Distance Learning – Round Two !

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– Kelly Miller [email protected] Text @ams-6thss to 81010 Shae Simoneau [email protected] Distance Learning – Round Two!

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Directions: Learn about daily life in the Middle Ages. You have two options on how you can complete this. OPTION ONE: Click the link below and complete the Nearpod assignment (if you choose this option, you do not have to do anything on paper, including reading the article and completing the questions below). Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. K.Miller – 1st & 2nd Periods Simoneau – 1st & 2nd Periods K.Miller – 4th & 7th Periods Simoneau – 4th Period K.Miller – 8th Period Simoneau – 7th & 8th Periods OPTION TWO: If you cannot access the Nearpod – no problem! Read the article below and answer the questions that follow. Here are a few ways you can submit your responses: 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your answers in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date. MIDDLE AGES: DAILY LIFE COUNTRY LIFE HOUSING Most people in the Middle Ages lived and worked in the Typically people think of large castles with the Middle Ages, country as farmers. Local lords lived in a large house called a but most people lived in small one or two room homes. They manor or castle. Peasants worked the land of the lord and were very crowded and everyone slept in the same room. In were called the lord’s “villeins,” like servants. They worked the country, the family animals, like cows, may also live inside hard all year long. Their main crops were barley, wheat, and homes. Homes were usually dark, smoky from the fire, and oats. They also had gardens where they grew vegetables and uncomfortable. fruits. Peasants usually had a few animals like chickens for CLOTHING eggs and cows for milk. Most peasants wore plain clothing made from heavy wool to CITY LIFE keep them warm during the winter. The wealthy wore much City life was a lot different from country life, but not much nicer clothes made from fine wool, velvet, and silk. Men easier. Cities were crowded and dirty. A lot of people worked typically wore a tunic, woolen stockings, breeches, and a as craftsmen and were members of guilds. Boys were cloak. Women wore long skirts called kirtles, an apron, apprentices for seven years to learn a craft. Some of the woolen stockings, and a cloak. To separate nobles from other city jobs were servants, merchants, bakers, doctors, peasants, “sumptuary” laws were passed stating who could and lawyers. wear what types of clothes and the materials they could use. FOOD SCHOOL Peasants did not have a lot variety in their food during the Few people attended school during the Middle Ages. Middle Ages. They mostly ate bread and stew. The bread Peasants learned their jobs and how to survive from their was usually gritty from the millstones used to grind the grain, parents. Some children learned a craft during an causing many people’s teeth to wear down. Stew was made apprenticeship. Wealthy children learned through tutors. from beans, dried peas, cabbage, and other vegetables. They lived in castles of other lords and worked for them to Sometimes stew was flavored with bits of meat or bones. learn how a large manor was run. Some schools were run by Meat, cheese, and eggs were saved for special occasions. the church. Students learned to read and write Latin. The Peasants were not allowed to hunt on the lord’s land. first universities started during the Middle Ages. Students Punishment for killing a deer was sometimes death. They had studied a wide range of subjects like reading, writing, logic, no way to keep meat cold, so they were forced to eat it fresh. math, music, astronomy, and public speaking. Any leftover meat was smoked or salted to preserve it. The MARRIAGE nobles ate a wider variety of food including meats and sweet Marriages were often arranged, meaning women had to puddings. People mostly drank ale or wine because the water marry men chosen by their fathers. Noble girls often married would make them sick. Kings and nobles held large banquets at 12 years old and boys at 14. Married noblewomen and to show off their wealth and power. There were several peasants were considered the property of their husbands. courses of food that took hours to prepare. Musicians played Women did domestic work, such as caring for babies, making music and people danced. Banquets lasted for hours, clothes, and cooking foods. They also worked with their especially when celebrating special occasions such as husbands on the land or in trade too. Christmas, a military victory, or a royal wedding. MIDDLE AGES: DAILY LIFE – Questions 1. Which does NOT describe life in the country during the Middle Ages? a) Most people were farmers. c) People ate a lot of meat. b) Peasants were called villeins. d) They had few animals. 2. Which best describes city life? a) Similar to country life c) Boys apprenticed for 5 years b) Harder than country life d) People worked as craftsmen 3. Which of the following does NOT describe houses during the Middle Ages? a) Most people lived in castles. c) Family animals stayed inside. b) Most houses were small. d) Homes were dark and smoky. 4. What was the purpose of sumptuary laws? a) Determine where people could work c) To tell people what they could wear. b) To tell people who they could marry. d) Determine where people could work. 5. Which of the following is true about food during the Middle Ages? a) There was a large amount of variety. c) Meat was eaten daily. b) They ate mostly bread and stew. d) People only drank water. 6. Which of the following is true about schools during the Middle Ages? a) Most were run by the church. c) Most everyone attended school. b) Most were run by the government. d) Only peasants attended school. 7. Which of the following is NOT true about marriages during the Middle Ages? a) Noble girls were usually married at 12. c) All marriages were arranged. b) Boys were usually married by 14. d) Most noble marriages were arranged. 8. Which of the following was NOT a main crop during the Middle Ages? a) Corn c) Barley b) Wheat d) Oats 9. “A lot of people worked as craftsmen and were members of guilds.” What is the best meaning of guild, as used above? a) Houses built in the Middle Ages c) Group of craftsmen or merchants b) Businesses that sold items d) Markets in town squares 10. Which of the following is NOT a food saved for special occasions during the Middle Ages? a) Meat d) Stew b) Cheese c) Eggs

Directions: Pretend you are a peasant during the Middle Ages. Write three diary entries from the point of view of a peasant. Be sure to include relevant information that reflects what you read in yesterday’s article. Each diary entry should be at least five sentences long. Be sure to use capital letters and punctuation at the end. Here’s a few ways you can submit your responses: 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your answers in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your answers in a Google Form. Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Write a journal entry (from your perspective) on what has occurred in our world over the last few days. You are living history right now, and it’s important that you keep an accurate account of what is going on. Try to answer questions like:  How has COVID-19 (“Coronavirus”) affected our country? Your community? Your home?  Have any big changes occurred in our country or state? Why did they occur?  What are our feelings about this epidemic? Do others feel the same or different as you do? Your journal entry needs to be at least eight sentences long. 1. Write your journal on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your journal in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your journal in a Google Form. Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Write a summary of a current event/news article. You can use a newspaper, online article, magazine, etc. Try to pick an article that does NOT deal with COVID-19. Your summary needs to be at least five sentences long. 1. Write your summary on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your summary in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your summary in a Google Form. Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Learn about the Middle Ages Feudal System. You have two options on how you can complete this. OPTION ONE: Click this link below and complete the Nearpod assignment (if you choose this option, you do not have to do anything on paper, including reading the article and completing the questions below). Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. OPTION TWO: If you cannot access the Nearpod – no problem! Read the article below and answer the questions that follow. Here are a few ways you can submit your responses: 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your answers in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date. K.Miller – 1st & 2nd Periods Simoneau – 1st & 2nd Periods K.Miller – 4th & 7th Periods Simoneau – 4th Periods K.Miller – 8th Period Simoneau – 7th & 8th Periods MIDDLE AGES FEUDAL SYSTEM GOVERNMENT The government of Europe during the Middle Ages was based on the feudal system. This meant small communities were formed around a local lord and a manor. The lord owned the land and everything in it. Peasants were kept safe in return for their service to the lord. The lord provided the king with soldiers and taxes. MANOR The manor was at the center of Middle Ages life. It was run by a local lord. He lived in a large house or castle. People gathered there during celebrations or for protection when attacked. A small village was built around the castle, including a local church. Farms spread out from there and were worked by the peasants. MIDDLE AGES HIERARCHY King *Top leader in the land *Could not control all of the land by himself, so it was divided up among the Barons *In return, Barons pledged their loyalty and soldiers to the king *When the king died, his firstborn son inherited the throne *If one family stayed in power for a long time, this was known as a dynasty *Kings believed they were given their right to rule by God, known as “divine right” Bishop *Top church leader in the kingdom *Managed an area called a diocese *The Catholic Church was very powerful in most parts of Medieval Europe, making the Bishop powerful *The Church received a tithe of 10 percent from all people, making some Bishops very rich Baron *Ruled large areas of land called fiefs *Reported directly to the king *Very powerful *Divided their land among lords who ran individual manors *Maintained an army at the king’s service *If they did not have an army, they would pay the king a tax instead, called shield money Lord or *Ran the local manors Knight *Also knights; could be called into battle at any moment by their Baron *They owned everything on their land-peasants, crops, and village *Both lords and barons pledged homage and fealty to their kings *Held absolute power over the fief or manor, including holding court and deciding punishments for crimes Peasants or *The majority of the people in the Middle Ages were peasants (about 90%) Serfs *Had a rough life *Some peasants were considered free and could own their own businesses like carpenters, bakers, and blacksmiths *Other peasants were indentured and more like slaves, and owned nothing and were pledged to their local lord. *Worked long days, six days a week, and often barely had enough food to live off *Most peasants died before they were thirty years old because of the tough life they lived *Peasants had to pay taxes, keeping them poor MIDDLE AGES FEUDAL SYSTEM – Questions Statement T F 1. Middle Ages government was based on the Feudal System. 2. The lord owned the land and everything in it. 3. The lord was the most powerful person in the Feudal System. 4. The king had barons because he was unable to control all the land. 5. A dynasty was one family in power for a long time. 6. The Protestant Church was powerful in Europe during this time. 7. Barons ruled large areas of land called fiefs. 8. Lords ran manors. 9. About 50% of people in the Middle Ages were peasants. 10. All peasants were free, and could make a living of their own. 11. Peasants worked very hard and had a rough life. 12. Peasants were either free or indentured. 13. Peasants did not have to pay taxes. 14. Which of the following is NOT true of the King in the feudal system? a) He was the top leader in the land b) The King’s firstborn inherited the throne c) Kings lived in the manor d) Kings believed they had divine right 15. Which of the following is NOT true of the Bishop in the feudal system? a) Required a tithe of 20% from all people c) Some were very rich b) They managed an area called a diocese d) Top church leader in the kingdom 16. What was a fief? a) A ruler of the land. c) Person who reported to the lord. b) Large land areas. d) The person who protected the lord. 17. Which person ran local manors? a) Fiefs c) Lords b) Barons d) Kings 18. If a crime occurred in a manor, who decided the punishment? a) King c) Baron b) Lord d) Jury 19. What was the average life expectancy for a peasant? a) 15 c) 25 b) 20 d) 30 20. What did peasants receive in return for working the land? a) Money c) Taxes b) Protection d) Food

Directions: Think about the Feudal System and the Social Structure (The Caste System) in Ancient India (Brahmins – Priests, Kshatryia – Warriors and Kings, Vaishya – Merchants, Sudra – Peasants and Servants, Untouchables). Create a venn diagram where you compare and contrast the two. Try and find at least six differences and two things that they have in common. 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your answers in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your answers in a Google Form. Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Write a journal entry (from your perspective) on what has occurred in our world over the last few days. You are living history right now, and it’s important that you keep an accurate account of what is going on. Try to answer questions like:  How has COVID-19 (“Coronavirus”) affected our country? Your community? Your home?  Have any big changes occurred in our country or state? Why did they occur?  What are our feelings about this epidemic? Do others feel the same or different as you do? Your journal entry needs to be at least eight sentences long, and it should include information that is DIFFERENT FROM YOUR FIRST JOURNAL. 1. Write your journal on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your journal in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your journal in a Google Form. Please send a confirmation email to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Write a summary of a current event/news article. You can use a newspaper, online article, magazine, etc. Try to pick an article that does NOT deal with COVID-19. Your summary needs to be at least five sentences long. 1. Write your summary on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your summary in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your summary in a Google Form. Please send a confirmation email to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Learn about the Middle Ages Monasteries. You have two options on how you can complete this. OPTION ONE: Click this link below and complete the Nearpod assignment (if you choose this option, you do not have to do anything on paper, including reading the article and completing the questions below). Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. OPTION TWO: If you cannot access the Nearpod – no problem! Read the article below and answer the questions that follow. Here are a few ways you can submit your responses: 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your answers in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date. K.Miller – 1st & 2nd Periods Simoneau – 1st & 2nd Periods K.Miller – 4th & 7th Periods Simoneau – 4th Period K.Miller – 8th Period Simoneau – 7th & 8th Periods MIDDLE AGES MONASTERIES DEFINITION A monastery was a building, or group of buildings, where people lived and worshiped. They devoted their time and life to God. People who lived in monasteries were called monks. Monasteries were self-contained, meaning everything monks needed was provided by the monastery community MONKS Monks made their own clothes and grew their own food. They had no need for the outside world, so they could be isolated and focus on God. Monks were important because they were some of the only people in the Middle Ages who knew how to read and write. They provided education to the rest of the world and also wrote books and recorded events. If these books did not exist, we would know very little about what occurred during the Middle Ages. Monks mainly focused on God and the monastery, but they played an important role in the community. Monasteries provided a place for travelers to stay because there were very few inns during this time. They helped feed the poor, care for the sick, and provided education to the boys in their community. DAILY TASKS The majority of a monk’s day was spent praying, worshiping, reading the Bible, and meditating. Most of their day was spent in silence. The rest of their time was spent working hard on chores around the monastery. Jobs varied depended on the monk’s talents and interests. Some worked the farms, while other washed clothes, cooked, or completed repairs around the monastery. Some monks were scribes and spent their days copying manuscripts and making books. A scribe may spend over a year copying one book, like the Bible. VOWS Monks generally took vows when they entered the order. A part of the vow was that they were dedicating their life to the monastery and the order of the monks they were entering. They gave up worldly goods, and devoted their lives to God and discipline. They took vows of poverty, chastity, and obedience. MAIN MONSTERY JOBS Abbot Head of the monastery or abbey Prior Monk second in charge (like a deputy to the abbot) Lector Monk in charge of reading the lessons in church Cantor Leader of the monks’ choir Sacrist Monk in charge of the books MIDDLE AGES MONASTERIES – Questions 1. What was a monastery? 8. What was a Prior’s role in a monastery? 2. Who were monks? 9. What was the job of a Lector in a monastery? 3. Why were monks important? 10. Who was the Cantor in charge of in a monastery? 4. Describe a monk’s typical day. 11. What was a sacrist in charge of in a monastery? 5. What was a scribe? 12. How would our knowledge of the Middle Ages be 6. What type of vows did a monk have to make when different without monks? entering a monastery? 13. How did monks contribute to their community? 7. Who was in charge of a monastery? Directions: Write a poem that describes life in a middle ages church. Be sure to include at least three of the five Monastery Jobs in your poem. Your poem must be at least fifteen lines long. Here’s a few ways you can submit your responses: 1. Write your poem on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your poem in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your poem in a Google Form. Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Write a journal entry (from your perspective) on what has occurred in our world over the last few days. You are living history right now, and it’s important that you keep an accurate account of what is going on. Try to answer questions like:  How has COVID-19 (“Coronavirus”) affected our country? Your community? Your home?  Have any big changes occurred in our country or state? Why did they occur?  What are our feelings about this epidemic? Do others feel the same or different as you do? Your journal entry needs to be at least eight sentences long, and it should include information that is DIFFERENT FROM YOUR OTHER JOURNALS. 1. Write your journal on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your journal in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your journal in a Google Form. Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Learn about the Black Death. You have two options on how you can complete this. OPTION ONE: Click the link below and complete the Nearpod assignment (if you choose this option, you do not have to do anything on paper, including reading the article and completing the questions below). Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. OPTION TWO: If you cannot access the Nearpod – no problem! Read the article below and answer the questions that follow. Here are a few ways you can submit your responses: 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your answers in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date. K.Miller – 1st & 2nd Periods Simoneau – 1st & 2nd Periods K.Miller – 4th & 7th Periods Simoneau – 4th Period K.Miller – 8th Period Simoneau – 7th & 8th Periods THE BLACK DEATH The Black Death was a terrible disease that spread throughout Europe from 1347 to 1350. There was no cure and it was highly contagious

ORIGIN The Black Death most likely started in Asia and traveled westward along the Silk Road. The disease was carried by fleas, who lived on rats. Historians believe black rats living on European merchant ships caught the disease, eventually bringing it back to Europe. It is difficult to imagine how scary life was during the Middle Ages while the Black Death was around. DEATH By the time the disease had run its course, it had killed at least one third of the people in Europe, and most likely even more than that. In Paris, France it is estimated that around 800 people died daily! There were so many who died that they could not be buried individually, but were taken to massive pits. CAUSE Unfortunately people during this time period did not know that the disease was carried by rats. Large cities and towns during the Middle Ages were typically covered in rats, so these cities were especially dangerous. Some entire towns and villages were completely wiped out by the plague. END OF THE WORLD? People panicked and thought it was the end of the world. Many thought the Black Death was a punishment from God. Most locked their doors and tried to hide in their houses. This did little good though because rats and fleas were everywhere in the cities. Houses and entire villages were even burned down in an attempt to stop the disease! BUBONIC PLAGUE Today this disease is called the Bubonic Plague. It is not common and most who get it recover. People almost always died when they contracted it during the Middle Ages. People got very sick and had black and blue blotches all over their body. Some people think the disease was called the Black Plague due to these dark blotches, but it was most likely because it was such a dark and horrible time in history. IMPACT It took Europe about 150 years to recover from the Black Death because much of the infrastructure was wiped out. It is estimated that somewhere between 75 million and 200 million people died of the plague! The epidemic returned to Europe many times, but it was never as bad as the Black Death period. THE BLACK DEATH – Questions Statement T F 1. The Black Death epidemic lasted about three years in Europe. 2 The Black Death most likely started in Africa. 3. There was a cure for the Black Death during the Middle Ages. 4. The Black Death was carried by rats and fleas. 5. An estimated 200 people died daily in Paris from the Black Plague. 6. The Black Death was likely transferred on the Silk Road. 7. People who died from the Black Death were usually buried alone 8. Many people thought the Black Death was a punishment from God. 9. People who stayed inside did not contract the Black Death. 10. Entire cities were burned down trying to stop the Black Death. 11. The Black Death today is known as the Bubonic Plague. 12. People had a 50% chance of recovering from the Black Plague. 13. People who get the Bubonic Plague today do not usually survive 14. It took Europe about 300 years to recover from the Black Death. 15.How did the Black Death hinder Europe’s progress during the Middle Ages? 16.What caused the Black Death to spread so quickly? 17.How is the Black Death in the Middle Ages different from the Bubonic Plague of today? 18.Find examples of other diseases throughout history that have wiped out populations of people. Name and explain the disease.

Directions: Complete the map activity below. Here’s a few ways you can submit your responses: 1. Click this link, and it will take you to a version of the map where you can type in your answers. MAKE SURE YOU DOWNLOAD THE FILE FIRST, THEN TYPE IN YOUR ANSWERS. When finished, you can email it to your teacher OR upload it to Microsoft Teams. 2. Fill in the map and answer the questions on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. **If you have no way to print the map, please try to draw your own version of it. It doesn’t have to be perfect! If you don’t have the correct coloring supplies, you can use any materials; just be sure to mark them on the key!** 3. Fill in the map and answer the questions in a word document and/or other electronic format and then email it to your teacher OR upload it in to Microsoft Teams. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date. The Black Death Map Activity The Black Death was first reported in Messina, Italy, on the island of Sicily, in October 1347, and then moves through Europe. Below are the likely dates of the arrival of the Black Death in a variety of cities. 1. Messina, Italy – October 1347 7. Avignon, France – March 1348 2. Venice, Italy -- January 1348 8. Valencia, Spain -- May, 1348 3. Genoa, Italy -- January 1348 9. Paris, France -- June, 1348 4. Pisa, Italy -- February 1348 10. London, England -- June 1349 5. Marseilles, France -- February 1348 11. Liege, Belgium -- June 1349 6. Rome, Italy -- March 1348 12. Hamburg, Germany -- June 1350 Instructions: On the map color in all city names as listed below 1. Color all cities and key Purple where the plague hit 3. Color all cities and key Green where the plague hit in 1347 in 1349 2. Color all cities and key Red where the plague hit in 4. Color all cities and key Brown where the plague hit 1348 in 1350

Once you have completed the map, answer these questions: 1. What date and in what city did the plague start in Europe? 2. Referencing the colors, in what year did the plague spread the most? 3. What patterns do you see in the map? 4. List some reasons why you think it took a whole year for the plague to get from Paris to London and Liege? – ( ) Directions: View the information and pictures below about the Black Death, then answer the questions that follow. Here’s a few ways you can submit your responses: 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

1. What was the Black Death? 2. How did people respond in the time? 3. How did the Black Death spread? 4. What affect did the Black death have on Europe? – ( ) Directions: View the prompt below, then respond to it. Your response should be at least eight complete sentences. 1. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date. Prompt: Covid-19 (Coronavirus) has caused another epidemic in our world’s history. How is the response different? How is our world handling the outbreak now? How did the world handle it during the Black Death? Do you think the response now is better or worse? Explain. – ( ) Directions: Pretend you are a member of the CDC – Center for Disease Control. You are investigating the Black Plague. You must view ten different pieces of evidence about the Black Plague and record your findings. Click this link to access the evidence. Click this link to access the document where you will record your findings. Both of these items are also uploaded on Microsoft Teams. This assignment may take a while to complete, so I encourage you to break it up over two days. Complete five stations (“evidence”) on the first day and five stations on the second day. As you look at the stations/evidence, you do not have to answer all four questions; just try to answer at least one for every station. Here’s a few ways you can submit your responses: 1. Click this link to access the document where you will record your findings. MAKE SURE YOU DOWNLOAD THE PDF. Once downloaded, type your responses in to the document. When finished, email it back to your teacher OR upload it in to Microsoft Teams. 2. Write your answers on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 3. Record your answers in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.

Directions: Write a journal entry (from your perspective) on what has occurred in our world over the last few days. You are living history right now, and it’s important that you keep an accurate account of what is going on. Try to answer questions like:  How has COVID-19 (“Coronavirus”) affected our country? Your community? Your home?  Have any big changes occurred in our country or state? Why did they occur?  What are our feelings about this epidemic? Do others feel the same or different as you do? Your journal entry needs to be at least eight sentences long, and it should include information that is DIFFERENT FROM YOUR OTHER JOURNALS. 1. Write your journal on notebook paper, take a picture of it, and email it to your teacher OR upload it to Microsoft Teams. 2. Record your journal in a word document and then email it to your teacher OR upload it in to Microsoft Teams. 3. Click this link and record your journal in a Google Form. Please send a confirmation email or teams message to your teacher when it is finished, so she can check it online. 4. ONLY IF NONE OF THESE OPTIONS ARE AVAILABLE TO YOU – Complete the work on notebook paper, hold on to it, and it will be turned in at a later date.