bellringers_3-23_to_3-27.pdf | |
File Size: | 106 kb |
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Tuesday, March 24
Bellringer: What caused the black plague? What are its symptoms? How long did symptoms last?
Today students watched a brief parody about the bubonic plague in the middle ages. We had a class discussion about the causes and effects of the plague. Students also presented their Good Masters, Sweet Ladies monologues for speaking grades (see Tues. Mar. 10) and to learn more about everyday life in the middle ages.
Today students watched a brief parody about the bubonic plague in the middle ages. We had a class discussion about the causes and effects of the plague. Students also presented their Good Masters, Sweet Ladies monologues for speaking grades (see Tues. Mar. 10) and to learn more about everyday life in the middle ages.
bellringers_3-16_to_3-20.pdf | |
File Size: | 110 kb |
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Thursday, March 12
Bellringer: Read the text on Arts and Architecture. Then name the two artistic styles that developed during the middle ages.
Today students finished up their notes and Q chart questions from yesterday. Students presented the church and state play below, and students worked on filling out their church and state charts with information from the play.
Today students finished up their notes and Q chart questions from yesterday. Students presented the church and state play below, and students worked on filling out their church and state charts with information from the play.
art_and_architecture_reading_001.jpg | |
File Size: | 957 kb |
File Type: | jpg |
church_and_state_chart_001.jpg | |
File Size: | 585 kb |
File Type: | jpg |
Wednesday, March 11
Bellringer: Read the Roman Catholic Church handout below and answer the questions at the bottom.
Today students read a chapter out of their textbooks, pages 350-355. They worked with a partner to create Cornell notes on the reading. Then, they used a "Q chart" worksheet to develop meaningful questions about what they read.
Today students read a chapter out of their textbooks, pages 350-355. They worked with a partner to create Cornell notes on the reading. Then, they used a "Q chart" worksheet to develop meaningful questions about what they read.
roman_catholic_church_001.jpg | |
File Size: | 858 kb |
File Type: | jpg |
book_350-355.pdf | |
File Size: | 3182 kb |
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q_chart_001.jpg | |
File Size: | 620 kb |
File Type: | jpg |
Tuesday, March 10
Bellringer: Define heraldry.
Today students worked on their medieval coat of arms assignment from yesterday. We also discussed students' upcoming speaking presentation this month, and the qualities of a good presentation using the rubric below.
Today students worked on their medieval coat of arms assignment from yesterday. We also discussed students' upcoming speaking presentation this month, and the qualities of a good presentation using the rubric below.
Monday, March 9
Bellringer: Define both feudalism and manorialism based on the reading below:
Feudalism and manorialism (or manorial system) were the key characteristics of the Middle Ages. Both terms refer to a landholding system in medieval Europe and were closely related, however, they were two distinct systems with several important differences.
The most important difference between feudalism and manorialism was their concept. Feudalism was a political and military institution, while the manorial system was an economic organization of a feudal estate. It lacked the military character of feudalism that based on a system of fiefs according to which the land was held by a vassal from his lord in return for political allegiance and military service.
Manorial system was based on self-sufficient manorial estates, and regulated production and land tenancy of the serfs. They held land from their lord who could have been a king, duke, bishop, abbot or a lesser noble. In return, they paid dues in kind, service or money. Unlike fief holders, the serfs were not obliged to provide military assistance to their lord. On the contrary, it was the lord who owed military protection to his serfs.
Both feudalism and manorialism determined the social status of an individual that eventually became hereditary. But unlike fiefs which could have been initially taken away, the lord could not withdraw the land from his serfs. The serfs were, however, tied to the land and could not move away from their land nor choose their lord. Fief holders could grant a part of their fief together with the serfs to someone who then became their vassal and the new lord to the serfs on the received fief.
Today students finished up their castle structures presentations from Thursday (Mar. 5). Castle notes were turned in. Students went through a powerpoint on Medieval heraldry and took notes. They began an assignment to create their own coat of arms.
Feudalism and manorialism (or manorial system) were the key characteristics of the Middle Ages. Both terms refer to a landholding system in medieval Europe and were closely related, however, they were two distinct systems with several important differences.
The most important difference between feudalism and manorialism was their concept. Feudalism was a political and military institution, while the manorial system was an economic organization of a feudal estate. It lacked the military character of feudalism that based on a system of fiefs according to which the land was held by a vassal from his lord in return for political allegiance and military service.
Manorial system was based on self-sufficient manorial estates, and regulated production and land tenancy of the serfs. They held land from their lord who could have been a king, duke, bishop, abbot or a lesser noble. In return, they paid dues in kind, service or money. Unlike fief holders, the serfs were not obliged to provide military assistance to their lord. On the contrary, it was the lord who owed military protection to his serfs.
Both feudalism and manorialism determined the social status of an individual that eventually became hereditary. But unlike fiefs which could have been initially taken away, the lord could not withdraw the land from his serfs. The serfs were, however, tied to the land and could not move away from their land nor choose their lord. Fief holders could grant a part of their fief together with the serfs to someone who then became their vassal and the new lord to the serfs on the received fief.
Today students finished up their castle structures presentations from Thursday (Mar. 5). Castle notes were turned in. Students went through a powerpoint on Medieval heraldry and took notes. They began an assignment to create their own coat of arms.
heraldry_powerpoint.ppt | |
File Size: | 4582 kb |
File Type: | ppt |
coat_of_arms_assignment.pdf | |
File Size: | 356 kb |
File Type: |
Friday, March 6
Bellringer: Go through the self-assessment for this week. (posted Monday). Write down any questions you still have.
After discussing student's questions, we took our quiz 1. These were corrected in class and turned in.
After discussing student's questions, we took our quiz 1. These were corrected in class and turned in.
Thursday, March 5
Bellringer: Write a paragraph describing a knight’s life. Use the words page, squire, accolade, and chivalry in your
answer. Be sure to create a topic sentence and elaborate in your paragraph with specific details.
Today students worked in groups to learn about the parts of a castle. An outline of a castle was posted on the wall. Each group created a picture of their castle structure to attach to the castle, and presented the information about their structure to the rest of the class. Students completed a note chart on each structure.
Today students worked in groups to learn about the parts of a castle. An outline of a castle was posted on the wall. Each group created a picture of their castle structure to attach to the castle, and presented the information about their structure to the rest of the class. Students completed a note chart on each structure.
castle_notes_with_info.pdf | |
File Size: | 187 kb |
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Wednesday, March 4
Bellringer: Read the article on knights and knighthood, and answer the questions at the bottom.
Today we went through some notes on the life of knights using the powerpoint below. We also got into groups and discussed the game from yesterday. Students answered questions on feudalism, drawing on their experiences in the game. These feudalism questions were turned in today and are due in class tomorrow for any students who didn't finish.
Today we went through some notes on the life of knights using the powerpoint below. We also got into groups and discussed the game from yesterday. Students answered questions on feudalism, drawing on their experiences in the game. These feudalism questions were turned in today and are due in class tomorrow for any students who didn't finish.
knights_and_knighthood_001.jpg | |
File Size: | 2364 kb |
File Type: | jpg |
knights_and_castles.pptx | |
File Size: | 1566 kb |
File Type: | pptx |
feudalism_questions_001.jpg | |
File Size: | 821 kb |
File Type: | jpg |
knights_info_1_001.jpg | |
File Size: | 716 kb |
File Type: | jpg |
knights_info_2_001.jpg | |
File Size: | 843 kb |
File Type: | jpg |
Tuesday, March 3
Bellringer: none. Students finished up their Charlemagne action figures from yesterday.
Today we did a quick review of the feudal system using the prezi below. Students played a game in class in which they took on the role of vassals. They had to obtain a fiefdom and 5 knights to defend it, and ran into troubles on the way.
Today we did a quick review of the feudal system using the prezi below. Students played a game in class in which they took on the role of vassals. They had to obtain a fiefdom and 5 knights to defend it, and ran into troubles on the way.
Monday, March 2
Bellringer: Define and explain manorialism.
Today we discussed Charlemagne's life and personality using the powerpoint below. Students then had to create a toy action figure based on Charlemagne, including features and accessories. They wrote a paragraph describing Charlemagne and describing at least three of his accomplishments as king.
Today we discussed Charlemagne's life and personality using the powerpoint below. Students then had to create a toy action figure based on Charlemagne, including features and accessories. They wrote a paragraph describing Charlemagne and describing at least three of his accomplishments as king.
charlemagne.pptx | |
File Size: | 1845 kb |
File Type: | pptx |
charlemagne_action_figure.pdf | |
File Size: | 166 kb |
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