TCM 3586 Section A2

Introduction Notebook Table of Contents

Introduction ...... A-2 Introduction to the Notebook—How the Notebook is Organized—Correlation of Activities to NCSS Standards

Management and Resources ...... B-1 Background Information for the Time Period—Chronology for the Medieval Period— Suggested Schedule Using 45-Minute Periods—Introduction to the Rubric Bank— Examples from the Rubric Bank—Sample Rubric for Medieval Times—Young-Adult Reading—Suggested Resources for the Teacher

Simulations and Activities ...... C-1 Unit 1: The Dark Ages ...... C-3 Barbarian Migration ...... C-3 Unit 2: Medieval Culture ...... C-15 Feudalism ...... C-15 Heraldry ...... C-43 Presenting Medieval Culture! ...... C-67 Magna Carta ...... C-79 Unit 3: Religion in the Middle Ages...... C-83 Monastic Life ...... C-83 The Crusades...... C-127 Unit 4: The Black Death...... C-155 Unit 5: Joan of Arc...... C-181 Joan of Arc Play ...... C-181 Notable Female Activists...... C-193

Overhead Transparencies ...... D-1 Assessments ...... E-1 Multimedia Resources ...... F-1 Using the View Program ...... F-5 Ideas for Using Multimedia Collections in the Classroom ...... F-16 Thumbnail Photo Images and Clip Art...... F-21 Audio Clips, Video Clips, and Documents ...... F-35

Bonus Items ...... G-1 Teacher Resource CD-ROM Contents ...... G-2

How the Notebook is Organized

Bonus Items

Life in a Medieval Town The Middle Ages ¥ Show students a visual of a A Chronology of Events medieval town and the feudal ¥ Show students many of the system. events that occurred during the Middle Ages.

Notebook Contents ¥ Management Ideas for the Notebook (A) ¥ Additional Teacher Resources (B) ¥ In-depth Lesson Plans (C) ¥ Student Handbooks and Background Information (C) ¥ Reproducible Activity Sheets (C) ¥ Overhead Transparencies (D) ¥ Quizzes and Final Test (E)

loring Hist xp or E Resou y er rce ch C a e D T

For use with either ® Macintosh Teacher Created or Windows ® Materials, Inc. TCM 3586 ii29 CD-ROMS

Medieval Times See page G-2 for the contents of this CD-ROM.

Teacher Resource CD-ROM Multimedia CD-ROM ¥ Contains annotated standards, ¥ Contains photographs, clip art, rubric bank, assessments, and documents, audio clips, and the script for the play. video clips. ¥ See page G-2 for a complete ¥ See Section F for a complete listing of the contents of the description of the contents of CD. the CD and how to use it.

#3586 Medieval Times A-4 © Teacher Created Materials, Inc. Introduction

How the Notebook is Organized

Section A: Introduction—Section A introduces the teacher to the specific book and provides an overview of the Exploring History series. Also included is a list of which specific activities meet the curriculum standards published by the National Council for the Social Studies (NCSS).

Section B: Management and Resources—Section B provides general background for the teacher and includes helpful material about scheduling activities in the classroom. Relevant resources to enhance and supplement the unit are provided here. Among the resources that may be included in each book are topic-related books for teachers and students, videos, period art, music, and dance. This section also introduces teachers to a rubric bank and suggests ways to implement and customize the 100 plus criteria to create rubrics that serve the needs of students as they complete the activities. The entire rubric bank is included on the Teacher Resource CD as an Adobe Acrobat file. It is also included as a Microsoft Word¨ document so that teachers can cut and paste the criteria to create personalized rubrics. Teachers and students can use the supplementary guide to negotiate and develop criteria for the activities in the book. The rubric bank can also be used as an evaluation tool for other activities.

Section C: Simulations and Activities—Section C gives necessary background information for each simulation and activity, as well as directions for implementing the activities in the classroom and using the materials in the student handbooks. A list of applicable curriculum standards precedes each activity. Following the lesson plans are information pages for the students as they work through the simulations. These student handbook pages are provided at two levels to meet your students’ varying reading abilities. The Level A (grades 5Ð8) and Level B (grades 8 and up) handbooks essentially include the same information with variations in difficulty level of content, format, and vocabulary. After the handbooks are reproducible pages for implementing and managing the units. Also contained within this section is the answer key for objective activities.

Section D: Overhead Transparencies—Section D provides the teacher and students with overhead transparencies of key work sheets, charts, and other materials that might serve as focal points of a lesson, review, or presentation.

Section E: Assessments—Section E was created to assist teachers with the assessment process. Included in this section are multiple choice and essay quizzes as well as a final test. Schedule testing to meet your particular classroom needs. The assessments are also available on the Teacher Resource CD as Microsoft Word¨ documents. Teachers can edit and revise these documents to better meet their needs or to more accurately assess the content that was covered within their classrooms.

Section F: Multimedia Resources—Section F contains the User’s Guide for the Multimedia Resources CD. The guide includes information about using the viewer program and ideas on how to use the collection in the classroom. Also included are thumbnail images of the photographs and clip art, as well as a listing of the documents, video clips, and audio clips for quick reference.

Section G: Bonus Items—Section G provides teachers and students with handy manipulatives to be used with specific activities or as motivational tools throughout the unit. The bonus items may include maps, charts, activity cards, games, or information cards. Many of the bonus items can be adapted for use with extension activities that teachers may wish to use to reinforce the concepts emphasized in the notebook’s simulations and activities.

Young-Adult Reading

ARL* Book/Publisher Information Book Summary In eleventh century Great Britain, Evyn wanted to become a storyteller to escape his life as a serf, but his D Adler, Elizabeth. The King’s Shadow. tongue was severed by his father’s killers. When he was sold as a slave to Lady Ealdgyth, his life started to change. Dave travels back in time for 800 years to A Curry, Jane Louis. Over the Sea’s Edge. Medieval Wales, where he exchanges medallions with a boy who appears to be his double.

Catherine is born to a noble family in Medieval Cushman, Karen. Catherine, Called England. She has to be a “lady.” She does not A Birdy. have the freedom the peasants have. This is about her fight against convention.

Cushman, Karen. The Midwife’s Alyce is a 12-year-old orphan in Medieval A England. She becomes strong and brave as she Apprentice. works with a sharp-tempered midwife.

14-year-old Matilda deals with various aspects of A Cushman, Karen. Matilda Bone. her spiritual and practical life while working as a bonesetter and practitioner of medicine.

In the 15th century, when merchants were the new knights of Europe, Niccolo, the good-natured D Dunnett, Dorothy. Niccolo Rising. dyer’s apprentice, finds his way to the top of the mercantile empire through a breathless adventure. Gabriella, childhood friend of Joan of Arc, Garden, Nancy. Dove and Sword: A reminisces about their days in their village to D Novel of Joan of Arc. Joan’s burning at the stake. She puts herself at risk to watch over Joan.

Goodwin, Marie D. Where the Towers Lizzie travels back in time with an astrologer to A war-torn France in 1492, where she finds herself Pierce the Sky. working as a double agent to protect Joan of Arc.

This is the story of Dickon and his friend, a bear A Graham, Harriet. A Boy and His Bear. cub, whom he saved from the hands of bear catchers in Medieval England.

Henry, Marguerite. Gaudenzia, Pride of This is a story about a boy and a half-Arabian A mare during medieval times in Siena, Italy, where the Palio. he enters the Pali—an annual race held by the city.

During the late 900s, 10-year-old Brian Boru, the Llywelyn, Morgan. Brian Boru: youngest son of a king of one of the tribes, rises A Emperor of the Irish. up to become the one man who unites pagans, Christians, and the warring tribes of England.

*Average Reading Level (Key: E = EASY, grades 4Ð6; A = AVERAGE, grades 6Ð8; D = DIFFICULT, grades 8Ð10)

Section Table of Contents Unit 1: The Dark Ages Barbarian Migration ...... C-3 Student Handbooks and Reproducibles ...... C-13

Unit 2: Medieval Culture Feudalism ...... C-15 Student Handbooks and Reproducibles ...... C-25

Heraldry ...... C-43 Student Handbooks and Reproducibles ...... C-51

Presenting Medieval Culture!...... C-67 Student Handbooks and Reproducibles ...... C-75

Magna Carta ...... C-79

Unit 3: Religion in the Middle Ages Monastic Life ...... C-83 Student Handbooks and Reproducibles ...... C-93

The Crusades ...... C-127 Student Handbooks and Reproducibles ...... C-137

Unit 4: The Black Death The Black Death ...... C-155 Student Handbooks and Reproducibles ...... C-165

Unit 5: Joan of Arc Joan of Arc Play ...... C-181 Student Handbooks and Reproducibles ...... C-189

Notable Female Activists ...... C-193 Student Handbooks and Reproducibles ...... C-199

Notable Female Activists

Creating a Fanfold Design Joan of Arc was one of the most remarkable female activists during medieval times. Few women were notable during that time period, due to the lack of rights for women. In this activity, students will design a fan to make comparisons between two women. This concept was modeled after the art of Yacov Agam, an Israeli artist, who used the wedge-shaped bellows concept to paint beautiful works of art. For our purposes, students will compare Joan of Arc to a notable female activist in the 20th or early 21st centuries.

After students have completed researching the personalities, they will write a biography on each. Then, they will create a fanfold design depicting the information from their research, showing the similarities and differences between the two individuals. This gives students the opportunity to work creatively, either making a collage or drawing the pictures that tell two stories. Once the collage or pictures are finished, the viewer can see one perspective when standing to the right of the piece. When standing on the left side, the viewer can see the opposite perspective.

Materials ¥ Reproducibles Female Activists (pages C-200 and C-201) Lined Paper (page C-202) Peer Assessment of Fanfold Designs (page C-203) ¥ crayons and/or colored pencils ¥ scissors ¥ tape and glue sticks

Teacher Preparation 1. Make copies of Lined Paper (page C-202) for each student on white or colored paper. Make sure that both outside sections (#1 and #9) have equal widths. 2. Make copies of Lined Paper (page C-202) for each student on card stock. Make sure that both outside sections (#1 and #9) have equal widths. Score each sheet before distributing to the students. This can easily be done with a ruler and a razor blade. If students are old enough, they can score their own sheets using a ruler and the edge from a pair of scissors. 3. Establish a workstation where students can find pictures of the historical time periods (current and 1400s).

Setting the Stage 1. Tell students that they are about to compare Joan of Arc to a notable female activist who has lived during the past 50 years.

#3586 Medieval Times C-194 © Teacher Created Materials, Inc. Unit 5: Joan of Arc Simulations and Activities

Notable Female Activists

Creating a Fanfold Design (cont.)

Setting the Stage (cont.) 2. Explain to students that they will be required to . . . ¥ conduct research. ¥ fill out a graphic organizer based on their research. ¥ design a fan based on their research. ¥ write a descriptive paragraph about each individual that is being compared. 3. If a sample is available, model it for the students. This is essential. Students need to visualize the fan before proceeding. If you take the time to make a sample, you will better understand the process and have the expertise to convey the procedure to the class. 4. Now that the strategy has been explained to the class, begin the negotiable contracting of criteria for assessment. Ask students to place themselves in your position as the teacher. What criteria do they think should be used for grading the simulation? Students should first jot down their ideas privately. Then they can share their ideas with their cooperative group and consolidate their lists. 5. Next, call on a spokesperson from each group to submit one idea, which you write on large chart paper. Continue with this process, rotating from group to group. Once an idea is listed, it may not be stated again by another group. This skill is called active listening. It is important for students to be aware that if another group offered an idea similar to or the same as theirs, it means that it is an important idea. The fact that two or more groups thought of the same idea, gives it relevance and importance. They may want to put a star or check next to that idea on their own papers. 6. The following are sample ideas of criteria for assessment. Determine how much each section is worth for the entire grade. ¥ Research shows depth and breadth. ¥ Picture reflects excellent design and color. ¥ Picture reflects the research. ¥ Descriptive paragraphs are written well.

Research 1. Students will compare Joan of Arc to a female activist who has lived in the past century. You can assign students from the Female Activists (pages C-200 and C-201), have students select a name out of a hat, or have them choose their own current-day female activist. 2. Using inquiry skills of investigation, students research the topics and take notes. 3. Once students have completed their research, they should compare and contrast the information by filling in a T-chart or a Venn diagram. If a Venn diagram is used, make sure that horizontal lines are used running across the circles. This will force students to write words in the first circle and compare the statement in the other circle. The overlapped portion is for information that both individuals have in common.

Notable Female Activists

Creating a Fanfold Design (cont.) Research (cont.) Example T-chart and Venn Diagram T-Chart Venn Diagram Joan of Arc Current Day Activist Joan of Arc Current Day Activist

Art Work 1. Give each student two sheets of the Lined Paper (page C-202). Have them flip the paper over so that the lines do not show. If colored paper is used, have each student use a different colored piece of paper. 2. The fan consists of two complete pictures. By standing on one side, the viewer sees one whole picture and by standing on the opposite side of the fan, the viewer sees the other picture. Each student is to create one picture for each individual. 3. This fan design has been modified from the artwork of Yacov Agam. He created a unique form of art that presents one view of abstract art from standing on the left side of the painting and another view of abstract art from standing on the right side of the painting. For your use, your students will use realistic images that can reflect these two individual women. 4. Students should use the unlined side of the paper lengthwise. The student draws a picture or makes a collage of photocopied photographs for each individual, making sure that it incorporates the attributes specific to the subject as noted on the graphic organizer.

5. When students have completed their drawings, they cut each picture into strips along the lines marked on the back of the paper. They should paper clip the strips together keeping each picture in order. Then place the paper strips aside. 6. Give each pair of students two pre-scored card stock sheets. They are the same pre-lined sheets as before, except they are on sturdier card stock paper. If students are old enough, they can score their own sheets using a ruler and an edge from a pair of scissors.

#3586 Medieval Times C-196 © Teacher Created Materials, Inc. Unit 5: Joan of Arc Simulations and Activities

Notable Female Activists

Creating a Fanfold Design (cont.)

Construction of the Fan (cont.) 7. Place both pieces of scored card stock side by side with the number nine sections touching, but not overlapping. Tape along the center edges, binding the two sheets together, to create a sheet 18 segments long. (See the diagram below.)

1 2 3 4 5 6 7 8 9 9 8 7 6 5 4 3 2 1

8. Have the students fold the sheets into a fan by following the crease marks. 9. Turn the folded paper over so that the numbers no longer show. 10. The student places each strip of one of the pictures on the fan, one strip at a time, starting with the right folds only. Place the strips as close to the top edge as possible. Once the strips are in place, make sure they have been placed in the correct order. Stand at one side and view the fan to be sure all the strips make one whole picture. 11. Use clear liquid glue to adhere the strips to the fan. 12. The student repeats the process with the contrasting picture or collage. This drawing is placed onto the fan, one strip at a time, on the left side only. 13. When the fan creation has dried, have the students consider how it looks from different angles. They will be enthusiastic about their artwork.

Language Arts Integration 1. Finally, have the students write descriptions of their points of view. They should describe to the viewer of their art piece, in written terms, how different aspects of their drawing reflect the two women they researched.

Notable Female Activists

Creating a Fanfold Design (cont.)

Language Arts Integration (cont.) 2. Post each description below the fan as depicted in the diagram below. 3. Have students create titles for their masterpieces. 4. Carefully staple the fan to a very large sheet of construction paper or bulletin board paper, placing it at the top of the sheet. Each description can be placed below the fan, as shown in the diagram below. 5. Hang the fans on the bulletin board. Allow the students to enjoy one another’s presentations.

Diagram for Presenting Fanfolds

Title

Fan

Description Description of of Left View Right View

Presentations 1. Have each student present his or her fan to the class. 2. The students can complete the Peer Assessment of Fanfold Designs (page C-203) chart. These sheets will help students evaluate the work of their peers. The assessment charts the quality of the artwork and research according to the criteria originally discussed during negotiable contracting.

#3586 Medieval Times C-198 © Teacher Created Materials, Inc. Unit 5: Joan of Arc Reproducibles

Female Activists

Madeleine Joan Baez Isabel Allende Oprah Winfrey Albright

Political Singer and Spokeswoman for Secretary of State TV Talk Show Host Song Writer Human Rights

Sandra Day Coretta Scott Princess Diana Barbara Walters O’Conner King Spencer

Supreme Court Runs Martin Luther Sought to Outlaw TV Interviewer Justice King Foundation Use of Landmines

Jane Fonda Rosa Parks Ayn Rand Mother Theresa

Human Rights Anti-War Activist Civil Rights Activist Author Activist

Eleanor Margaret Meede Jeanette Rankin Indira Gandhi Roosevelt

First Human Rights First Female Prime Anthropologist Congresswoman Activist Minister of India

Babe Didrikson Katherine Antonia Novello Sally Ride Zaharias Graham

First Female Publisher of the Athlete Hispanic Surgeon Female Astronaut Washington Post General

Female Activists

Barbara Jordan Bella Abzug Diane Feinstein Geraldine Ferraro

First Women to be African American Congresswoman Senator from nominated for vice Senator from Texas from New York City California president

Marion Anderson Gloria Steinem Betty Friedan Golda Meier

Organizer of the African American Founder of Ms. National Prime Minister of Opera Singer Magazine Organization of Israel Women (NOW)

Marian Wright Charlotte Black Maya Angelou Sarah Brady Edelman Elk

Spokeswoman for Poet and African American Handgun Control, the Lakota and Spokeswoman for Spokeswoman for Inc. Responsible Native American Civil Rights Children’s Rights for the Brady Bill Causes

Add your own:

Peer Assessment of the Fanfold Designs Grade Overall What are the notable points? What are the notable Picture reflects the research: color Picture excellent design and executed with executed descriptive paragraphs paragraphs Well-Written Depth & research breadth of Students’ Names

Plague Victim From Multimedia CD-ROM (filename: plague1.jpg)

Primary Source Analysis

What does it appear the visitors are doing for the man in the bed? Compare and contrast the devastating disease of the Black Death with modern illnesses. What clues in this picture help with your comparison?

The Black Death Quiz

1. The Black Death, or Bubonic Plague, was caused by a. poor sanitation and primitive medical technology. b. the Jews and Moslems. c. the curse of King Tut. d. things brought back to Europe by explorers. 2. One group frequently blamed for causing the Black Death during the Middle Ages was a. the Kurds. b. the Romans. c. the Christians. d. the Jews. 3. One immediate effect of the Black Death was a. the development of waste treatment plants. b. an oversupply of manufactured goods. c. a housing shortage. d. an increased demand for laborers. 4. Which statement about the Bubonic Plague is false? a. About half of the people of Western Europe died in the Bubonic Plague. b. The plague was often called the “Black Death” because the skin of diseased people often turned a dark gray color. c. Scholars believe the plague began in the Gobi Desert, and that it killed more than 35 million Asians. d. The Bubonic Plague still exists and occasionally causes deaths in isolated areas. 5. These Europeans believed the Bubonic Plague was a sign from God. They tried to atone for the sins of the world by inflicting punishments upon themselves. a. the Vikings b. the Jews c. the Franks d. the flagellants 6. Which of the following statements about the Bubonic Plague is true? a. Death came very slowly to the victims of the Bubonic Plague, often taking years. b. About half of the people of Western Europe died in the Bubonic Plague. c. No one who was infected with Bubonic Plague survived. d. None of the above 7. The late Middle Ages were a time of decline because a. the bubonic plague killed one out of every three Europeans. b. people lost interest in learning. c. bad weather made trade difficult. d. food surpluses drove prices down. 8. The plague came to Europe by way of a. ships from the Middle East carrying rats. b. bad air. c. cold winters and wet summers. d. leeches.

The Black Death Quiz

I say, then, that the years of the fruitful Incarnation of the Son of God had attained to the number of one thousand three hundred and forty-eight, when into the notable city of Florence, fair over every other of Italy, there came to death-dealing pestilence, which, through the operation of the heavenly bodies or of our own iniquitous doings, being sent down upon mankind for our correction by the just wrath of God, had some years before appeared in the parts of the East and after having bereft these latter of an innumerable number of inhabitants, extending without cease from one place to another, had now unhappily spread towards the West ...... it is believed without any manner of doubt, that between March and the ensuing July upwards of a hundred thousand human beings lost their lives within the walls of the city of Florence, which before the deadly visitation would not have been supposed to contain so many people! Decameron by Giovanni Boccaccio 1353

9. According to the passage above, when did the plague begin in Florence? How long did it last? ______

1 10. How many deaths does Boccaccio attribute to the plague? If the plague killed /3 of the population, what was the original population of Florence? ______11. Describe three things that you can infer from reading this first-person account of the plague. ______

The Black Death Quiz

Essay What do you think it would have been like to be a survivor of the plague? Discuss the different ways in which the experience would affect you materially and emotionally. ______