Sometimes, I Eat Cake For Lunch

…and other advice you probably never asked for

Tag: history

Medieval England

I can teach the Magna Carta in one day, right? And make it interactive and rigorous? Without just giving them the answer? 

Advertisements

Pacing

It still amazes me how different this year is to last year. Last year, my classes would often awkwardly end early because my students finished the activities with plenty of (awkward for me) time to spare. This year, it is utterly AMAZING how long it takes middle schoolers to complete tasks. It’s not a bad thing, I just constantly have to remind myself to plan with this timing in mind. Today, we spent the bulk of the period creating foldables to study for their test tomorrow.  A foldable is a “tool” meant to help students focus on skills or vocabulary, or really whatever you want. In my class, students needed to define 12 vocabulary words of their choice, and I gave them a (painstakingly scaffolded for them so there was little room for misunderstanding, i.e. I had written a lot of “fold here!”s and “cut here!”s all over this thing) template. Anyway, foldables are basically a more fun way to define words. Instead of simply writing a vocab word and then writing the definition in next to it, the kids wrote each word on the outside and then opened a flap they had cut and wrote the definition under that. Anyway, this literally would have taken me 5 minutes and it took them literally 30. And then they still weren’t getting the words 100% correct when I quizzed them. But I think it was a class period well spent because they obviously needed the time to focus on this vocabulary.

I’m deep in the middle of planning for my next unit which I CANNOT WAIT FOR. Medieval Europe! My coach Karman is encourages me to backwards plan more, so before the unit has even started I know what I want students to KNOW, DO and UNDERSTAND. This will most definitely change, but this is what I have so far based on the CA State standards and the charter school benchmark test expectations:

Students will be able to KNOW (define):

KINGLORD

KNIGHT

SERF

MANOR

FEUDALISM

CREST

NOBILITY

KING HENRY IV

CHIVALRY

POPEBISHOP

MONK

LATIN

APPOINT

POPE GREGORY VII

CRUSADES

ST. THOMAS AQUINAS

“NATURAL LAW”

HOLY LAND

JERUSALEM

MAGNA CARTARIGHTS

KING JOHN

CONFLICTCOOPERATION

MEDIEVAL

MIDDLE AGES

Students will be able to DO:

-Compare/Contrast European knights with Japanese samurai

-Create a personal crest in the style of a medieval crest

-Complete hierarchy pyramids for the Social Classes and for the Catholic Church

-Translate the Magna Carta’s ideas into modern-day English

-Participate in a Socratic Seminar (Essential Question: “Who should appoint bishops, the Church or the King?” while using evidence to support their point of view)

-Defend their point of view to the Essential Question in an essay format.

-Be able to describe the conflict and cooperation between the Chuch and the Monarchy

-CRUSADES: _______________

-ST. THOMAS AQUINAS________________

-_________ “How did politics and religion change during the Middle Ages?”

(some of them are blank because I have no idea right now)

Students will be able to UNDERSTAND:

-The specific hierarchy of medieval society (i.e. king, lords, knights, etc)

-The specific hierarchy of the Catholic Church (i.e. Pope, bishops, monks, etc)

-How manors played a part in society

-How the church and the social hierarchy worked together

-Why there was a conflict between Pope Gregory VII and King Henry IV (who should have the power to appoint bishops?).

-What the ideas of St. Thomas Aquinas were.

-Why English lords became unhappy with the policies of King John.

-What the main point is of the Magna Carta

-Why the Crusades began and what their effects were.