Monday, March 19
Bellringer: none
Today students worked on the heraldry assignment from Friday as we watched a video on the Crusades. Today we covered from 2:45-17:45 and 34:45-41:55, stopping to discuss the groups of people with an interest in the city of Jerusalem and motivations for the Crusades.
Today students worked on the heraldry assignment from Friday as we watched a video on the Crusades. Today we covered from 2:45-17:45 and 34:45-41:55, stopping to discuss the groups of people with an interest in the city of Jerusalem and motivations for the Crusades.
Friday, March 18
Bellringer: none
Today students took their Middle Ages Quiz 2. We then learned a little bit about heraldry- the art of creating, describing, and regulating coats of arms. In the Middle Ages, knights disguised in all of their armor needed a way to distinguish themselves and who they were fighting for and against. They created symbols to represent themselves, their family descent, their loyalties, and eventually these coats of arms were created for all kinds of people in the Middle Ages, designating things like property ownership and professions. They were highly symbolic in the lines, shapes, images, and figures used on them. Students were given an assignment to create their own medieval shield. These will be due on Tuesday next week.
Today students took their Middle Ages Quiz 2. We then learned a little bit about heraldry- the art of creating, describing, and regulating coats of arms. In the Middle Ages, knights disguised in all of their armor needed a way to distinguish themselves and who they were fighting for and against. They created symbols to represent themselves, their family descent, their loyalties, and eventually these coats of arms were created for all kinds of people in the Middle Ages, designating things like property ownership and professions. They were highly symbolic in the lines, shapes, images, and figures used on them. Students were given an assignment to create their own medieval shield. These will be due on Tuesday next week.
Thursday, March 17
Bellringer: Identify the following people:
1.Someone who worked the land as a farmer for their Lord.
2.Someone who produced crafts through skill (like silver dishes) for their Lord.
3.Someone who pledged to fight for their Lord.
4.Someone who led religious worship and services for their Lord.
Review your Middle Ages Week 2 self-assessment below. Look through your notes for answers you don't know and record them on your bellringer page.
Students reviewed their objectives for the week and will be taking their Middle Ages quiz 2 tomorrow. Today students finished the social class presentations (from Tues.-Wed.) and took notes.We then spent some time learning about castles and knights with the video, website, and handout below. We also watched a short clip on the history of St. Patrick's day.
1.Someone who worked the land as a farmer for their Lord.
2.Someone who produced crafts through skill (like silver dishes) for their Lord.
3.Someone who pledged to fight for their Lord.
4.Someone who led religious worship and services for their Lord.
Review your Middle Ages Week 2 self-assessment below. Look through your notes for answers you don't know and record them on your bellringer page.
Students reviewed their objectives for the week and will be taking their Middle Ages quiz 2 tomorrow. Today students finished the social class presentations (from Tues.-Wed.) and took notes.We then spent some time learning about castles and knights with the video, website, and handout below. We also watched a short clip on the history of St. Patrick's day.
middle_ages_2_self_assess.docx | |
File Size: | 285 kb |
File Type: | docx |
structure_of_a_castle_handout.doc | |
File Size: | 102 kb |
File Type: | doc |
Wednesday, March 16
Bellringer: Students read the European Feudalism chart and completed the questions at bottom.
Students presented the information from yesterday (middle ages roles info) about each social group. Most classes will need to finish up tradesmen and peasants tomorrow. The powerpoint below gives a recap of each social group.
Students presented the information from yesterday (middle ages roles info) about each social group. Most classes will need to finish up tradesmen and peasants tomorrow. The powerpoint below gives a recap of each social group.
european_feudalism_001.jpg | |
File Size: | 899 kb |
File Type: | jpg |
feudal_europe_classes.pptx | |
File Size: | 1822 kb |
File Type: | pptx |
Tuesday, March 15
Bellringer: Define feudalism.
Today students turned in their Dark Ages/Franks chart and Rank the Frank/Charlemagne action figure worksheets. Then, students worked in groups to read about one of the social classes in Europe. They answered questions as a group and prepared a poster. Each group will present and explain what their social class is like to the class tomorrow.
Today students turned in their Dark Ages/Franks chart and Rank the Frank/Charlemagne action figure worksheets. Then, students worked in groups to read about one of the social classes in Europe. They answered questions as a group and prepared a poster. Each group will present and explain what their social class is like to the class tomorrow.
middle_ages_roles_info_sheets.docx | |
File Size: | 24 kb |
File Type: | docx |
Monday, March 14
Bellringer: Students completed the “Life on the Land" reading below and answered the questions on their own paper.
Today students received a brief introduction to the Middle Ages with the feudal Europe intro powerpoint slides below, then they were given time to finish up their Franks worksheets from last week. (See Charlemagne action figure from March. 11 and rankthefranks and Dark Ages video questions from March 9).
Today students received a brief introduction to the Middle Ages with the feudal Europe intro powerpoint slides below, then they were given time to finish up their Franks worksheets from last week. (See Charlemagne action figure from March. 11 and rankthefranks and Dark Ages video questions from March 9).
life_on_the_land_001.jpg | |
File Size: | 877 kb |
File Type: | jpg |
feudal_europe_intro.pptx | |
File Size: | 630 kb |
File Type: | pptx |
Friday, March 11
Bellringer: None. Students turned in the bellringers for the week (3)
Students received a reminder that their quarter 3 book assignment is due in two weeks on March 24. It is posted below.
We took our Middle Ages quiz 1 today. Students then took some notes on Charlemagne using the powerpoint below and worked for a few minutes on their Charlemagne action figures. They will be finished on Monday. We will turn in the Dark Ages/Franks worksheet and the Rank the Frank/Charlemagne action figure next week.
Students received a reminder that their quarter 3 book assignment is due in two weeks on March 24. It is posted below.
We took our Middle Ages quiz 1 today. Students then took some notes on Charlemagne using the powerpoint below and worked for a few minutes on their Charlemagne action figures. They will be finished on Monday. We will turn in the Dark Ages/Franks worksheet and the Rank the Frank/Charlemagne action figure next week.
charlemagne.pptx | |
File Size: | 1848 kb |
File Type: | pptx |
charlemagne_action_figure.pdf | |
File Size: | 166 kb |
File Type: |
historical_fiction_book_q3.pdf | |
File Size: | 339 kb |
File Type: |
Thursday, March 10
Bellringer: Describe the "Dark Ages." What happened as a result of the fall of Rome?
Today students learned more about the Franks by taking notes on the powerpoint below. They worked on filling out their Rank the Franks chart and paragraph from yesterday.
Today students learned more about the Franks by taking notes on the powerpoint below. They worked on filling out their Rank the Franks chart and paragraph from yesterday.
the_franks__1_.pptx | |
File Size: | 1088 kb |
File Type: | pptx |
Wednesday, March 9
Bellringer: Give a RARE response to the following question: How would you classify Rome's "death" as a civilization?
Was it "murder" (caused by others), "suicide" (caused by the Romans themselves), or "old age" (the natural decline of a civilization? Were there factors that simply made the fall of Rome inevitable (nobody's fault, but unavoidable)? Use the chart below for ideas.
Today students watched a 20 min film on the Dark Ages (time stamp 1:05-23:19) and answered questions on the worksheet below. Then, students worked in groups to learn about the most influential group of barbarian invaders, the Franks, by reading three pages about influential Franks- Charles Martel, Pepin the Short, and Charlemagne. They filled out a chart with information about each man, focusing on their significant impact in history.
Was it "murder" (caused by others), "suicide" (caused by the Romans themselves), or "old age" (the natural decline of a civilization? Were there factors that simply made the fall of Rome inevitable (nobody's fault, but unavoidable)? Use the chart below for ideas.
Today students watched a 20 min film on the Dark Ages (time stamp 1:05-23:19) and answered questions on the worksheet below. Then, students worked in groups to learn about the most influential group of barbarian invaders, the Franks, by reading three pages about influential Franks- Charles Martel, Pepin the Short, and Charlemagne. They filled out a chart with information about each man, focusing on their significant impact in history.
death_of_rome_bellringer.docx | |
File Size: | 15 kb |
File Type: | docx |
dark_ages_video_wrkst.pdf | |
File Size: | 300 kb |
File Type: |
rankthefrankcharlesmartelpepincharlemagne.pdf | |
File Size: | 4955 kb |
File Type: |
Tuesday, March 8
Bellringer: Write down as many reasons for the fall of Rome as you can find in the reading below. Then, circle the three that you think are the most important. Now write a paragraph that explains why Rome ceased to be a unified civilization,
citing the three reasons you found (quote the text evidence from your reading.)
Today after the bellringer, we discussed the reasons for the fall of Rome and compared them to circumstances in the United States, using the chart below. We talked about the fact that one of the reasons we study history is to learn from mistakes of the past. We then discussed the idea of whether Rome's "death" was by "murder, suicide, or old age."
citing the three reasons you found (quote the text evidence from your reading.)
Today after the bellringer, we discussed the reasons for the fall of Rome and compared them to circumstances in the United States, using the chart below. We talked about the fact that one of the reasons we study history is to learn from mistakes of the past. We then discussed the idea of whether Rome's "death" was by "murder, suicide, or old age."
middle_ages_bellringer_reading.pdf | |
File Size: | 171 kb |
File Type: |
middle_ages_fall_of_rome_vs._u.s..docx | |
File Size: | 15 kb |
File Type: | docx |
Monday, March 7
No bellringer.
Today students finished a simulation to learn about some of the difficulties the Roman empire faced which eventually led to its collapse. (see Friday Mar. 4). Students finished up their Stop the Fall of Rome worksheets which are due tomorrow. Students also turned in their My Civ projects (assigned on Feb. 25th). Students also received their self-assessments for the week as we begin our Middle Ages unit.
Today students finished a simulation to learn about some of the difficulties the Roman empire faced which eventually led to its collapse. (see Friday Mar. 4). Students finished up their Stop the Fall of Rome worksheets which are due tomorrow. Students also turned in their My Civ projects (assigned on Feb. 25th). Students also received their self-assessments for the week as we begin our Middle Ages unit.
middle_ages_1_self_assess.docx | |
File Size: | 578 kb |
File Type: | docx |
Friday, March 4
No bellringer.
Today students participated in a simulation to learn about some of the difficulties the Roman empire faced which eventually led to its collapse. Students filled out the worksheet below (due tomorrow) as we went through the pdf below. Each slide asked the students to make a decision in response to a question, and then see whether that was a choice that added to the success and wealth of Rome or took away from the empire. We got about halfway through the simulation.
Today students participated in a simulation to learn about some of the difficulties the Roman empire faced which eventually led to its collapse. Students filled out the worksheet below (due tomorrow) as we went through the pdf below. Each slide asked the students to make a decision in response to a question, and then see whether that was a choice that added to the success and wealth of Rome or took away from the empire. We got about halfway through the simulation.
stop_fall_of_rome_wrkst.pdf | |
File Size: | 764 kb |
File Type: |
stop_fall_of_rome.pdf | |
File Size: | 9465 kb |
File Type: |
Thursday, March 3
No bellringer.
Today students worked on their My Civ projects. (see March 1)
Today students worked on their My Civ projects. (see March 1)
Wednesday, March 2
No bellringer.
Today students worked on their My Civ projects. (see March 1)
Today students worked on their My Civ projects. (see March 1)
Tuesday, March 1
No bellringer.
Today students worked on their My Civ projects.
Today students worked on their My Civ projects.
my_civ_assignment.pdf | |
File Size: | 156 kb |
File Type: |