World Studies Middle Ages Feudalism and Transitions

1
World Studies Middle Ages(Feudalism and
Transitions)

• 7th grade
• World Studies Middle Ages
• (Feudalism and Transitions)
• Laura Orlowski

2
Table of Contents

• Introduction to the Unit
• History
• People in Societies
• Geography
• Economics
• Government
• Citizenship Rights and Responsibilities
• Social Studies Skills and Standards

3
Introduction

• The unit I chose to design was a 7th grade World
  Studies Middle Ages (Feudalism and Transitions)
  unit. I selected this unit because I felt it
  comprehensively covered the essential information
  needed for the eighth grade Ohio Achievement
  Test, and I found the information in this unit
  interesting (personally).
• The readings assigned to the students are all
  found in the textbook Medieval Times to Today.
  This is the textbook used to teach the 7th grade
  students at the school where I am currently
  student teaching. To prepare for teaching this
  unit I have designed this power point
  presentation to help guide my lesson planning.

4
History Benchmarks and Activities

• Benchmark A. Interpret relationships between
  events shown on multiple-tier time lines.
• Indicator 1. Chronology Group events by broadly
  defined historical eras and enter onto
  multiple-tier time lines.
• Benchmark C. Describe the characteristics of
  feudal societies and the transition to the
  Renaissance and Reformation in Europe.
• Indicator 4. Feudalism and Transitions Explain
  the Lasting effects of military conquests during
  the Middle Ages including
• Muslim conquests
• The Crusades
• The Mongol invasions
• Activity 1 As part of a pre-assessment
  activity, pass out a timeline on a piece of paper
  to each pair of students. Have the pair fill in
  the events missing from the timeline (word bank
  will be made available to the students).
• Activity 2 Have students skim through the text
  and illustrations in Section 1 (Chapter Five) of
  their textbook, Medieval Time to Today. Have
  them find answers to the following questions
  What was life like in the northern-Italian
  city-states? How did art change during the
  Renaissance? Who were some important artists of
  the Renaissance? What was the Reformation?
  Students who want, may read more information
  about the Reformation on the website
• http//www.historylearningsite.co.uk/reformation.
  htm

5
History Activities cont.

• Activity 3 Have students create web diagrams
  based on the information in Section 1 of their
  textbook, Medieval Times to Today. The hub of
  each diagram should include one of the three main
  headings of the section the World that Made
  Leonardo, The Renaissance Artist, or The
  Reformation. The extension from each hub should
  provide supporting details for each main heading.
  This activity should take about thirty minutes.
• Activity 4 Students will read the article,
  Manuscripts, Books, and Maps The Printing Press
  and a Changing World The Development of Print
  Technology, that teaches students about the
  significance of printing with moveable type. To
  understand the significance of the ability to
  print with moveable type, students will complete
  the graphic organizer, An Invention-Causes and
  Effects found in Danilel J. Barnekows book,
  Graphic Organizers for Social Studies

6
History Activities cont.

• Activity 5 Have students research one of the
  great artists from the Renaissance time period on
  the world wide web. Students may pick from
  Leonardo Da Vinci, Michaelangelo Buonarroti,
  Raphael Sanzio, Caravaggio, Sandro Boticelli,
  Hieronymus Bosch, Pieter Breughel, Antonio
  Corregio, Giovanni Bellini, Albrecht Durer,
  Titian, and Giorgione. Each student will fill in
  the information about the artist that they
  researched on the graphic organizer, A
  Biographical Profile from Danile J. Barnekows
  book, Graphic Organizers for Social Studies.

7
History Related Websites

• Five Related Websites
• To be used with Activity 1
• http//people.timelineindex.com/content/view/540
• This website provides a comprehensive and
  thorough timeline that students may consult to
  check their guesstimates of events on the Middle
  Ages Timeline. Students may add interesting
  factoids to their timeline, based on the
  websites timeline.
• To be used with Activity 2
• http//www.historylearningsite.co.uk/reformation.h
  tm
• This website gives students access to important
  historical facts regarding the Reformation.
  There are several clickable links available to
  encourage discovery and exploration of key terms
  and phrases.

8
History Related Websites cont.

• To be used with Activity 3
• http//www.graphicorganizers.com/downloads.htm
• This website allows students to download and
  print off their own web map or concept map to use
  with the class activity. This site provides
  students and teachers alike with access to free
  graphic orgnaizers.
• To be used with Activity 4
• http//communication.ucsd.edu/bjones/Books/printec
  h.html
• This website contains the article that students
  will read in order to better understand the
  significance of Johannes Gutenbergs printing
  press. Students will read the article located on
  this website and will use it as a reference while
  they complete their graphic organizers.
• To be used with Activity 5
• http//www.artcyclopedia.com/history/high-renaissa
  nce.html
• This website provides students with a place to
  jumpstart their research on their chosen
  Renaissance artist. Several of the links on this
  page are clickable to aid in student research.

9
People in Societies Benchmarks and Activities

• Benchmark A. Compare the cultural practices,
  products and perspectives of past civilizations
  in order to understand commonality and diversity
  of cultures.
• Indicator 2. Cultures Explain how the Silk Road
  trade and the Crusades affected the cultures of
  the people involved.
• Benchmark C. Explain how contact between
  different cultures impacts the diffusion of
  belief systems, art, science, technology,
  language, and forms of government.
• Indicator 3. Diffusion Give examples of contacts
  among different cultures that led to the change
  in belief systems, art, science, technology,
  language or systems of governent.
• Indicator 4. Diffusion Describe the cultural and
  scientific legacies of European (and Japanese)
  civilizations.
• Activity 1 Give students two minutes to list on
  a piece of paper what they know about the Middle
  Ages in Europe. Write these words on the board
  to help guide student thinking feudalism,
  knights, chivalry, lord and lady of the manor,
  serfs. Ask students to add information to each
  of these words or phrases.
• Activity 2 Have students read Reach Into Your
  Background in the Before You Read box on page
  105 of their textbooks (Medieval Times to Today).
  Discuss what makes Americans feel like one
  nation. List on the chalkboard what we have in
  common as students suggest ideas.

10
People in Societies Activities cont.

• Activity 3 After students read Section 1 in
  their textbooks (Chapter Five), have them
  contribute to a semantic map that addresses the
  following questions How did feudalism develop?
  Why did it develop? What were the primary roles
  and responsibilities of lords of the manor?
  Vassals? What role did peasants and serfs play
  in the manor organization?
• Activity 4 Let students debate the positive and
  negative aspects of feudalism. Make a chart on
  the board labeled positive and negative, ask
  students to contribute statements to both sides.
  Ask students if they think feudalism was
  basically a useful system for protecting people
  and society. Allow students to debate this
  question. This activity should take about twenty
  minutes.

11
People in Societies Activities cont. and Related
Websites

• Activity 5 After students read Section Four,
  have them discuss why kings and popes were in
  conflict. How did kings gain power? How did the
  Crusades make the nobles weaker? What part did
  the Magna Carta play in helping to unite England
  as a nation?
• Five Related Websites
• To be used for Activity 3
• http//www.mc.maricopa.edu/dept/d10/asb/anthro2003
  /glues/feudalism.html
• This website provides students with vital facts
  and history concerning feudalism. It will prove
  helpful for students who seek a more detailed
  explanation than what the textbook offers.
• To be used for Activity 4
• www.fandm.edu/departments/economics/
  ahearn/152/152assignments/152MTans.doc
• This website provides useful information
  regarding the pros and cons of feudalism.
  Students can use this website as a resource to
  help them find arguments to support their stance
  on feudalism for the class debate.

12
People in Societies Related Websites

• To be used for Activity 5
• http//www.fordham.edu/halsall/source/magnacarta.h
  tml
• This website not only provides students with
  background information regarding the Magna Carta,
  it actually contains the text of the Magna Carta
  so that students can look at and read the actual
  historical document.
• http//www.thetreemaker.com/last-name-meaning/crus
  ades.html
• This website gives a thorough review of the
  Crusades. Students can use this site to add to
  their knowledge and information about the
  Crusades.
• http//www.bible.ca/history/eubanks/history-eubank
  s-20.htm
• This website provides an excellent overview of
  why the kings and popes could not get along or
  work together during the Middle Ages. Insight
  into the papal and monarchic conflicts is
  thoroughly investigated here.

13
Geography Benchmarks and Activities

• Benchmark A. Identify on a map, the location of
  major physical and human features of each
  continent.
• Indicator 1. Location For each of the societies
  studied, identify the location of significant
  physical and human characteristics on a map of
  the relevant region.
• Indicator 2. Location On a map, identify places
  related to the historical events being studied
  and explain their significance.
• Benchmark B. Define and identify regions using
  human and physical characteristics.
• Indicator 3. Places and Regions Describe the
  changes in the physical and human characteristics
  of regions that occur over time and identify the
  consequences of such changes.
• Benchmark C. Use physical and historical maps to
  analyze the reasons that human features are
  located in particular places.
• Activity 1 Show students pictures of some of
  the great cathedrals built in the Middle Ages in
  Europe, such as Chartres, Reims, and Notre Dame
  in France, and Canterbury, Salisbury, and St.
  Pauls in England. For students interested in
  how Cathedrals were built, use David Macaulays
  book.
• Activity 2 Invite students to preview this
  section by reading the first three paragraphs and
  then skimming the headings and looking at the
  maps and illustrations. Discuss the location of
  the holy land on the map and where the crusaders
  came from. Ask students to write down two
  questions they have or want answered as they read
  this section.

14
Geography Activities cont.

• Activity 3 Have students read Reach Into Your
  Background in the Before You Read box on page
  117 of the textbook (Medieval Times to Today).
  Give students time to think about their position
  on this subject. Then have the whole class
  debate whether wars are ever justified.
• Activity 4 After students read Section Three,
  have them discuss the reasons for the Crusades
  and their results. How did the Crusades change
  European life? Ask students to debate whether or
  not the Crusades were justified and to evaluate
  how they were conducted. Which actions should
  have been avoided?
• Activity 5 Assign student partners the task of
  filling in the graphic organizer located on the
  website http//www.graphicorganizers.com/downloa
  ds.htm
• in regards to the Crusades. This activity should
  take about twenty minutes.

15
Geography Five Related Websites

• To be used for Activity 1
• http//images.google.com/imgres?imgurlhttp//www.
  dartmouth.edu/matc/math5.geometry/unit9/0940.jpeg
  imgrefurlhttp//www.dartmouth.edu/matc/math5.ge
  ometry/unit8/unit8.htmlh384w580sz57hlenst
  art1um1tbnidFKBHqm-xadxUZMtbnh89tbnw134
  prev/images3Fq3Dcathedrals2Bfrom2Bthe2Bmiddl
  e2Bages26svnum3D1026um3D126hl3Den26client
  3Dsafari26rls3Den26sa3DN
• This website provides background information
  regarding symbolism in the churches built in the
  Middle Ages. This particular site also provides a
  sampling of images from the Chartres Cathedral.
• http//images.google.com/imgres?imgurlhttp//deep
  tiskrishnan.tripod.com/sitebuildercontent/sitebuil
  derpictures/notredame6.jpgimgrefurlhttp//deepti
  skrishnan.tripod.com/deepti/id10.htmlh576w720
  sz54hlenstart2um1tbnidEMIdG6PVjKkjpMtbn
  h112tbnw140prev/images3Fq3Dcathedrals2Bfro
  m2Bthe2Bmiddle2Bages26svnum3D1026um3D126hl
  3Den26client3Dsafari26rls3Den26sa3DN
• This website provides background on churches
  during the Middle Ages and contains some
  beautiful images of the Notre Dame Cathedral.

16
Geography Five Related Websites cont.

• To be used for Activity 3
• http//www.associatedcontent.com/article/25348/war
  _is_it_ever_justified.html
• This website is helpful to students wanting to
  research background information concerning the
  debate over whether or not war is ever
  justifiable. This site provides credible sources
  for the kids to read.
• To be used for Activity 4
• http//history-world.org/crusades.htm
• This website provides interesting historical
  information about the Crusades. Students can use
  this website to research background information
  to complete Activity 5 (graphic organizer).
• To be used for Activity 5
• http//historymedren.about.com/od/crusades/Crusade
  s.htm
• This site provides several links to sites
  concerning the origins and history of the
  Crusades. It is a great resource for the
  students to use in their research and study of
  the Crusades.

17
Economics Benchmarks and Activities

• Benchmark A. Indicator--Scarcity and Resource
  Allocation 1 Compare the endowment of productive
  resources in world regions and explain how this
  endowment contributed to specialization, trade,
  and interdependence in ancient times.
• Benchmark B. Indicator--Markets 2 Describe the
  growth of cities and the establishment of trade
  routes in Asia, Africa, and Europe the products
  and inventions that traveled along these routes
  (such as spices, textiles, paper, precious metals
  and new crops) and the role of merchants.
• Activity 1 Have students and their partners
  make two charts to summarize important
  information in Chapter Five of the students
  textbook, Medieval Times to Today. Model the
  chart for the class up on the board.
• Activity 2 Have students read Chapter Four,
  Civilizations of Asia, in their Medieval Times
  to Today textbook. Write the following list on
  the board government, trade, technology,
  important ideas. Have students discuss how the
  merit system gave China good government, why
  China was sought after in world trade, what its
  chief technological inventions were, and how they
  changed the world, and why the ideas of Confucius
  were valuable.

18
Economics Activities

• Activity 3Tell students that they will be
  making a map of Europe and Asia, identifying
  medieval trade routes on these continents. Each
  map should trace at least three different routes
  and must identify the cities at the ends of each
  route and the goods traded between these cities.
  Talk about ways to identify these goods (writing
  the names of the goods on the map or using
  symbols and a key). Have students draw their
  maps on a large piece of white construction
  paper. Suggest that each trade route be traced in
  a different color for easy identification. Allow
  students to identify additional cities and
  commodities along the routes. In addition to
  geography and history texts, students may use the
  following Web sites to research their
  mapshttp//history.smsu.edu/jchuchiak/HST20101--
  Lecture2024--?Maps_of_medieval_trade_routes.htm?h
  ttp//www1.enloe.wake.k12.nc.us/enloe/CandC/showme
  /trading.htmltrade?http//www.brown.edu/Departmen
  ts/Italian_Studies/dweb/society/structure/?routes.
  jpg?http//sumy.net.ua/History/map/6!.php?http//w
  ww.ucalgary.ca/HIST/tutor/imagemid/hanseaticSmall.
  gif?http//www.blackstudies.ucsb.edu/antillians/tr
  ade2.html

19
Economics Activities cont.

• Activity 4 Assign each pair of students a city
  along the Silk Road Trade route to research.
  Explain that each pair should use the available
  resources to create a collage of products
  available in its assigned city. Provide students
  with access to textbooks, trade books, reference
  books and Internet resources. To create
  collages, provide students with drawing paper,
  glue, scissors, drawing materials and/or
  magazines to cut pictures from.
• https//ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Co
  ntent/CSS_LP_S02_BA_L07_I02_01.pdf
• Activity 5 Discuss dissemination of products
  and ideas and how they affected cultures. For
  example Whey was purple clothing associated with
  royalty? Because purple dye came to Europe via
  the Silk Road and was expensive, only royalty
  could afford to use it.

20
Economics Five Related Websites

• To be used for Activity 1-5
• http//iis-db.stanford.edu/pubs/21300/SilkRoadTOC.
  pdf
• This website provides students with comprehensive
  historical facts about the Silk Road and its
  products. Students could use this site as part
  of their research for Activity 4.
• http//encarta.msn.com/encyclopedia_761579956/Silk
  _Road.html
• This website provides students with useful
  information concerning the development of the
  Silk Road and the route that the Silk Road
  followed. Students may find this website helpful
  regarding their research.
• http//archaeology.about.com/cs/asia/a/silkroad.ht
  m
• This website contains important information
  regarding the history of the Silk Road. Students
  should use this site as a reference when they are
  researching their city for their partner project.

21
Economics Five Related Websites

• To be used for Activities 1-5
• http//www.silk-road.com/toc/index.html
• The Silk Road Foundation Homepage.?A major site
  for information on the silk road and its
  historical legacy. Highlights include an
  interactive time line that contains hot links to
  topics concerning the Silk Road, including Marco
  Polo's travels, the spread of Buddhism, and
  historical events from 5000 BC to the present.
  Also featured is a slide show of paintings found
  in the Mogau Caves in China. The presentation
  offers 24 images found in the caves, many on
  Buddhist themes.
• http//www.chinapage.com/silkroad.html
• The Silk Road and Dunhuang China.?A service of
  "China the Beautiful" web-site, this page offers
  links to a map of the Silk Road and an exhibition
  of art at the Mogau Caves.

22
Government/Citizenship Rights and
Responsibilities Activities

• Activity 1 Have students read Chapter Five in
  their textbook, Medieval Times to Today. Discuss
  how government and economic leaders are trained
  in contemporary universities. Point out that
  these universities can be supported by state,
  private, and church or other religious group
  funds.
• Activity 2 After students read Section 2, ask
  them to discuss how the Roman Catholic Church
  influenced life in the Middle Ages. Have them
  list the jobs done by the church that are now
  done by governments. Then ask the students how
  international trade again became active in the
  later Middle Ages. How did this change society
  of that time?
• Activity 3 Discuss how the government knows
  what the people need. List the services people
  receive from government and what they give the
  government back (taxes, serve on juries, and as
  soldier in wartime, work for the government).

23
Government/Citizenship Rights and
Responsibilities Activities cont.

• Activity 4 Assign student partners the task of
  writing a letter to a king in the late Middle
  Ages, telling him how to unite the nobles in his
  kingdom under his leadership. Tell them to use
  the information in the text and the graphics for
  suggestions. This activity should take about
  twenty minutes.
• Activity 5 Have students re-enact an authentic
  feudalistic society. Students must research what
  societal role they will fulfill. Students must
  attempt to dress the part and act out their
  appropriate societal class/role.

24
Government/Citizenship Rights and
Responsibilities Five Related Websites

• To be used with Activity 1-5
• http//www.historyguide.org/ancient/lecture23b.htm
  l
• This website gives significant amounts of
  background history concerning feudalistic
  societies in the Middle Ages.
• http//library.thinkquest.org/J003226F/jewel.htm
• This website is a good resource for students as
  they search for sites to research their societal
  role in feudalistic society.
• http//www.learninghaven.com/middle_ages.htm
• This website provides students with information
  regarding the nature of daily life during the
  Middle Ages.
• http//www.ucalgary.ca/applied_history/tutor/endmi
  ddle/feudal.html
• This website provides a comprehensive list of
  terms for students to familiarize themselves with
  as they study social order during the Middle
  Ages.
• http//www.kyrene.k12.az.us/schools/brisas/sunda/m
  a/mahome.htm
• This website provides links to various different
  social classes/ranks. Useful for students
  researching their feudal role.

25
Study Skills and Methods Activities

• Activity 1 Invite students to imagine that they
  are advisors to a king. The king wants to unite
  the many lords in his kingdom under his
  leadership. What should he offer to these lords
  to get them to pledge loyalty to him as their
  king? Tell students that money is not the issue.
  List ideas students think of on the chalkboard.
• Activity 2 The students will read a summary of
  the ideas of John Wycliffe (1328-1384). Wycliffs
  influence was later felt in Bohemia, where John
  Huss led a large following and was ultimately
  excommunicated and condemned by the Council of
  Constance for refusing to yield to his conscience
  based on his views of Scripture and his
  insistence that the cup be administered to the
  laity at the Lord?s Supper. Huss was condemned
  and burned at the stake in 1415. A resulting war
  against Hussite followers in Bohemia lasted
  twenty years and proved indecisive. Half of the
  class will argue from the perspective/point of
  view of John Wycliffe or John Huss, the other
  half of the class will argue from the point of
  the church.

26
Study Skills and Methods Activities cont.

• Activity 3 Half of the class must argue from
  the perspective of the church during the
  Reformation, while the other half of the students
  argue from the vantage point of the monarchy.
  Students will debate who should have more power.
• Activity 4 Students will place themselves in
  the shoes of a serf from the past. In their
  journals, they will respond to their rights and
  the various inequalities that they must contend
  with on a daily basis.
• Activity 5 Students will read about the daily
  life for vassals, serfs, and nobles and will
  contrast social order in the Middle Ages with the
  social order that we have in place now.

27
Study Skills and Methods Five Related Websites

• To be used with Activity 1-5
• http//www.themiddleages.net/
• This website is a great resource for the students
  for all the information that they are studying
  during this unit. This website provides links to
  numerous different topics and subheadings related
  to the Middle Ages.
• http//www.medieval-life.net/life_main.htm
• This website provides insight into the
  information and history available to students
  regarding daily life in the Middle Ages.
• http//www.mnsu.edu/emuseum/history/middleages/
• This website provides a virtual tour of a Museum
  site with facets of Medieval life relating to
  Knights, Merchants, the Church and Peasants.

28
Study Skills and Methods Five Related Websites

• http//www.bbc.co.uk/history/british/middle_ages/
• BBC History - Middle Ages index page. ... from
  Magna Carta to the horrors of the Black Death.
• http//historymedren.about.com/
• Comprehensive directory of medieval art,
  literature, music, philosophy, history, religion,
  science and militia, and the individuals who made
  it all happen.

29
Additional Sources

• Barnekow, Daniel J. Graphic Organizers for Social
  Studies. J. Weston Walch. 1998. Portland,
  Maine
• Hodges, Margaret, and Margery Evernden. Of
  Swords and Sorcerers The Adventures of King
  Arthur and His Knights. 1993. Margaret Hodges
  and Mary Evernden.
• Kozlowski, Gregory C. The Concise History of
  Islam and the Origin of Its Empires. The Coley
  Publishing Group. 1991.
• Lacroix, Paul. Manners. Custom and Dress During
  the Middle Ages and During the Renaissance
  Period. Harvard. 2004. Harvard, Mass.
• Medieval Times to Today. Teachers Edition.
  Prentice Hall. World Explorer.2001. Needham,
  Mass.
• Medieval Times to Today. Teaching Resources.
  Prentice Hall. World Explorer 2001. Needham,
  Mass.
• Miyazaki, Ishisada. Chinas Examination Hell.
  Yale University Press. 1981.
• Sato, Hiroake. Legends of the Samurai. Hiroake
  Sato. 1995. The Overlook Press. Woodstock, NY.