Course Profile Adventures in World History (CHM4E), Grade 12, University Preparation, Catholic
Unit 3: The Middle Ages (500–1400)
Time: 20 hours
Activity 3.1 | Activity 3.2 | Activity 3.3
| Activity 3.4 | Activity
3.5 | Activity 3.6 | Activity 3.7 | Activity
3.8
Unit Description
After the collapse of the Western Roman Empire, Europe experienced a period of sharp decline. International trade became negligible, with most Europeans returning to the soil in order to eke out an existence. The illiterate and unsophisticated Germanic peoples now dominated Europe. Only one institution, the Roman Catholic Church, now united Europe as the Germanic chieftains relied on the clergy to help them govern their newly conquered territories. The Church emerged as the dominant institution in Europe, commonly called Christendom. Out of the ruins of Roman Empire, Europeans forged a new society that was different from classical civilization, yet attempted to emulate it. Charlemagne, the great Frankish king, made such an attempt by re-uniting most of Europe under his control. The Church, in a gesture designed to illustrate its power, crowned him the Emperor of the Romans. His empire failed to survive his death, as civil war engulfed Europe at the very moment Europeans were overwhelmed by invading forces of Vikings, Magyars, and Moors. For the next two centuries, Europe was a besieged fortress whose social and political organization centred on the local authority of the knight and lord, since a strong central authority no longer existed. The Feudal Age had begun. After 1000 CE, Europe entered a period of growth, witnessed by a dramatic increase in population, by a series of agricultural innovations, and by the development of towns and cities. Europeans also expanded beyond their borders in a series of wars known as the Crusades. In this Age of Faith, Christians and Muslims alike believed that God sanctioned their wars. Medieval Europe experienced its greatest period during the High Middle Ages. Knights adhered to a code of chivalry, which found its best expression in the romantic literature of the era. Led by a confident and wealthy middle class, Europe emerged from feudalism into an era of nation-states. Afterwards, in the first half of the fourteenth century, a period of decline occurred, marked by the Black Death and the Hundred Years War between France and England. Europe recovered, however, and continued its remarkable progress into the next century. In this unit, students are engaged in various multiple intelligence activities, culminating with a re-enactment of a medieval festival.
Note: The large number of time-consuming activities in this unit will require teachers to make choices about which to use as describe and what adaptations need to be made while meeting all of the expectations.
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus/Activity |
|
3.1 |
CCV.01, CHV.03, CC3.02, CC3.03, CH3.01, CH3.02 |
K/U C T/I A |
The Dark Ages – Students write a historically accurate, yet fictitious, story that highlights life in the Dark Ages. |
|
3.2 |
CCV.01, CCV.03, CC3.01, CHV.02, SEV.03, SE1.04, |
K/U T/I C A |
The Carolingian Age: Charlemagne – In the tradition of the Bayeux Tapestry, students develop a material tapestry that, via pictures and brief captions, chronicles the life of Charlemagne. |
|
3.3 |
CHV.03, CO2.02, SE1.04, SE2.02, |
K/U C T/I A |
A Viking Heritage Moment – Students research the Viking way of life and design a short video that emphasizes certain aspects of Viking culture and/or accomplishments. |
|
3.4 |
CC1.01, CC3.01, CC3.03, CHV.01, CHV.02 |
K/U C T/I A |
Crusades: Wars of Faith – Students discuss the movie Robin Hood and draw conclusions about the reasons for the crusade. An option would be to create a class pilgrimage. Pre-arrange a destination for students to “walk” to, pray when they get there, and walk home. |
|
3.5 |
CO1.02, CO1.03 CO2.01, COV.01, COV.02, |
K/U C |
Rebirth of Society: The Flow Chart – Students revisit the development of the first human civilizations and identify major reasons for development. |
|
3.6 |
CO3.02, CH1.02, SE1.04 |
K/U T/I C |
Medieval Saints – Students select a medieval Catholic saint and research that personality. |
|
3.7 |
CHV.01 CHV.03, HIV.01, HIV.04 CO3.03 |
K/U T/I C A |
Life in the Age of Chivalry – Students examine different aspects of life in the Age of Chivalry and then select a project format that best suits their dominant intelligence. |
|
3.8 |
CHV.03,
CH3.02, CH3.03, SEV.01, SE1.01, SE1.03, SE3.02, HI1.01, HI1.02, HI1.03,
HI2.01, HI2.02, HI2.03, HI2.04, HI3.01, HIV.04 |
K/U T/I C A |
Culminating Activity: The Medieval Festival – Students organize their own medieval festival. The materials designed in the previous activity are used to enhance the ambience of the castle. |
Time: 2 hours
Students review the important elements of a short story. After conducting minimal Internet research, using that research as a framework students draft their own short stories. Students must adhere to the writing process, where an emphasis is placed on peer editing. Students have the option of presenting their final drafts to their classmates. The finished product should model life in the Dark Ages. The role of the Church as an instrument of civilization is emphasized. As the only institution uniting all of Europe, the Church had the critical task of assisting the Germanic leaders in maintaining law and order, as well as encouraging Christian behaviour among their peoples.
Ontario Catholic School Graduate Expectations
CGE2d - writes and speaks fluently in one or both of Canada’s official languages;
CGE2b - reads, understands, and uses written materials effectively.
Strand(s): Change and Continuity, Citizenship and Heritage
Overall Expectations
CCV.01 - demonstrate an understanding of the interplay between change and continuity in history;
CHV.03 - demonstrates an understanding of a variety of forms of cultural expression.
Specific Expectations
CH3.01 - demonstrate an understanding of the meaning of the terms culture and civilization;
CH3.02 - describe the artistic expressions of diverse peoples and cultures;
CC3.02 - identify different types of conflicts and protests, from social unrest to wars;
CC3.03 - demonstrate an understanding of various non-violent means used to resolve conflicts and to maintain peace.
Students should draw on their knowledge of Rome, particularly its religious and political significance.
·
Find an example
of a short story that emphasizes key elements. Where possible, use an example
with pre-medieval content.
·
Prepare a list of
important words that students might use to help facilitate research on the
Internet.
·
Research the Dark
Ages and use websites in this document to aid students. Book the library/resource
centre for research, and computers for word processing where possible.
1. Read an effective [pre-medieval] short story to the class.
2. As a class, analyse the chosen short story according to the following elements: plot development, character development, setting, and vocabulary usage. Give a brief description of the Dark Ages. (Emphasis should be placed on showing where the Dark Ages fall on the timeline posted in the classroom.)
3. Read a short section on the Dark Ages from the text. Students draft a list of keywords that will be useful for Internet research. Use a library/resource centre period for research (offer a list of teacher selected websites).
4. Students choose what interests them most from their research and use this as a framework for their stories. Some ideas may include the marriage of Clovis I and Clotilda, as a story of inter-faith marriage and Christian conversion; Theodoric vs. Clovis I, as a story of military strategies; Pope John I’s visit to Constantinople, as a story of conspiracy; the life of Justinian; the lives of the Merovingian rulers of the Franks; the Avars and their domination over Slavic peasants; the life of St. Benedict; the trials and tribulations of Pope Gregory (543); the life of Emperor Leo III and the Byzantine Empire (717); Pepin the Short’s victories over Lombard resistance (752).
5. Students begin the drafting process. They start with a brainstorming page, character sketches, and a detailed plot outline. (Depending on the needs of the students, a brief lesson on character sketching may be helpful.) Where possible, use computers for word processing. Once the first draft is completed, students exchange stories with a peer and edit each other’s work. It is likely that students will need to complete the final draft of the story as homework. The finished story is evaluated by the teacher and added to the portfolio.
Note: Numbers refer to Teaching/Learning Strategies.
5 – A checklist for the Writing Process is used for formative assessment. (K/U, T/I, C, A)
(Learning Skills: organization and work habits/homework)
1,2,3,4 – A peer-edit assessment form can be used for formative assessment. (K/U, T/I, C, A)
1,2,3,4 – Teacher observation and informal conferencing of students’ class work are used for formative assessment (Observation, Assessment Guide, Curriculum Planner).
5 – An activity-specific rubric is used to evaluate the story. (K/U, T/I, C, A)
·
For enrichment,
students have the option of presenting their stories dramatically.
Asimov, Isaac. The Dark Ages. Boston: Houghton Mifflin Company, 1968.
Albright, William Foxwell. From the Stone Age to Christianity: Monotheism and the Historical Process. U.S.A.: Doubleday, 1957.
Ross, James Bruce et al. The Portable Medieval Reader. England: Penguin Books, 1977.
Video
Saints and Sinners. The History of the Popes. Acorn Media Publishing Inc., 1997.
Websites
www.fernweb.pwp.blueyonder.co.uk/mf/
www.mrdowling.com/703middleages.html
http://campus.northpark.edu/history/WebChron/WestEurope/Medieval.html
Time: 2 hours
The intent of this activity is to document the life of one of the most influential leaders in history. Based on the famous Bayeux Tapestry, students create a tapestry that highlights the life and historical accomplishments and/or failures of Charlemagne. The finished product is a series of visual representations with written captions that clarify the interpretation of each documented event. The students also examine the significant contribution of the Church during the Carolingian Era, focusing in particular on the cultural and religious renaissance that occurred.
Ontario Catholic School Graduate Expectations
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5a - works effectively as an interdependent team member.
Strand(s): Change and
Continuity; Social, Economic, and Political Structures;
Communities: Work,
Technology, and Construction
Overall Expectations
CCV.03 - analyse how, throughout history, people have dealt with conflict and conflict resolution;
SEV.03 - describe a variety of political systems and processes that have been involved in the exercise of power and authority throughout history;
CHV.02 - demonstrate an understanding of a variety of types of group membership and their influence on both the individual and the larger society.
Specific Expectations
CC3.01 - demonstrate an understanding of the organizations that societies have created to wage war;
SE1.04 - describe the contributions to society of significant individuals throughout history.
Students will draw on their research about the Dark Ages. As a precursor, some emphasis should be placed on the accomplishments of Charlemagne’s father, Pepin the Short.
·
Find a brief
biography of Pepin the Short. Prepare a fact sheet about Charlemagne that
highlights key moments in his life in chronological order. Find as many sources
as possible that provide pictures of the highlights from Charlemagne’s life
that you have researched. Match these with the written highlights.
·
Provide materials
to create your tapestry, e.g., glue gun, glue, tapestry base, felt, material
scissors, trimmings, fabric pens/paints, plastic bags, masking tape. Using the
list of key moments in history, divide the tapestry base into chronological
sections and label them lightly in pencil, e.g., Section I: The Birth of
Charlemagne. This ensures that students will place each event in its correct
location.
·
Cut separate
pieces of material almost the same size as the sections you have made on the
tapestry base. (Hint: Try to buy a neutral tone for this, perhaps a
beige or cream colour. Cut these sections slightly smaller than the tapestry
base so that the tapestry base frames the material sections. A good colour for
the tapestry base is something striking, such as royal purple or resilient
teal.) On the day that students are ready to glue their items onto their
material sections, set up workstations ahead of time.
·
Design a short
quiz about the life of Charlemagne.
1. Begin the lesson by connecting the life of Pepin the Short to Charlemagne.
2. The teacher presents the list highlighting key moments in the life of Charlemagne. In pairs, students sign up for a specific highlight and are responsible for creating that section of the tapestry.
3. Students begin brainstorming what their pictures will look like and how they plan to create their sections. The teacher labels each section lightly in pencil with the students’ names.
4. Students create a rough sketch on paper indicating what their sections will look like, and then create their captions. A short conference with the teacher ensues, where students are given the required materials for creating their sections. (The piece of material, cut slightly smaller than the tapestry base, is given to students here.) Each pair finds its own workstation, where the section of material is transformed to represent the chosen highlight. (The caption does not appear on the material; it will be added later.) This completion will take at least two in-class periods and so, for safe storage of the materials, members of each group should be given one plastic bag to store all of its items. Using masking tape, students label the bag with their names and tapestry section number. Store these in the classroom in an accessible place for students.
5. When the material section is completed, it is ready to be glued to the tapestry base. Hint: Teachers may wish to have one or two students “oversee” the gluing, so that each material section is aligned properly in chronological order.
6. Mount the tapestry in the classroom.
7. Students record their artistic choices in their journals, to be added to the portfolio.
8. The students complete a short quiz about the life of Charlemagne.
Note: Numbers refer to Teaching/Learning Strategies.
1,2,3,4,5 – Teacher observation and informal conferencing of students’ class work are used for formative assessment (Observation, Assessment Guide, Curriculum Planner)
1,2,3,4,5 – Peer assessment checklist will be used for formative assessment (K/U, T/I, C, A)
6 – A rating scale will be used to assess each student’s
section on the tapestry
(K/U, T/I, C, A)
8 – A marking scheme is used to assess the quiz
See Resources from Activity 3.1
Beers, Burton F. World History: Patterns of Civilization. New Jersey: Prentice Hall, 1993.
Kishlansky, Mark, et al. Civilization in the West. New York: Harper Collins, 1991.
Websites
http://www.newadvent.org/cathen (Catholic Encyclopaedia – search Charlemagne)
www.bartleby.com/183/1.html (To help make the list of sections for the tapestry–33 events.)
http://www.sbceo.k12.ca.us/~vms/carlton/page10.html (Ideas for tapestry pictures.)
Time: 2 hours
Students continue their study of the Middle Ages through the examination of Viking culture, accomplishments, and lasting impact. Through map analysis, students identify the range and impact of Viking explorations. Students also learn about and research the impact the Vikings had on various areas of the world and the reasons for the eventual demise of this culture, focusing on the rise of Christianity. Students preview Heritage Minutes (Canadian History) and create a commercial on the lasting impressions and impact of the Vikings on the world. The relationship between the Church and the Vikings is examined with special reference to the missionary efforts that led to the eventual conversion of the Northmen.
Ontario Catholic School Graduate Expectations
CGE4c - takes initiative and demonstrates Christian leadership.
Strand(s): Social, Economic, and Political Structures;
Communities: Work,
Technology, and Construction
Overall Expectations
CHV.03 - demonstrate an understanding of a variety of forms of cultural expression.
Specific Expectations
SE1.04 - describe the contributions to society of significant individuals throughout history;
SE2.02 - identify the location and purposes of different trade routes;
CO2.02 - identify key developments in transportation technologies from the Stone Age to the present, and evaluate their effects on interactions between communities.
Students should be familiar with the impact of other barbarian peoples on civilized areas. Students have experience with mapping skills from Geography.
·
The teacher
prepares a map of the world, finds illustrations or relevant resources
depicting Viking cultural elements, and previews websites listed in Resources.
·
The teacher
locates Heritage Minutes videos and chooses relevant samples to show the class.
·
Students may need
instruction with regard to what makes a good commercial and how to synthesize
information.
1. The teacher leads a discussion recalling examples of the impact of barbarian peoples on civilized areas and records the ideas on the board as a summary.
2. As a class, read a selection describing a Viking raid, e.g., on Charlemagne’s empire, and discuss the kind of impact this might have on a civilized society.
3. With a partner, students create headlines that might have appeared in a Viking newspaper. Students should be encouraged to create a unique name for their paper and share their headlines. The teacher should emphasize that Viking raids stunned the people of Western Europe.
4. In a teacher-led activity, the class discusses how Vikings were effective traders and brave explorers. Using an overhead transparency map, the teacher outlines the range of Viking explorations stretching from North America to Russia.
5. The teacher then directs students to locate and label Scandinavia, England, Normandy, Ireland, Spain, Iceland, the North Sea, the Baltic Sea, the Atlantic Ocean, and the Black Sea, emphasizing the Viking route.
6. The teacher shows a clip(s) from the Heritage Minutes series as an example. The students are placed into small groups and given the opportunity to briefly research the Viking way of life and to design a short video clip emphasizing particular aspects of Viking culture and/or accomplishments. The students are invited to share their clips with the class at a later date.
7. A teacher-directed discussion examines the reasons for the demise of the Viking culture, namely, Christianity.
8. A short quiz is given, emphasizing the significance of Viking history, and using criteria based upon the expectations chosen for this activity.
Note: Numbers refer to Teaching/Learning Strategies.
3 – Formative assessment of group and individual work. (K/U, T/I, C, A)
(Learning Skills: team work, initiative, works independently, organization and work habits)
1, 2, 7 – Formative teacher assessment of group discussion
and individual participation. (T/I, C)
(Learning Skills: work habits and initiative)
6 – Rubric evaluation for the video commercial. (K/U, T/I, C, A). Students assist in design of the rubric and use it for peer/assessment.
8 – A marking scheme is used to assess the quiz.
·
A numbered map
may be helpful to students with visual-spatial difficulties.
·
Provide
peer/teacher assistance to research data.
·
For enrichment,
students create a Viking helmet, mask, or boat model and display it in a
museum-style setting.
Historical Atlas of the World.
Clare, John. Living History: The Vikings. London: Gulliver Books, 1995.
Websites
http://www.johnabbott.qc.ca/webpages/departments/heps/dmap4.htm (map Viking invasions)
Time: 1 hour
Students continue their study of the medieval period by developing an awareness of the basic features of Christian life and the Crusades. Through data collection and class discussion, students identify and appreciate the power and influence of the Medieval Church. By critiquing the famous speech by Pope Urban II, students draw conclusions about the reasons behind the Crusades. Using these tactics, students form and support discussions around subsequent medieval and contemporary crusades.
Ontario Catholic School Graduate Expectations
CGE1h - respects the faith traditions, world religions, and journeys of all people of good will.
Strand(s): Citizenship and Heritage, Change and Continuity
Overall Expectations
CHV.01 - demonstrate an understanding of the spiritual expressions of different societies;
CHV.02 - demonstrate an understanding of a variety of types of group membership, and their influence on both the individual and the larger society.
Specific Expectations
CC1.01 - analyse the factors that led to the migration of peoples and assess the effects of such movements;
CC3.01 - demonstrate an understanding of the organizations that societies have created to wage war and those they have created to maintain order;
CC3.02 - identify different types of conflicts and protests, from social unrest to wars;
CC3.03 - demonstrate an understanding of various non-violent means used to resolve conflicts and to maintain peace.
Students should be made familiar with the fact that this was an era when people turned to Christianity for understanding and order.
·
Locate copies of
Pope Urban II’s famous speech to the people.
·
Create activity
centres and learning sheets based on available resources, to examine the
structure of the Church and/its impact on medieval society. (This could also be
set up as a jig-saw activity.)
·
Locate maps of
the areas/routes that each Crusade covered.
·
Create an
organizer to assist students in recording the key information from discussions.
1. The teacher begins by leading a class discussion to generate a shared list of some of the characteristics of life in Medieval Europe, e.g., knights and chivalry, a society restricted to rigid social status/scales, a time when towns began to develop, and a time when the Church exerted great influence.
2. The teacher introduces students to learning centres activity, e.g., monastic orders, medieval church, decline and reform, selected Crusades—specific content and activity requirements will vary according to available resources.
3. In pre-assigned groups, students visit each of the centres, individually completing the tasks assigned there.
4. The teacher collects activity sheets as part of student assessment for this lesson. The teacher should follow up with a discussion on how the Church influenced and exerted power over medieval society, through a list of pros and cons and possible reasons for decline of the Church. This can be carried over into a discussion on the power and influence of the Church today.
5. The teacher provides students with copies of Pope Urban II’s famous speech, and guides the reading of it. The students draw conclusions about the reasons for the crusades and their ultimate consequences through class discussion.
6. Students write a brief summary of the connections between medieval and contemporary crusades and add the summary to the portfolio.
7. Teachers have the option of designing a short quiz that emphasizes the role of the Church as an institution of power and influence in the Middle Ages.
As an alternative
activity
· The teacher discusses the movie Robin Hood, explaining the significance of Richard the Lion Heart’s crusade.
· In pairs, with teacher assistance, students discuss the movie with respect to the noble image of the knight, and record their ideas.
· Groups take turns sharing their ideas with the class, generating a list.
Note: Numbers refer to Teaching/Learning Strategies.
2 – Formative assessment of individual work on activity sheets (K/U, T/I, C, A)
(Learning Skills: works independently, organization, work habits/homework)
1,4,5 – Formative teacher assessment of group discussion and individual participation (T/I, C)
7 – A short quiz could be given using criteria based upon the expectations chosen for this activity
·
Provide paired
reading assistance for students with reading difficulty.
·
Reduce assignment
expectations (quality) for students with concentration difficulties.
·
Offer extra time
in learning centres activity for students, if necessary.
Corrick, James A. The Way People Live: The Life of a Medieval Knight. California: Lucent Books, 2001. (Another title available in series: Life During the Crusades)
Herrin, Judith. A Medieval Miscellany. London: Orion Publishing Group, 1999.
Video
Holy Land, Holy Peoples. O.E.C.T.A. Villagers Media Productions, 1997.
Christianity: The First Thousand Years. A&E. AAE-15420
Robin Hood. 1991.
Saints and Sinners. The History of the Popes. Acorn Media Publishing Inc., 1997.
CD-ROMs
The Encyclopaedia of Religion. New York: Macmillan Library Reference, 1996.
Religions of the World. Mentor M Multimedia, 1995.
Websites
http://historymedren.about.com/cs/generalcrusades/(the crusades)
http://www2.prestel.co.uk/church/chivalry/crusades.htm (the crusades)
Time: 2 hours
Students review the reasons why civilizations, develop as part of a major concept of the course. They identify the significant aspects of this process, and apply them to the development of medieval society. The importance of technological innovation is emphasized. Later in the course the students will revisit this understanding with regard to other advances in western civilization. The Catholic Church is included as the key institution that promoted and facilitated religious reform and higher education in terms of new religious orders and universities.
Ontario Catholic School Graduate Expectations
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities, and contributions of self and others.
Strand(s): Communities: Work, Technology and Construction
Overall Expectations
COV.01 - assess how people in different communities developed skills and created implements in order to work productively;
COV.02 - demonstrate an understanding of pivotal inventions and innovations and their effects on community life.
Specific Expectations
CO1.02 - demonstrate an understanding of the roles and processes of education and skills training in different communities at different times;
CO1.03 - describe key features in the development of selected trades and professions throughout the ages;
CO2.01 - identify key developments in communications technologies, from the Stone Age to the present.
Students have been introduced to the process of civilization development in each previous unit.
·
Provide the
students with the appropriate paper.
·
Have students
review their notes prior to class to check for completion and organization.
1. The teacher reviews the process by which a civilization develops. The students should be made aware that not every civilization develops in exactly the same manner, but that they share a common overall process.
2. Divide the students into groups and assign a previously studied civilization to each group. The students use their class notes and other resources, e.g., textbook, handouts, and identify the process by which the civilization developed.
3. The teacher should have each group report back to the class, with one student in each group designated as the reporter.
4. The teacher should then summarize the common features of the process. These should include: the ability to maintain a food surplus; specialization; the development of trade; the establishment of trade centres; and the growth of towns and eventually cities.
5. Students examine the development of civilization as it applies to the High Middle Ages 1000–1300. They develop a linear flow chart using the common features discussed in class as the framework. The teacher provides the necessary textbook pages and handouts.
6. On the flowchart, the students include pertinent information that explains the important features of the process, e.g., the section on maintaining a food surplus should include information on agricultural innovations such as the three-field system and the improved plough.
7. Encourage students to draw symbols to represent the information. (For example, a plough could represent a three-field system, or a bundle of wheat could represent increased food production.)
8. The teacher explains aspects of the civilization process in the Middle Ages that are different from processes in other historical periods, e.g., Importance of international trade – the wool cloth trade from Flanders; the role of the church in religious reform and in the rise of universities.
9. Students include this information on their flowcharts. The flow chart may serve as a means to review an important understanding and to demonstrate how different civilizations developed in a similar way.
Note: Numbers refer to Teaching/Learning Strategies.
6,7,9 – Formative assessment of the flowchart (K/U, C, A) (Learning Skills: organization, work habits)
Herrin, Judith. A Medieval Miscellany. London: Orion Publishing Group, 1999.
Reid, Struan. Exploration by Sea. The Silk and Spice Routes. Halifax: Maritext Limited, 1993.
Simons, Gerald. Barbarian Europe. New York: Time Life Books, 1968.
Strathern, Paul. Exploration by Land. The Silk and Spice Routes. Halifax: Maritext Limited, 1993.
Videos
Technology in our Lives Series. AIT (adapted from the Video Library of Science). WGBH/Boston Prod. Magic Lantern Videos, 1992.
Time: 2 hours
Students continue their examination of the Middle Ages and the influence of the Church, with a detailed study of Catholic Saints. By identifying the required criteria for canonization (the teacher should emphasize that the criteria is different today), the teacher sets the stage for students to research and create a written summary of the life of a medieval saint in the form of an obituary.
Ontario Catholic School Graduate Expectations
CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey.
Strand(s): Communities: Work, Technology, and Construction;
Citizenship and Heritage;
Social, Economic,
and Political Structures
Specific Expectations
CO3.02 - describe a variety of ceremonial monuments;
CH1.02·- demonstrate an understanding of a variety of types of group membership, and their influence on both the individual and the larger society;
SE1.04 - describe the contributions to society of significant individuals throughout history.
Students should be made familiar with the correct format and purpose of a newspaper obituary.
·
Prepare a
simplified definition of “saint” and the basic requirements for canonization.
·
Locate obituaries
in newspapers/websites as samples for students.
·
Prepare a list of
possible Catholic saints for research purposes.
1. The teacher poses the question “What is a saint?”
2. With a partner, students generate a list of the required qualities of a saint. The students should be given the opportunity to scan the definition and criteria of a saint and compare their criteria.
3. A teacher-led discussion follows with regard to individuals who could be considered contemporary saints and the justification for such claims, e.g., personal sacrifice, beliefs, etc.
4. The teacher provides students with a list of Catholic saints from which the students can choose one for research purposes.
5. The teacher should review the elements of an obituary and, if necessary, allow students time to analyse examples, generating a list of the common features of an obituary.
6. Provide students the opportunity to visit the library/resource centre or use computers where possible, to research the life of the individual saint.
7. Students should hand in a word-processed copy, where possible, of their obituary in proper format for evaluation. Once evaluated, it is added to the portfolio.
Note: Numbers refer to Teaching/Learning Strategies.
2 – Formative assessment of group and individual contribution. (K/U, T/I, C) (Learning Skills: all)
3 – Formative teacher assessment of group discussion. (T/I, C) (Learning Skills: initiative)
7 – Summative evaluation of the obituary using a rubric. (K/U, T/I, C, A)
·
Provide
teacher/peer tutor assistance in research and data collection.
·
Provide guiding
statements or questions that direct the student on the structure of the
obituary.
CD-ROMs
The Encyclopedia of Religion. New York: Macmillan Library Reference, 1996.
Religions of the World. Mentor M Multimedia, 1995.
Videos
Joan of Arc. A&E. AAE-40362
Saints and Sinners. The History of the Popes (six volumes). Acorn Media Publishing Inc., 1997.
Websites
http://saints.catholic.org/stsindex.html (Resources on the Saints)
Time: 4 hours
The students examine different aspects of medieval society during the High Middle Ages—a historical period in which an intense Catholic faith permeated the very fabric of society. Religious life is highlighted as one of the key areas of research. Students combine their research skills and their ability to think creatively in order to produce a project that reflects their understanding/knowledge of the period. An opportunity is provided for the students to demonstrate and communicate their understanding in a final product.
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands, and uses written materials effectively;
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d - makes decisions in light of gospel values with an informed moral conscience.
Strand(s): Community: Work, Technology, and Construction;
Citizenship and Heritage;
Methods of
Historical Inquiry
Overall Expectations
CHV.01 - demonstrate an understanding of the spiritual expressions of different societies;
CHV.03 - demonstrate an understanding of a variety of forms of cultural expression;
HIV.01 - demonstrate the practical skills of locating, gathering, and organizing information from a variety of selected sources;
HIV.04 - demonstrate an ability to think creatively, manage time efficiently, and participate effectively in independent and collaborative study.
Specific Expectations
CO3.03 - identify a variety of human dwellings and explain how they reflect their societies.
·
Review the
research process involving library/resource centre resources.
·
Assemble the
necessary resources, including any materials for artwork or models.
·
Book the
library/resource centre in advance.
·
Determine the
amount of class time necessary for successful completion of the assignment.
1. The teacher provides students with a list of research topics that includes the following: the medieval family, village life, warfare, crime and punishment, myths and legends, role of women, architecture, art, fashion, drama, music, dance, technology, entertainment, literature, and religious life. Students may add to this list as they research and discover other topics. Explain that this assignment is connected with the final culminating activity of the medieval festival.
2. Students select four topics to research. On an individual basis, the teacher determines the amount of research and the form that the final product will take while ensuring that all students have a clear understanding of criteria upon which their work will be evaluated.
3. Provide the students with some examples of the different forms that the final product could assume: a collection of ballads/songs written by the student; a model or blueprint sketches of castles and cathedrals; a diary account; a dramatic or musical presentation; a historical interview with a famous individual; an illustrated chronicle; and a collection of artwork.
4. The teacher will face one major challenge with this approach: determining the length of the assignment. It is difficult to ascertain if a model of a castle represents the equivalent amount of effort and research as a three-page research report. The teacher should provide the students with a minimum length: a five-page report. Indicate, however, that this length is negotiable depending on the form that the final product will take. For example, a student who has decided to draw a series of diagrams to illustrate how a castle was built would not have to complete as much written work as a student who chose to complete a five-page research report. (Alternatively, the teacher could present this as a two-part assignment).
5. This research assignment is, in part, preparation for the Medieval Festival. Any models, artwork, or musical and dramatic presentations, will be incorporated into the festival.
Note: Numbers refer to Teaching/Learning Strategies.
4 – Rubric for written report (K/U, T/I, C, A)
5 – Rubrics for models and drama presentations (Learning Skills: all)
Bagenal, Alison. Medieval People: Music From the Past. Essex, England: Longman, 1993.
Beers, Burton F. World History: Patterns of Civilization. New Jersey: Prentice Hall, 1993.
Black, Maggie. Medieval Cookbook. London: British Museum Press, 1992.
Herrin, Judith. A Medieval Miscellany. London: Orion Publishing Group, 1999.
Hieatt, Constance B. Pleyn Delit: Medieval Cookery for Modern Cooks. Toronto: University of Toronto Press, 1987.
Videos
The Medieval Times Series. Coronet Film and Video. WGBH/Boston. Prod. Magic Lantern Videos, 1976.
Time: 3 hours
The students organize and participate in a re-enactment of a medieval festival. Students demonstrate what they have learned during the unit in a creative way. In this activity, they celebrate the accomplishments of the High Middle Ages. Dramatic presentations reflect the Catholic themes of the era. The festival itself could begin with the school chaplain reciting a prayer in Latin.
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE2e - uses and integrates the Catholic faith tradition in the critical analysis of the arts, media, technology, and information systems, to enhance the quality of life.
Strand(s): Citizenship and Heritage; Social, Economic, and
Political Structures;
Methods of
Historical Inquiry
Overall Expectations
CHV.03 - demonstrate an understanding of a variety of forms of cultural expression;
SEV.01 - demonstrate an understanding of the variety of roles and functions of individuals and groups in society;
HIV.04 - demonstrate an ability to think creatively, manage time efficiently, and participate effectively in independent and collaborative study.
Specific Expectations
CH3.03 - describe a variety of forms of entertainment that people have created;
CH3.02 - describe the artistic expressions of diverse peoples and cultures;
SE1.01 - demonstrate an understanding of the function and variety of social customs in different societies;
SE1.03 - analyse the different roles played by women, men, children, and the aged in selected societies;
SE3.02 - describe the nature of the relationship between social or economic position and political influence, or the lack of it;
HI1.01 - formulate a variety of questions to serve as a basis for research, drawing on examples from world history (e.g., What were some of the technological developments in Neolithic farming? What were some of the motives for building the Great Wall of China or the Mayan pyramids? What are the characteristics of a “civilization”?);
HI1.02 - conduct organized research, using a selection of information sources (e.g., textbooks and reference books, newspapers and magazines, audio-visual materials, Internet sites);
HI1.03 - organize research findings, using a variety of methods and forms (e.g., note taking; graphs and charts, maps and diagrams);
HI2.01 - demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions;
HI2.02 - identify key interpretations of world history (e.g., “great leader”, geographic, economic);
HI2.03 - identify relationships and connections in the data studied (e.g., chronological ties, cause and effect, similarities and differences);
HI2.04 - demonstrate an ability to develop a point of view that reflects research into selected sources; HI3.01 - communicate effectively, using a variety of styles and forms (e.g., reports, discussions, role playing, group presentations).
·
Review with the
students the importance of the learning skills.
·
Prepare log
sheets and self-assessment forms.
·
Locate a
designated space for the activity in advance.
·
Inform the
principal, the librarian, and the family studies teacher in advance.
·
Provide the
teachers with a list of the participating students at least one week before
holding the event.
1. This activity may be easily adapted to small or large groups. Students enrolled in this course could work with students in the World History to the Sixteenth Century course and stage a combined festival. The time allotted to the festival can vary. Aspects of the re-enactment could be used separately as a classroom activity without ever involving an actual re-enactment. For example, the class could prepare a medieval meal. A re-enactment of medieval games could take place during one class period.
2. Introduce the activity at the same time as Activity 3.7. Begin with an explanation of the festival to create enthusiasm. List all of the committees needed to organize the festival: medieval food/menu, decorations, games, tournament/sword fighting. The teacher explains what is involved with each committee and students sign up for the committee of their choice. Allow students to drop out of a committee if necessary. It is important for each committee to select a leader, or co-leaders, who will report to the teacher on committee progress.
3. Inform the students that certain class periods will be dedicated to research (Activity 3.7). In other classes, students prepare for the actual festival or complete their research. The last two classes before the festival should be completely dedicated to the festival itself. The research project (Activity 3.7) is due the day of the festival.
4. The teacher provides the students with a log sheet to complete at the end of each work period. The teacher collects the log sheet after each class and redistributes them at the beginning of each class. The log sheet should be organized according to the following learning skills: teamwork, homework, work habits, and initiative. The teacher maintains a separate log sheet to record observations during the work period. After the festival, students complete a self-assessment using the log sheet. The teacher also completes an assessment form for each student. Before determining the achievement level for each learning skill, the teacher should meet with each student, discussing and comparing the teacher’s and student’s log sheets.
5. The teacher provides the students with the following important information needed to organize the festival:
a) Menu: (If a medieval feast is to be held) provide the students with a selection of medieval recipes. Ask the family studies teacher for some assistance. The menu should be checked for suitability. Some of the food could be prepared at home but care must be taken with storage and handling to avoid contamination. Arrange for some of the cooking and last-minute preparation to be completed in the family studies classroom. Ensure that ingredients are checked to avoid items to which some students may have severe allergies reactions. Ingredients for each dish could be listed on the dish.
b) Decorations: Students decorate the designated area, e.g., library/resource centre, gym, as a castle. Print paper or cardboard can be used to design walls. Students create artwork for display. After the festival, the teacher collects all reusable decorations and stores them.
c) Games: (Some are mentioned here. Teachers may add to these.)
i) Blindman’s Bluff – A student is blindfolded and spun around. The other participants walk in a circle and take turns tagging her. If the blindfolded person guesses the “tagger,” that individual is now “it.” (In the Middle Ages, players would actually hit and kick.)
ii) Blind Frog – A blindfolded player crouches in the “frog position.” When an individual tags him, he must leap towards the person and tag in return. If the individual is tagged, he becomes the “frog.”
iii) Apple Contest – With their hands behind their backs, students try to bite an apple that is hanging from a string. The individual who bites it first wins. (In the Middle Ages, only one apple was used, and the participants took turns.)
iv) Tug-of-War – With their soles of their feet together and their legs slightly bent, two players hold different ends of a stick. Each player tries to pull the other over to his side. Gloves should be worn.
v) Stone throwing – The students use a medicine ball and compete to see who can throw it the furthest.
vi) Leap Frog – This game is identical to the modern child’s game.
vii) Board games (see website). Some of these games can be copied on cardboard.
6. Divide the class into different countries, e.g., Scotland, England, France, and Ireland. These countries compete in the different games and activities. Select judges who will devise a scoring system and record the points won by each country.
7. A committee to plan the day’s proceedings is formed. With teacher guidance, an agenda is planned. Begin with a procession with two students acting as King and Queen. Music plays in the background. After all the students have assembled, commence the ceremonies with a Latin prayer (by the school Chaplain, if possible). Be sure to arrange the events and activities in such a way as to ensure that the students do not tire of one type of activity, and that all students have opportunities to participate safely.
Note: Numbers refer to
Teaching/Learning Strategies.
4 – Log Sheet and Self-Assessment form (K/U, T/I, C, A)
See Resources listed in Activity 3.7
Websites
http://www.geocities.com/Colosseum/Field/1348/board.html (medieval board games)
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