
King’s Crown http://www.ehow.com/how_4885920_make-king_s-crown.html How to
Make a King or Queen Crown http://www.suite101.com/content/how-to-make-a-king-or-queen-crown-a32186 Activity: Medieval
Music http://www.empire.k12.ca.us/capistrano/Mike/capmusic/medieval/medieval.htm Activity: Students
will write a Medieval Ballad. Medieval Ballads http://www.eng.fju.edu.tw/English_Literature/medieval/medieval.htm How to Write a Ballad http://www.articleclick.com/Article/How-To-Write-A-Ballad--Easy-Steps-For-A-Perfect-Piece/1060898 Other Activities: Knights
and Castles Worksheets http://bogglesworldesl.com/knights.htm Build
a Medieval Castle Cardboard
Box Castle Build
a Medieval Castle (Free) http://www.yourchildlearns.com/castle.htm Kids
Castle http://www.kidsonthenet.org.uk/castle/ SURPRISE
FOCUS OF THE DAY: Did Camelot Exist? |
|
Week 4 |
Essential Question: How
did the nobles in the Middle Ages influence our governments today? High Middle Ages 1024-1306 AD William
the Conqueror http://www.britannia.com/history/monarchs/mon22.html
King John and the Magna Carta http://medievaleurope.mrdonn.org/magnacarta.html Richard
the Lion-Hearted http://www.britannia.com/history/monarchs/mon27.html http://www.themiddleages.net/people/richard_lionheart.html Life in the Middle Ages Activity: Students will research an area of interest
during the medieval period and make a presentation in class next week. http://medievaleurope.mrdonn.org/index.htmland http://www.teacheroz.com/Middle_Ages.htm#jester Medieval Fairy Tales The Brothers Grimm
(Germany) http://www.nationalgeographic.com/grimm/article.html English Fairy
Tales http://www.sacred-texts.com/neu/eng/meft/index.htm The Library Thing (England) http://www.librarything.com/subject/Fairy+tales%09England Folklore and Fairy Tales from England http://www.pitt.edu/~dash/england.html Mythica Folk
Tales (World) http://www.pantheon.org/areas/folklore/folktales/ Put
together your own Medieval costume. Fabric stores such as JoAnne Fabrics and
Mae’s have patterns and materials which you can use for this purpose. Also
check out this link: http://www.costumes.org/pages/medievalinks.htm Research the Various Shields of the Great Families of Europe Activity: Students will create shields for great
houses of Europe and hang them in the classroom. History and Meaning of Heraldry
http://www.fleurdelis.com/coatofarms.htmand http://www.digiserve.com/heraldry/and http://www.farris-consulting.com/ Heraldry Games and Activities http://medievaleurope.mrdonn.org/heraldry.html Other Activities: The
Knight’s Coat of Arms Life in the Middle Ages Living
in the Middle Ages SURPRISE FOCUS OF THE DAY:
Did Merlin Exist? |
|
Week 5 |
Essential Question: How
have the movies captured the historical events that have shaped Europe? High Middle Ages 1024-1306 AD The
Normans, the Crusades, Henry II and Edward I Invasion
of the Normans http://www.eyewitnesstohistory.com/bayeux.htm The
Crusades http://www.middle-ages.org.uk/the-crusades.htm Henry II http://www.britannia.com/history/monarchs/mon26.html Edward
I
http://www.biographybase.com/biography/Edward_I_of_England.html Edward II
http://www.biographybase.com/biography/Edward_II_of_England.html Research the Various Shields of the Great Families of Europe Activity: Students in their individual houses will
create shields for great houses of Europe and hang them in the
classroom. History and Meaning of
Heraldry http://www.fleurdelis.com/coatofarms.htmand http://www.digiserve.com/heraldry/ And http://www.farris-consulting.com/ Other Activties: Medieval
Siege Weaponry of Medieval Times http://educators.medievaltimes.com/ How to make a Long Bow http://learn-how-to-make-a-longbow.com/manual-with-cheatsheet-bonuses-v2-h1intro Other Activities: Make a Shield Out of Cardboard and Aluminum Foil Make A Knight’s Gauntlets http://www.howtodothings.com/hobbies/how-to-make-gauntlet-gloves SURPRISE FOCUS OF THE DAY:
THE SWORD OF A KING Did the Sword Excalibur Exist?
http://www.britannia.com/history/arthur/excalibur.html Did The Lady of the Lake Exist? |
|
Week 5 |
Essential Question: How have the movies captured the historical
events that have shaped Europe? High Middle Ages
1024-1306 AD The Normans, the Crusades,
Henry II and Edward I Invasion of the Normans http://www.eyewitnesstohistory.com/bayeux.htm The Crusades http://www.middle-ages.org.uk/the-crusades.htm Henry II http://www.britannia.com/history/monarchs/mon26.html Edward I http://www.biographybase.com/biography/Edward_I_of_England.html Edward II http://www.biographybase.com/biography/Edward_II_of_England.html Research the
Various Shields of the Great Families of Europe Activity: Students in their individual houses will
create shields for great houses of Europe and hang them in the
classroom. History and Meaning of
Heraldry http://www.fleurdelis.com/coatofarms.htmand
http://www.digiserve.com/heraldry/ And http://www.farris-consulting.com/ Other Activties: Medieval Siege Weaponry of
Medieval Times http://educators.medievaltimes.com/ How to make a Long Bow http://learn-how-to-make-a-longbow.com/manual-with-cheatsheet-bonuses-v2-h1intro Other
Activities: Make a Shield Out of
Cardboard and Aluminum Foil Make A Knight’s
Gauntlets http://www.howtodothings.com/hobbies/how-to-make-gauntlet-gloves SURPRISE FOCUS OF
THE DAY: THE SWORD OF A KING Did the Sword Excalibur
Exist? http://www.britannia.com/history/arthur/excalibur.html Did The Lady of the Lake
Exist? |
|
Week 6 |
Essential Question: Why did some events in Europe have
catastrophic results? Late Middle Ages 1308-1487 AD The Hundred Years War The Black Death (Great
Plague) http://www.boisestate.edu/courses/westciv/plague/ Activity: Students will research
the plague and determine its causes, why it spread, and how it was contained. http://medievaleurope.mrdonn.org/plague.html Other Activities: Medieval Simulation Battle of the Barons
Simulation http://www.juniorgeneral.org/barons/barons.html Weaponry of Medieval
Times http://educators.medievaltimes.com/ How to Make a Paper
Knight’s Helmet http://www.ehow.co.uk/how_4854213_paper-medievil-knight-helmet.html SURPRISE FOCUS OF
THE DAY: Did the Knights of the Round
Table Exist? |
|
Week 7 |
Essential Question: How do civil wars change the shape of a
nation? Late Middle Ages War of the Roses: The Red Rose and the White Rose http://www.warsoftheroses.com/ http://www.luminarium.org/encyclopedia/warsoftheroses.htm The Monarchy of England http://www.britannia.com/history/h6f.html Richard III http://www.britannia.com/history/monarchs/mon39.html Activity:
Students will review and discuss annotations from varied Medieval
Literature, such as Beowulf, Robin Hood, and King Arthur and the Knights of
the Round Table http://medievaleurope.mrdonn.org/literature.html http://medievaleurope.mrdonn.org/plays.html http://www.buzzle.com/articles/literature-of-the-medieval-period.html Beowulf http://web.utk.edu/~bkinkead/annotation.html Students will reprise the roles
of the characters in these books by creating plays for view on the last
day of the unit. Other Activities: Feudal M&Ms SURPRISE FOCUS OF
THE DAY: Did the Holy Grail Exist? |
|
Week 8 |
Essential Question: How did exploration change the history of
Europe? Early Modern Medieval Times 1492-1553 AD The Great Explorers: Columbus, Marco Polo http://historymedren.about.com/library/who/blwwexplodex.htm http://www.middle-ages.org.uk/middle-ages-people.htm http://www.dasd-ew.org/history.htm#Vikings http://www.medieval-life-and-times.info/famous-medieval-people/ Activities: Medieval Medicine http://library.thinkquest.org/15569/hist-6.html Medicine in the Middle
Ages http://www.middle-ages.org.uk/medicine-in-the-middle-ages.htm Commonly Used Medicinal
Plants http://www.mostly-medieval.com/explore/plants.htm Medieval Folk
Remedies http://www.mostly-medieval.com/explore/remedy.htm Columbus Jeopardy Game http://www.hardin.k12.ky.us/res_techn/download/Columbus.ppt Reader’s Theater Play on
Columbus http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-celebrations/readers.html Marco Polo Visits Tin-Gui http://www.eduplace.com/ss/hmss/7/unit/act4.1blm.html The Marco Polo Odyssey http://ngm.nationalgeographic.com/ngm/data/2001/07/01/sights_n_sounds/media.2.2.html Marco Polo’s Journey http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u5/index.html Marco Polo Takes A Trip http://edsitement.neh.gov/lesson-plan/marco-polo-takes-trip On the Road with Marco
Polo http://edsitement.neh.gov/curriculum-unit/road-marco-polo Out of the Dungeon
Game http://www.spsk12.net/departments/STAR/socialscience/us5/ExplorersOutoftheDungeon.ppt#306,5, SURPRISE FOCUS OF THE
DAY: What is the History and Meaning
of the Court Jester? |
|
Week 9 |
Essential Question: How have the Royals and wealthy influenced
history? Early Modern Medieval
Times 1492-1553 AD Henry VIII http://tudorhistory.org/henry8/ Lady Jane Grey Activity: Possible Field Trip Activity: Between
Ancient and Modern http://www.mrdowling.com/703middleages.html Other Activities: Study the Arthurian Legends: http://www.ops.org/lang-art/arthur.html http://www.historyforkids.org/crafts/projects/chainmail.htm Make a Fire Breathing Bookmark. Use colored pencils to draw
the head of a dragon rising from the bottom edge of a strip of construction
paper. Put a dot of felt-tip marker ink in the dragon’s open mouth. Set the
strip in a jar filled with about a half inch of water. Watch the dragon’s
fiery breath appears. Medieval Games http://www.historyforkids.org/learn/medieval/games/index.htm Interactive Medieval
Games http://medievaleurope.mrdonn.org/games.html SURPRISE FOCUS OF
THE DAY: Did Robin Hood exist? |
|
Week 10 |
Essential Question: What kinds of food dishes did people of the
Middle Ages enjoy? Medieval Times: A Culminating Activity http://education.iupui.edu/webquests/medievalI/index.htm Medieval Food http://www.teacheroz.com/Middle_Ages.htm#jester http://www.historyforkids.org/learn/medieval/food/index.htm The Medieval Feast http://www.medieval-spell.com/Medieval-Feast.html http://www.mce.k12tn.net/middleages/medievalfeast.htm http://www.medieval-life-and-times.info/medieval-food/medieval-feast.htm Middle Ages Food
Recipes http://www.middle-ages.org.uk/middle-ages-food-recipes.htm Medieval Cookery http://www.godecookery.com/godeboke/godeboke.htm Activity: The Medieval Feast SURPRISE FOCUS OF THE
DAY: How is Medieval History Depicted
in the Movies? http://www.fordham.edu/HALSALL/medfilms.html Critique some films that are set in
Medieval times. A short listing can be found at this link, in addition to a
short form for critiquing: http://users.netonecom.net/~clchoponis/outlines/filmcritique.html Medieval
Tournament http://www.historyforkids.org/crafts/medieval/tournament.htm |
|
MEDIEVAL TIMES UNIT GPS Standards MEDIEVAL
TIMES FROM 7th GRADE (Others follow from K-5) SSWH7
The student will analyze European medieval society with regard to culture,
politics, society, and economics. a.
Explain the manorial system and feudalism; include the status of peasants and
feudal monarchies and the importance of Charlemagne. c.
Explain the role of the church in medieval society. d.
Describe how increasing trade led to the growth of towns and cities. ELABLRL1
The student demonstrates comprehension by identifying evidence (i.e.,examples of diction, imagery, point of view,
figurative language, symbolism, plot events, main ideas, and characteristics)
in a variety of texts representative of different genres (i.e., poetry, prose
[short story, novel, essay, editorial, biography], and drama) and using this
evidence as the basis for interpretation. The
student identifies, analyzes, and applies knowledge of the structures and
elements of British and Commonwealth fiction and provides evidence from the
text to support understanding; the student: a. Locates and
analyzes such elements as language and style, character development, point of
view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works
of British and Commonwealth fiction from different time periods. b. Identifies and
analyzes patterns of imagery or symbolism. c. Relates
identified elements in fiction to theme or underlying meaning. d. Analyzes,
evaluates, and applies knowledge of the ways authors use techniques and
elements in fiction for rhetorical and aesthetic purposes. e. Analyzes the
influence of mythic, traditional, or classical literature on British and
Commonwealth literature. f. Traces the
development of British fiction through various literary periods (i.e.,
Anglo-Saxon, Medieval, Renaissance, Romantic, etc.) g. Traces the
history of the development of the novel. ____________________________________________________________________ |
|
READING
STANDARDS K-5 ELA4R1.
The student demonstrates comprehension and shows evidence of a warranted
and responsible explanation of a variety of literary and informational texts. ELA4R3
The student understands and acquires new vocabulary and uses it correctly in
reading and writing. ELA4W2
The student demonstrates competence in a variety of genres. ELA4W3
The student uses research and technology to support writing. The student
a.
Acknowledges information from sources. b.
Locates information in reference texts by using organizational features
(i.e., prefaces, appendices, indices,
glossaries, and tables of contents). c. Uses
various reference materials (i.e., dictionary, thesaurus, encyclopedia,
electronic information, almanac, atlas,
magazines, newspapers, and key words). d.
Demonstrates basic keyboarding skills and familiarity with computer
terminology (e.g.,
software, memory, disk drive, hard drive). ELA4W4
The student consistently uses a writing process to develop, revise, and evaluate writing. The
student a.
Plans and drafts independently and resourcefully. b.
Revises selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text. c.
Edits to correct errors in spelling, punctuation, etc. ELA4LSV1
The student participates in student-to-teacher, student-to-student, and group verbal
interactions. ELA4LSV1
The student participates in student-to-teacher, student-to-student, and group verbal
interactions. ____________________________________________________________________________________ MATHEMATICS
STANDARDS K-5 Measuring
Castles: M3M2. Students will
measure length choosing appropriate units and tools M3M3. Students will
understand and measure the perimeter of geometric figures M4N7. Students will
explain and use properties of the four arithmetic operations to solve and
check problems M4M1. Students will
understand the concept of weight and how to measure weight M4M2. Students will
understand the concept of angles and how to measure them. Tesselations and stained glass: M3M4. Students will
understand and measure the area of simple geometric figures (squares and
rectangles). M3G1. Students will
further develop their understanding of geometric figures by drawing them.
They will also state and explain their properties M4M2. Students will
understand the concept of angles and how to measure them. M4G1. Students will
define and identify the characteristics of geometric figures through
examination and construction M4G2. Students will
understand fundamental solid figures. M5M1. Students will
extend their understanding of area of geometric plane figures M5G1. Students will
understand congruence of geometric figures and the correspondence of their
vertices, sides, and angles Projects requiring
construction: M3P3. Students will
communicate mathematically M3P4. Students will
make connections among mathematical ideas and to other disciplines. M3P5. Students will
represent mathematics in multiple ways M4P3. Students will
communicate mathematically. M4P4. Students will
make connections among mathematical ideas and to other disciplines M4P5. Students will
represent mathematics in multiple ways M5P3. Students will
communicate mathematically. M5P4. Students will
make connections among mathematical ideas and to other disciplines. M5P5. Students will
represent mathematics in multiple ways. ______________________________________________________________________________________________________________________________________ SOCIAL STUDIES
STANDARDS K-5 Historical
Understandings SS3H1 The student
will explain the political roots of our modern democracy in the United States
of America. a. Identify the
influence of Greek architecture (columns on the Parthenon, U. S. Supreme
Court building), law, and the Olympic Games on the present. b. Explain the
ancient Athenians’ idea that a community should choose its own leaders. c. Compare and
contrast Athens as a direct democracy with the United States as a
representative democracy. SS3G2 The student
will describe the cultural and geographic systems associated with the
historical figures in SS3H2a. a. Identify on a
political map specific locations significant to the life and times of these
historical figures. b. Describe how
place (physical and human characteristics) had an impact on the lives of
these historical figures. c. Describe how
each of these historical figures adapted to and was influenced by his/her
environment. d. Trace examples
of travel and movement of these historical figures and their ideas across
time. e. Describe how the
regions in which these historical figures lived affected their lives and had
an impact on their cultural identification. SS3CG2 The student
will discuss the character of different historical figures in SS3H2a. a. Describe how the
different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership. b. Explain how the
historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and
expression. c. Explain how the
historical figures in SS3H2a chose when to respect and accept authority. SS3G1 The
student will locate major topographical features. d. Locate
Greece on a world map. SS3G2 The student
will describe the cultural and geographic systems associated with the
historical figures in SS3H2a. a. Identify on a
political map specific locations significant to the life and times of these
historical figures. b. Describe how
place (physical and human characteristics) had an impact on the lives of
these historical figures. c. Describe how
each of these historical figures adapted to and was influenced by his/her
environment. d. Trace examples
of travel and movement of these historical figures and their ideas across
time. e. Describe how the
regions in which these historical figures lived affected their lives and had
an impact on their cultural identification. SS3CG2 The student
will discuss the character of different historical figures in SS3H2a. a. Describe how the
different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership. b. Explain how the
historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and
expression. c. Explain how the
historical figures in SS3H2a chose when to respect and accept authority. MAP AND GLOBE
SKILLS GOAL:
The student will use maps to retrieve social studies information. I:
indicates when a skill is introduced in the standards and elements as part of
the content D: indicates grade levels where the teacher must develop that
skill using the appropriate content M: indicates grade level by which student
should achieve mastery, the ability to use the skill in all situations A:
indicates grade levels where students will continue to apply and improve
mastered skills 3. use a
letter/number grid system to determine location: 3M 4. compare and
contrast the categories of natural, cultural, and political features found on
maps: 3M 5. use inch to inch
map scale to determine distance on map: 3M 6. use map
key/legend to acquire information from, historical, physical, political,
resource, product and economic maps 4M 7. use a map to
explain impact of geography on historical and current events 10. use graphic
scales to determine distances on a map:5M 11. compare maps of
the same place at different points in time and from different perspectives to
determine changes, identify trends, and generalize about human activities:5M 12. compare maps
with data sets (charts, tables, graphs) and /or readings to draw conclusions
and make generalizations:5M ____________________________________________________________________________________ SCIENCE STANDARDS
K-5 Habits
of the Mind SCS1. Students will be aware of the importance of curiosity,
honesty, openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works. a. Keep records of investigations and observations and do not
alter the records later. b. Carefully distinguish observations from ideas and speculation
about those observations. c. Offer reasons for findings and consider reasons suggested by
others. d. Take responsibility for understanding the importance of being
safety conscious. S3CS3. Students will use tools and instruments for observing,
measuring, and manipulating objects in scientific activities utilizing safe
laboratory procedures. a. Choose appropriate common materials for making simple
mechanical constructions and repairing things S3CS6. Students will question scientific claims and arguments
effectively. a. Support statements with
facts found in books, articles, and databases, and identify the sources used.
S3CS4. Students will use ideas of system, model, change, and scale
in exploring scientific and technological matters. a. Observe and describe how parts influence one another in
things with many parts. b. Use geometric figures, number sequences, graphs, diagrams,
sketches, number lines, maps, and stories to represent corresponding features
of objects, events, and processes in the real world. c. Identify ways in which the representations do not match their
original counterparts. S4CS3. Students will use tools and instruments for observing,
measuring, and manipulating objects in scientific activities utilizing safe
laboratory procedures. a. Choose appropriate common materials for making simple
mechanical constructions and repairing things. b. Measure and mix dry and liquid materials in prescribed
amounts, exercising reasonable safety. c. Use computers, cameras and recording devices for capturing
information. d. Identify and practice accepted safety procedures in
manipulating science materials and equipment. Physical
Science S4P3. Students will demonstrate the relationship between the
application of a force and the resulting change in position and motion on an
object. a. Identify simple machines and explain their uses (lever, pulley,
wedge, inclined plane, screw, wheel and axle). |
|
Resources Medieval Timeline. http://eawc.evansville.edu/chronology/mepage.htm Knights
and Castles Worksheets http://bogglesworldesl.com/knights.htm Teacher’s Guide for the Middle Ages http://www.historyforkids.org/teachers/guides/medievalguide.htm Kids
Castle http://www.kidsonthenet.org.uk/castle/ Life in the Middle Ages Living in the Middle Ages Medieval Siege Build a Medieval Castle CardboardBoxCastle Feudal M&Ms Build a Medieval Castle (Free) http://www.yourchildlearns.com/castle.htm The Knight’s Coat of Arms PREPARED LESSON
PLANS: |
MEDIEVAL TIMES GIFTED UNIT
ESSENTIAL QUESTIONS
1. Why is it necessary to study the Medieval Times/Middle Ages?
(Introduction to Middle Ages)
2. How did the invasions of the Saxons, Angles and the
Vikings affect people living in Europe in the Middle
Ages? (Early Middle Ages 410-1024 AD)
3. What was life like for the wealthy and the poor in the Middle Ages? (Early Middle Ages 410-1024 AD)
4. How did the nobles in the Middle
Ages influence our governments today? (High Middle
Ages 1024-1306 AD)
5. How have the movies captured the historical events that
have shaped Europe? (High Middle Ages 1024-1036 AD)
6. Why did some events in Europe have catastrophic
results? (Late Middle Ages 1308-1487 AD)
7. How do civil wars change the shape of a nation? (Late Middle Ages 1308-1487 AD)
8. How did exploration change the history of Europe? (Early
Modern Medieval Times 1492-1553 AD)
9. How have the Royals and wealthy influenced history?
(Early Modern Medieval Times 1492-1553 AD)
10. What kinds of food dishes did people of the Middle Ages
enjoy? (Medieval Times Culmination)
MAPS
OF KING ARTHUR’S BRITAIN (ENGLAND)
King
Arthur’s Trail
http://www.shropshiretourism.co.uk/king-arthur/map/
Maps
of Britannia During King Arthur’s Reign
http://www.britannia.com/history/ebkmap.html
Arthurian
Historical Maps
http://www.britannia.com/history/arthur/arthres.html
The
Knighting Ceremony
Edmund Blair Leighton/The Bridgeman Art Library/Getty Images
"The Accolade" by
Edmund Blair Leighton. Women, with the exception of a queen, rarely conferred
knighthood.
Squires were usually
invested as knights during one of the great feasts or holidays, like Christmas
or Easter. Sometimes the ceremony took place on another special occasion, such
as the wedding of a noble or royal. The king, nobles, knights and clergy or the
squire's father (if he were a knight) could confer knighthood.
The knighting ceremony
usually involved a ritual bath on the eve of the ceremony (the would-be knight
usually dressed in white). Then an all-night prayer vigil would begin,
sometimes with the squire's arms on the altar. The kneeling squire would swear
an oath, which included some of the following points:
- He would
always defend a lady.
- He would
speak only the truth.
- He would
be loyal to his lord.
- He would
be devoted to the church.
- He would
be charitable and defend the poor and helpless.
- He would
be brave.
- When on a
quest, he would remove his armor and arms only while sleeping.
- He would
never avoid dangerous paths out of fear.
- He would
be on time for any engagement of arms, like a battle or tournament.
- Upon
returning to his home or lord's court from an adventure, he would always
tell of his escapades.
- If taken
prisoner, he would give up his arms and horse to his opponent and not
fight the opponent again without the opponent's consent.
- He would
fight only one-on-one against an opponent.
Then the master of the
ceremony would dub the new knight on the shoulders with a sword. The knight would then dress in armor, receive his
sword, mount his horse and participate in some martial games to demonstrate his
skills as part of the celebration.
In times of war, a
squire who had demonstrated exceptional bravery in battle could be knighted on
the battlefield by another knight.
Charge Given to the Knights by King
Arthur
God make you a good man
and fail not of beauty. The Round Table was founded in patience, humility, and meekness.Thou art never to do outrageousity,
nor murder, and always to flee treason, by no means to be cruel, and always to
do ladies, damosels, and gentle women succour. Also, to take no battles in a wrongful quarrel for
no law nor for no world's goods.
Thou shouldst be for all ladies and fight for their
quarrels, and ever be courteous and never refuse mercy to him that asketh mercy, for a knight that is courteous and kind and
gentle has favor in every place. Thou shouldst never
hold a lady or gentle woman against her will.
Thou must keep thy word to all and not be feeble of good believeth and faith.
Right must be defended against might and distress must be protected. Thou must
know good from evil and the vain glory of the world,
because great pride and bobauce maketh
great sorrow. Should anyone require ye of any quest so
that it is not to thy shame, thou shouldst fulfil the desire.
Ever it is a worshipful knights deed to help another worshipful knight when he seeth him a great danger, for ever
a worshipful man should loath to see a worshipful man shamed, for it is only he
that is of no worship and who faireth with cowardice
that shall never show gentelness or no manner of
goodness where he seeth a man in any danger, but
always a good man will do another man as he would have done to himself.
It should never be said that a small brother has injured or slain another brother.
Thou shouldst not fail in these things: charity,
abstinence and truth. No knight shall win worship but if he be of worship
himself and of good living and that loveth God and dreadeth God then else he geteth
no worship here be ever so hardly.
An envious knight shall never win worship for and envious man wants to win
worship he shall be dishonoured twice therefore
without any, and for this cause all men of worship hate an envious man and will
show him no favour.
Do not, nor slay not, anything that will in any way dishonour
the fair name of Christian knighthood for only by stainless and honourable lives and not by prowess and courage shall the
final goal be reached. Therefore be a good knight and so I pray to God so ye
may be, and if ye be of prowess and of worthiness then ye shall be a Knight of
the Table Round.
The Emblem of the Knights
The emblem of the Knights
of the Round Table worn round the necks of all the Knights was given to them by
King Arthur as part of the ceremony of their being made a knight.
The Order's dominant idea was the love of God, men, and noble deeds. The cross
in the emblem was to remind them that they were to live pure and stainless
lives, to stive after perfection and thus attain the
Holy Grail.
The Red Dragon of King Arthur represented their allegiance to the King. The
Round Table was illustrative of the Eternity of God, the equality, unity, and
comradeship of the Order, and singleness of purpose of all the Knights.
THE
KNIGHTLY QUIZZES
Which
Knight Are You?
http://quizilla.teennick.com/quizzes/1159316/which-knight-of-the-round-table-are-you
Can
You Name the Knights of the Round Table?
http://www.sporcle.com/games/roundtableknights.php
King
Arthur and the Knight of the Round Table
http://www.braingle.com/trivia/11474/king-arthur-and-the-knights-of-the-round-table.html
Knights
of the Round Table Testing
MEDIEVAL
TIMES UNIT
VIRTUAL
TOURS AND GAMES
Virtual
Tour of the Vikings Era
http://golf67.net/education/components/scrapbook/default.php?sectiondetailid=653&
Castles
in Medieval Times
http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=13824
Palace
of Versailles
Castles
and Palaces 3-D Tours
Cathedrals
3-D Tours
Virtual
Tour of the Explorers
http://golf67.net/education/components/scrapbook/default.php?sectiondetailid=441&
MEDIEVAL
GAME ONLINE
The
Middle Ages
http://www.strongholdkingdoms.com/?source=gao&placement=googleadwords&cid=5
MEDIEVAL
GAME ONLINE
The
Middle Ages
http://www.strongholdkingdoms.com/?source=gao&placement=googleadwords&cid=5
MEDIEVAL
TIMES PROJECT
Create
a Virtual Castle
http://golf67.net/education/components/scrapbook/default.php?sectiondetailid=443&
Technology
Resources for the Project
http://golf67.net/education/components/scrapbook/default.php?sectiondetailid=267&