Middle Ages Empires Unit Study
Content
Empires in the Middle Ages Unit Study
Grade 8
TABLE OF CONTENTS 1. Resource list and lesson web links 2. List of Learning Outcomes covered by this unit study 3. Portfolio Submission Guidelines 4. Lesson One: Goths 5. Lesson Two: Huns 6. Lesson Three: Maya 7. Lesson Four: Tang Dynasty 8. Lesson Five: Islamic Empire 9. Lesson Six: Vikings 10. Lesson Seven: England 11. Lesson Eight: Japan 12. Lesson Nine: Mali Empire 13. Lesson Ten: Venice 14. Lesson Eleven: Kingdom of Castile 15. Lesson Twelve: What in the World Vol.2 ….pg. 2 ….pg. 3 ….pg. 4 ….pg. 5 ….pg. 6 ….pg. 7 ….pg. 9 ….pg. 10 ….pg. 11 ….pg. 12 ….pg. 13 ….pg. 14 ….pg. 15 ….pg. 16 ….pg. 17
1
Resource Books included in kit: 1. 2. 3. 4. On a Medieval Day: Story Voyages Around the World by Rona Arato Barbarians by Steven Kroll What in the World Volume 2 by Diana Waring Parent Guide
Additional Resources: • The student pages and Parent guide (with clickable links), are available for download from the library website: http://www.onlineschool.ca/rooms/library/resource_kits/index.php Lesson Three links: • • National Geographic article on Mayan Empire: http:// ngm.nationalgeographic.com/2007/08/maya-rise-fall/gugliotta-text http://www.destination360.com/tikal/guide.htm
Lesson Four links: • Think Quest on Chinese Dynasties http://library.thinkquest.org/12255/library/dynasty/tang.html • Metropolitan Museum of Art: Tang Dynasty http://www.metmuseum.org/ toah/hd/tang/hd_tang.htm Metropolitan Museum of Art: Chinese Dynasty Timelines http:// www.metmuseum.org/toah/ht/?period=06®ion=eac
•
Lesson five links: • • Dr. Al-Razi Article http://www.nlm.nih.gov/exhibition/islamic_medical/ islamic_06.html Website about ancient diseases http://www.historyforkids.org/learn/ science/medicine/diseases.htm
Lesson eight links: • Japanese History
2
http://motherearthtravel.com/history/japan/history-5.htm
Lesson nine links: • Mali Empire website http://africa.si.edu/exhibits/resources/mali/ index.htm
Grade Eight Social Studies learning outcomes covered by this unit study: Society and Culture: Civilizations from 500 to 1600 • • • • Compare daily life, family structures and gender roles in a variety of civilizations Identify factors that influence the development and decline of world civilizations Describe a variety of diverse cultural tradition and world religions Demonstrate awareness of artistic expression as a reflection of the culture in which it is produced Identify periods of significant cultural achievement, including the Renaissance Describe how societies preserve identity, transmit culture and adapt to change Politics and Law: Civilizations from 500-1600 • • • • Demonstrate understanding of tension between individual rights and the responsibilities of citizens in a variety of civilizations Assess the impact of contact, conflict, and conquest on civilizations Describe various ways individuals and groups can influence legal systems and political structures Explain the development and importance of government systems
• •
Economy and Technology: Civilizations from 500-1600 • • • Compare basic economic systems and different forms of exchange Analyze the effect of commerce on trade routes, settlement patterns, and cultural exchanges Compare the changing nature of labour in rural and urban environments
3
•
Describe the impact of technological innovation and science on political, social and economic structures. Environment: Civilizations from 500-1600
•
Analyze how people interacted with and altered their environments, in terms of: o Population o Settlement patterns o Resource Use o Cultural development
• •
Locate and describe current and historical events on maps Describe how physical geography influenced patterns of settlement, trade, and exploration
Portfolio Submission guidelines Students will submit three samples from the list below for each portfolio including at least two samples from group A . At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a recording of the report. A
• •
An assessment of a variety of positions on a controversial issue. A written, oral, or audio-visual presentation using more than one form of representation and utilizing information from both primary and secondary sources. A project where the student designs, implements, and assesses detailed courses of action to address a problem, issue, or inquiry. If at all possible, this should be a group project. A written sample that shows the student’s understanding of one or more of the above topics researched using a body of information from primary and secondary
•
•
4
print, non-print, and electronic sources. Students should demonstrate their ability to interpret and evaluate a variety of primary and secondary sources. B
• • •
A list of books, audio-visual materials, or multi-media that the student has learned from. A field trip log. Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps) Answers to comprehension questions
•
Lesson One: The Goths (1 day) Read the first chapter on the Goths from Barbarians by Steven Kroll.
Activity options:
5
I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One- Reading Read the first chapter on the Goths from Barbarians by Steven Kroll.
Activity Two- Listening Listen to tracks 6 and 7 of Disc One from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled Barbarians in Rome and Christianity among the Goths.
6
Lesson Two: The Huns (1 day) Read the first chapter on the Huns from Barbarians by Steven Kroll.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity OneRead the second chapter on the Huns from Barbarians by Steven Kroll.
Activity Two- Listening Listen to tracks 8 and 9 of Disc One from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled The Huns & the Franks and Barbarians & Christian England.
7
Lesson Three: Maya (2-3 days)
8
Read Chapter one called A Serious Game from On a Medieval Day by Rona Arato. This story is based on the Mayan civilization around 720 A.D. To complement your reading of the story A Serious Game watch Ancient Americas: The Mayas and Aztecs from Discovery Education Canada website.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One- Writing In the movie Ancient Americas: The Mayas and Aztecs they discuss the signs of civilization. Write an essay detailing how the Mayan culture demonstrated the signs of civilization. Be sure to include 3-5 of the following signs of civilization: Primary Elements of Civilization • • • • • agriculture, long-distance trade, occupational specialization, a special governing class, and urbanism
Secondary Elements of Civilization • • • • • • developed transportation system writing standardized measurement currency art and architecture mathematics
9
• • • •
enhanced scientific understanding metallurgy political structures organized religion
Activity Two- Research the Rise and fall of the Mayans Read The Maya glory and ruin: Saga of a civilization in three parts: The Rise, the monumental splendor and the collapse by Guy Gugliotta in the National Geographic August 2007 issue starting on pg.68 or available from the following link: http://ngm.nationalgeographic.com/2007/08/mayarise-fall/gugliotta-text
Activity Three- Art Create a model of the Mayan temples in Tikal. Use the following site as a reference tool as it has visuals of the Tikal site layout. To acquire information about each site click on the blue hotspots on the map. http:// www.destination360.com/tikal/guide.htm Here is a list of suggested tools that can be used to create the model: • • • • • • • • Active Worlds Minecraft Lego Google Sketchup Paper and pen Clay Cardboard boxes Etc.
10
Lesson Four: 2 days
11
Read Chapter two called Hana’s Wedding from On a Medieval Day by Rona Arato. This story is based on the golden age of the Tang Dynasty in China which lasted from 618-906.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Webquest Go to http://library.thinkquest.org/12255/library/dynasty/tang.html where you will find a Think Quest created by students for students on Chinese Dynasties.
Activity Two: Tang Dynasty Art Go to The Metropolitan Museum of Art website and look at the Tang Dynasty art work http://www.metmuseum.org/toah/hd/tang/hd_tang.htm . Create a piece of artwork similar to the pieces on display on the museum website.
Activity Three: Tang Dynasty in Context of other Dynasties in China Go to The Metropolitan Museum of Art website and look at where the Tang Dynasty fits in context with other Dynasties: http://www.metmuseum.org/toah/ht/?period=06®ion=eac . Create your own timeline complete with information gleaned from the museum website. Be sure to look at the bottom of the page where it states: Overview, Key Events, Works of Art and Related Content.
12
Lesson Five: 2 days
Read Chapter three called Jamal and the Doctor from On a Medieval Day by Rona Arato. This story is based in the Islamic empire in Bagdad at around 905 AD. The story talks about Dr. Al-Razi.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Listening Listen to track 4 & 5 of Disc Two from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled Mohammed the Reformer and Hegira and Jihad.
Activity Two: Research Dr. Al-Razi, The Clinician Visit the US National Library of Medicine website and read about Dr. AlRazi, the Clinician.The Al-Razi article is one section from an online exhibition called A Brochure to Accompany an Exhibition in Celebration
13
of the 900th Anniversary of the Oldest Arabic Medical Manuscript in the Collections of the National Library of Medicine. Please view the article here: http://www.nlm.nih.gov/exhibition/islamic_medical/islamic_06.html
Activity Three: Research about Ancient Diseases Visit the History for Kids website and learn about ancient diseases such as Small Pox, Measles, Plague, Dengue, Dysentery, Malaria, etc. Go to : http://www.historyforkids.org/learn/science/medicine/diseases.htm and follow the links to the various diseases of interest.
Lesson Six: 1-2 days Read chapter four called A Sad Departure from On a Medieval Day by Rona Arato. This story is based in Vinland which was a Viking settlement in 1002 AD.
Activity One: Listening
14
Listen to track 7 of Disc Two from Diana Waring’s CD set What in the World Volume 2. The track is entitled The Vikings and is 7 minutes long.
Activity Two: Reading about Vikings Read the third chapter on Vikings from Barbarians by Steven Kroll.
15
Lesson Seven: 1-2 days Read Chapter five called Richard’s Dilemma from On a Medieval Day by Rona Arato. This story is based in England in 1197 AD and is based on the Warrior class in England.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Listening Listen to track 8, 9 &10 of Disc Two from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled Feudalisam, Religion & the Holy Roman Empire and Northern Europe & Britain.
16
Lesson Eight: 1-2 days
17
Read Chapter six called Kame’s Dispute from On a Medieval Day by Rona Arato. This story is based in Kamakura, Japan in 1205 AD and is based on a new form of government in Japan. Activity One: Read Kamakura and Muromachi Periods, 1185-1573 Read the article on Kamakura and Muromachi periods and take notes in order to write a paragraph about either the Kamakura, Muromachi periods or the Mongol invasion. To access the article go to: http://motherearthtravel.com/history/japan/ history-5.htm
Activity Two: Read about the Mongols Read the fourth chapter on Mongols from Barbarians by Steven Kroll.
Activity Three: Listening about the Mongols Listen to track 4 of Disc Three from Diana Waring’s CD set What in the World Volume 2. The track is entitled Mongols & Marco Polo.
18
Lesson Nine: Read Chapter seven called Kofi’s Adventure from On a Medieval Day by Rona Arato. This story is based in Timbuktu in the Mali Empire in 1345 AD and is based Timbuktu which was a center of trade and culture at the time.
Activity One: Visit http://africa.si.edu/exhibits/resources/mali/index.htm to learn about the Mali Empire and Djenne figures. Be sure to follow up with viewing the works of art tab. Once completed visit the resources tab and choose at least one activity to complete.
19
Lesson Ten:
20
1-2 days Read Chapter eight called The Stowaway from On a Medieval Day by Rona Arato. This story is based in Venice in 1351 AD and is based on the Republic of Venice and its major ship building center, the Arsenal.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Watch Civilizations: Rise to Power Watch the one hour video Civilizations: Rise To Power available from the Discovery Education Canada website. Please refer to your HCOS subscription passwords or ask your teacher for the HCOS subscription password. Refer to the Teacher Guide under the Materials tab on the video page for appropriate activities to use after watching the video.
Activity Two: Listening Listen to track 5 of Disc 3 from Diana Waring’s CD set What in the World Volume 2. The track is entitled Disintegration of Monarchy
21
Lesson Eleven: 1-2 days Read Chapter nine called Pedro’s Choice from On a Medieval Day by Rona Arato. This story is based in Toledo, Kingdom of Castile in 1395 AD and is based on the Conversos and the Spanish Inquisition.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Read and Imaginative Write Read the PBS article entitled the Conversos and the Spanish Inquisition by David Gitlitz. After reading the article, select one personage either a Converso,
22
Catholic, Inquisitor or a Spaniard and write at least one diary page from their perspective.
Activity Two: Viewing Watch the Royal Diaries: Isabel: Jewel of Castilla, Spain, 1466 from the Discovery Education Canada website.
Lesson Twelve:
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Listening Spend the remaining time listening to the remaining tracks on Disc three and four of Diana Waring’s CD set What in the World Volume 2. It covers:
23
Disc Three: • • •
•
Divisions in the West The People’s call to Action The Crusades The Mongols and the Marco Polo* Disintegration and the Monarchy The Hundred Years War European conflict: West and East Heresy and Heroism The Renaissance
already used
• • • • •
Disc Four: • • • • • • • • • Exploration and Politics The Reformation and its Consequences England Defeats the Spanish Armada The Thirty Years’ War Religion and the Divine Right of Kings The Enlightenment The Church’s Response The Seven Years’ War Revolutions
Activity Two: Viewing Watch The High Middle Ages from the Discovery Education Canada website. Be sure to go through the questions provided before and after viewing the video.
24
The questions can be found in the Teacher Guide on the Discovery Education website for this video.
25
Grade 8
TABLE OF CONTENTS 1. Resource list and lesson web links 2. List of Learning Outcomes covered by this unit study 3. Portfolio Submission Guidelines 4. Lesson One: Goths 5. Lesson Two: Huns 6. Lesson Three: Maya 7. Lesson Four: Tang Dynasty 8. Lesson Five: Islamic Empire 9. Lesson Six: Vikings 10. Lesson Seven: England 11. Lesson Eight: Japan 12. Lesson Nine: Mali Empire 13. Lesson Ten: Venice 14. Lesson Eleven: Kingdom of Castile 15. Lesson Twelve: What in the World Vol.2 ….pg. 2 ….pg. 3 ….pg. 4 ….pg. 5 ….pg. 6 ….pg. 7 ….pg. 9 ….pg. 10 ….pg. 11 ….pg. 12 ….pg. 13 ….pg. 14 ….pg. 15 ….pg. 16 ….pg. 17
1
Resource Books included in kit: 1. 2. 3. 4. On a Medieval Day: Story Voyages Around the World by Rona Arato Barbarians by Steven Kroll What in the World Volume 2 by Diana Waring Parent Guide
Additional Resources: • The student pages and Parent guide (with clickable links), are available for download from the library website: http://www.onlineschool.ca/rooms/library/resource_kits/index.php Lesson Three links: • • National Geographic article on Mayan Empire: http:// ngm.nationalgeographic.com/2007/08/maya-rise-fall/gugliotta-text http://www.destination360.com/tikal/guide.htm
Lesson Four links: • Think Quest on Chinese Dynasties http://library.thinkquest.org/12255/library/dynasty/tang.html • Metropolitan Museum of Art: Tang Dynasty http://www.metmuseum.org/ toah/hd/tang/hd_tang.htm Metropolitan Museum of Art: Chinese Dynasty Timelines http:// www.metmuseum.org/toah/ht/?period=06®ion=eac
•
Lesson five links: • • Dr. Al-Razi Article http://www.nlm.nih.gov/exhibition/islamic_medical/ islamic_06.html Website about ancient diseases http://www.historyforkids.org/learn/ science/medicine/diseases.htm
Lesson eight links: • Japanese History
2
http://motherearthtravel.com/history/japan/history-5.htm
Lesson nine links: • Mali Empire website http://africa.si.edu/exhibits/resources/mali/ index.htm
Grade Eight Social Studies learning outcomes covered by this unit study: Society and Culture: Civilizations from 500 to 1600 • • • • Compare daily life, family structures and gender roles in a variety of civilizations Identify factors that influence the development and decline of world civilizations Describe a variety of diverse cultural tradition and world religions Demonstrate awareness of artistic expression as a reflection of the culture in which it is produced Identify periods of significant cultural achievement, including the Renaissance Describe how societies preserve identity, transmit culture and adapt to change Politics and Law: Civilizations from 500-1600 • • • • Demonstrate understanding of tension between individual rights and the responsibilities of citizens in a variety of civilizations Assess the impact of contact, conflict, and conquest on civilizations Describe various ways individuals and groups can influence legal systems and political structures Explain the development and importance of government systems
• •
Economy and Technology: Civilizations from 500-1600 • • • Compare basic economic systems and different forms of exchange Analyze the effect of commerce on trade routes, settlement patterns, and cultural exchanges Compare the changing nature of labour in rural and urban environments
3
•
Describe the impact of technological innovation and science on political, social and economic structures. Environment: Civilizations from 500-1600
•
Analyze how people interacted with and altered their environments, in terms of: o Population o Settlement patterns o Resource Use o Cultural development
• •
Locate and describe current and historical events on maps Describe how physical geography influenced patterns of settlement, trade, and exploration
Portfolio Submission guidelines Students will submit three samples from the list below for each portfolio including at least two samples from group A . At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a recording of the report. A
• •
An assessment of a variety of positions on a controversial issue. A written, oral, or audio-visual presentation using more than one form of representation and utilizing information from both primary and secondary sources. A project where the student designs, implements, and assesses detailed courses of action to address a problem, issue, or inquiry. If at all possible, this should be a group project. A written sample that shows the student’s understanding of one or more of the above topics researched using a body of information from primary and secondary
•
•
4
print, non-print, and electronic sources. Students should demonstrate their ability to interpret and evaluate a variety of primary and secondary sources. B
• • •
A list of books, audio-visual materials, or multi-media that the student has learned from. A field trip log. Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps) Answers to comprehension questions
•
Lesson One: The Goths (1 day) Read the first chapter on the Goths from Barbarians by Steven Kroll.
Activity options:
5
I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One- Reading Read the first chapter on the Goths from Barbarians by Steven Kroll.
Activity Two- Listening Listen to tracks 6 and 7 of Disc One from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled Barbarians in Rome and Christianity among the Goths.
6
Lesson Two: The Huns (1 day) Read the first chapter on the Huns from Barbarians by Steven Kroll.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity OneRead the second chapter on the Huns from Barbarians by Steven Kroll.
Activity Two- Listening Listen to tracks 8 and 9 of Disc One from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled The Huns & the Franks and Barbarians & Christian England.
7
Lesson Three: Maya (2-3 days)
8
Read Chapter one called A Serious Game from On a Medieval Day by Rona Arato. This story is based on the Mayan civilization around 720 A.D. To complement your reading of the story A Serious Game watch Ancient Americas: The Mayas and Aztecs from Discovery Education Canada website.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One- Writing In the movie Ancient Americas: The Mayas and Aztecs they discuss the signs of civilization. Write an essay detailing how the Mayan culture demonstrated the signs of civilization. Be sure to include 3-5 of the following signs of civilization: Primary Elements of Civilization • • • • • agriculture, long-distance trade, occupational specialization, a special governing class, and urbanism
Secondary Elements of Civilization • • • • • • developed transportation system writing standardized measurement currency art and architecture mathematics
9
• • • •
enhanced scientific understanding metallurgy political structures organized religion
Activity Two- Research the Rise and fall of the Mayans Read The Maya glory and ruin: Saga of a civilization in three parts: The Rise, the monumental splendor and the collapse by Guy Gugliotta in the National Geographic August 2007 issue starting on pg.68 or available from the following link: http://ngm.nationalgeographic.com/2007/08/mayarise-fall/gugliotta-text
Activity Three- Art Create a model of the Mayan temples in Tikal. Use the following site as a reference tool as it has visuals of the Tikal site layout. To acquire information about each site click on the blue hotspots on the map. http:// www.destination360.com/tikal/guide.htm Here is a list of suggested tools that can be used to create the model: • • • • • • • • Active Worlds Minecraft Lego Google Sketchup Paper and pen Clay Cardboard boxes Etc.
10
Lesson Four: 2 days
11
Read Chapter two called Hana’s Wedding from On a Medieval Day by Rona Arato. This story is based on the golden age of the Tang Dynasty in China which lasted from 618-906.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Webquest Go to http://library.thinkquest.org/12255/library/dynasty/tang.html where you will find a Think Quest created by students for students on Chinese Dynasties.
Activity Two: Tang Dynasty Art Go to The Metropolitan Museum of Art website and look at the Tang Dynasty art work http://www.metmuseum.org/toah/hd/tang/hd_tang.htm . Create a piece of artwork similar to the pieces on display on the museum website.
Activity Three: Tang Dynasty in Context of other Dynasties in China Go to The Metropolitan Museum of Art website and look at where the Tang Dynasty fits in context with other Dynasties: http://www.metmuseum.org/toah/ht/?period=06®ion=eac . Create your own timeline complete with information gleaned from the museum website. Be sure to look at the bottom of the page where it states: Overview, Key Events, Works of Art and Related Content.
12
Lesson Five: 2 days
Read Chapter three called Jamal and the Doctor from On a Medieval Day by Rona Arato. This story is based in the Islamic empire in Bagdad at around 905 AD. The story talks about Dr. Al-Razi.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Listening Listen to track 4 & 5 of Disc Two from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled Mohammed the Reformer and Hegira and Jihad.
Activity Two: Research Dr. Al-Razi, The Clinician Visit the US National Library of Medicine website and read about Dr. AlRazi, the Clinician.The Al-Razi article is one section from an online exhibition called A Brochure to Accompany an Exhibition in Celebration
13
of the 900th Anniversary of the Oldest Arabic Medical Manuscript in the Collections of the National Library of Medicine. Please view the article here: http://www.nlm.nih.gov/exhibition/islamic_medical/islamic_06.html
Activity Three: Research about Ancient Diseases Visit the History for Kids website and learn about ancient diseases such as Small Pox, Measles, Plague, Dengue, Dysentery, Malaria, etc. Go to : http://www.historyforkids.org/learn/science/medicine/diseases.htm and follow the links to the various diseases of interest.
Lesson Six: 1-2 days Read chapter four called A Sad Departure from On a Medieval Day by Rona Arato. This story is based in Vinland which was a Viking settlement in 1002 AD.
Activity One: Listening
14
Listen to track 7 of Disc Two from Diana Waring’s CD set What in the World Volume 2. The track is entitled The Vikings and is 7 minutes long.
Activity Two: Reading about Vikings Read the third chapter on Vikings from Barbarians by Steven Kroll.
15
Lesson Seven: 1-2 days Read Chapter five called Richard’s Dilemma from On a Medieval Day by Rona Arato. This story is based in England in 1197 AD and is based on the Warrior class in England.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Listening Listen to track 8, 9 &10 of Disc Two from Diana Waring’s CD set What in the World Volume 2. The tracks are entitled Feudalisam, Religion & the Holy Roman Empire and Northern Europe & Britain.
16
Lesson Eight: 1-2 days
17
Read Chapter six called Kame’s Dispute from On a Medieval Day by Rona Arato. This story is based in Kamakura, Japan in 1205 AD and is based on a new form of government in Japan. Activity One: Read Kamakura and Muromachi Periods, 1185-1573 Read the article on Kamakura and Muromachi periods and take notes in order to write a paragraph about either the Kamakura, Muromachi periods or the Mongol invasion. To access the article go to: http://motherearthtravel.com/history/japan/ history-5.htm
Activity Two: Read about the Mongols Read the fourth chapter on Mongols from Barbarians by Steven Kroll.
Activity Three: Listening about the Mongols Listen to track 4 of Disc Three from Diana Waring’s CD set What in the World Volume 2. The track is entitled Mongols & Marco Polo.
18
Lesson Nine: Read Chapter seven called Kofi’s Adventure from On a Medieval Day by Rona Arato. This story is based in Timbuktu in the Mali Empire in 1345 AD and is based Timbuktu which was a center of trade and culture at the time.
Activity One: Visit http://africa.si.edu/exhibits/resources/mali/index.htm to learn about the Mali Empire and Djenne figures. Be sure to follow up with viewing the works of art tab. Once completed visit the resources tab and choose at least one activity to complete.
19
Lesson Ten:
20
1-2 days Read Chapter eight called The Stowaway from On a Medieval Day by Rona Arato. This story is based in Venice in 1351 AD and is based on the Republic of Venice and its major ship building center, the Arsenal.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Watch Civilizations: Rise to Power Watch the one hour video Civilizations: Rise To Power available from the Discovery Education Canada website. Please refer to your HCOS subscription passwords or ask your teacher for the HCOS subscription password. Refer to the Teacher Guide under the Materials tab on the video page for appropriate activities to use after watching the video.
Activity Two: Listening Listen to track 5 of Disc 3 from Diana Waring’s CD set What in the World Volume 2. The track is entitled Disintegration of Monarchy
21
Lesson Eleven: 1-2 days Read Chapter nine called Pedro’s Choice from On a Medieval Day by Rona Arato. This story is based in Toledo, Kingdom of Castile in 1395 AD and is based on the Conversos and the Spanish Inquisition.
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Read and Imaginative Write Read the PBS article entitled the Conversos and the Spanish Inquisition by David Gitlitz. After reading the article, select one personage either a Converso,
22
Catholic, Inquisitor or a Spaniard and write at least one diary page from their perspective.
Activity Two: Viewing Watch the Royal Diaries: Isabel: Jewel of Castilla, Spain, 1466 from the Discovery Education Canada website.
Lesson Twelve:
Activity options: I have identified a variety of activity options that you can choose to complete. Please look over the list and identify one or two activities that you would like to work on.
Activity One: Listening Spend the remaining time listening to the remaining tracks on Disc three and four of Diana Waring’s CD set What in the World Volume 2. It covers:
23
Disc Three: • • •
•
Divisions in the West The People’s call to Action The Crusades The Mongols and the Marco Polo* Disintegration and the Monarchy The Hundred Years War European conflict: West and East Heresy and Heroism The Renaissance
already used
• • • • •
Disc Four: • • • • • • • • • Exploration and Politics The Reformation and its Consequences England Defeats the Spanish Armada The Thirty Years’ War Religion and the Divine Right of Kings The Enlightenment The Church’s Response The Seven Years’ War Revolutions
Activity Two: Viewing Watch The High Middle Ages from the Discovery Education Canada website. Be sure to go through the questions provided before and after viewing the video.
24
The questions can be found in the Teacher Guide on the Discovery Education website for this video.
25
