Monday, October 27th, 2008
Subject: World History
Grade: 10th
Topic: Unit 6: Feudal Europe; Religion
TEKS: WH: 3A, 3B, 3C, 18A
Goal:
The student will understand as a result of the collapse of the Western Roman Empire, new
political, economic, and social systems evolved, creating a new civilization in Western Europe,
compare Medieval Europe with previous civilizations, describe major characteristics of the
political system of Feudalism, the economic system of manorialism, and the authority exerted by
the Roman Catholic church, and identify the political, economic, and social impacts of the
crusades. Additionally, students will understand the historical development of significant legal
and political concepts, including ideas about rights, republicanism, constitutionalism, and
democracy. The student will trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to the beginning of the first
modern constitutional republics.
Assessment:
Completion of daily vocabulary, group work, and flow chart. Several group discussions
throughout the course of the class period will aide in the evaluation of the class and the
understanding of the topic by students. Completion of mapping and graphic organizer will aide
in accurate assessment.
Objectives:
Students will focus on the impact and dominance of the Roman Catholic Church as the
governmental body and origins of monasticism and will analyze the inquisition.
Focus:
Students will be asked to listen to music and write down inferences made. Students will then
view images and a discussion will follow.
Materials:
1. Laptop
2. projector
3. handout
4. music
5. Interactive notebook
6. power point
7. paper
8. writing utensil
Activities/ Procedures:
1. Daily Focus: music, images, and discussion
2. Students will search online and find articles and images that correspond with
Charlemagne.
3. Students will create a thinking map that incorporates the important points of the
Catholic church.
4. Students will be asked to draw a picture that represents the inquisition.
Close:
Students will reflect on the topics of the day do a gallery walk, and work on vocabulary.
Tuesday, October 28th, 2008
Subject: World History
Grade: 10th
Topic: Unit 6: Feudal Europe; Politics
TEKS: WH: 3A, 3B, 3C, 18A
Goal:
The student will understand as a result of the collapse of the Western Roman Empire, new
political, economic, and social systems evolved, creating a new civilization in Western Europe,
compare Medieval Europe with previous civilizations, describe major characteristics of the
political system of Feudalism, the economic system of manorialism, and the authority exerted by
the Roman Catholic church, and identify the political, economic, and social impacts of the
crusades. Additionally, students will understand the historical development of significant legal
and political concepts, including ideas about rights, republicanism, constitutionalism, and
democracy. The student will trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to the beginning of the first
modern constitutional republics.
Assessment:
Discussion, thinking maps, questioning, and completion of assignments within interactive
notebook will aide in accurate assessment
Objectives:
Students will analyze Manorialism as significant legal, political, and social concept. Students
will be asked to create inferences on the origin, spread, and decline of Manorialism.
Focus:
Students will be given a map of a countryside that is split into manors and asked to answer
questions. Students will be given three vocabulary terms that relate to Manorialism and will be
asked to write out how they relate to one another.
Materials:
1. Map
2. Laptop
3. projector
4. handout
5. Interactive notebook
6. power point
7. paper
8. writing utensil
Activities/ Procedures:
1. Daily focus: map and vocabulary followed by a discussion of the significance of
Manorialism.
2. Students will use the internet to follow links from my teacher website to gain
background information on Manorialism.
3. Students will draw a thinking map to link all of the important information.
4. Students will break into groups and re-create a manor.
Close:
Students will work on their vocabulary flash cards and play basketball review.
Wednesday, October 29th, 2008
Subject: World History
Grade: 10th
Topic: Unit 6: Feudal Europe; Politics
TEKS: WH: 3A, 3B, 3C, 18A
Goal:
The student will understand as a result of the collapse of the Western Roman Empire, new
political, economic, and social systems evolved, creating a new civilization in Western Europe,
compare Medieval Europe with previous civilizations, describe major characteristics of the
political system of Feudalism, the economic system of manorialism, and the authority exerted by
the Roman Catholic church, and identify the political, economic, and social impacts of the
crusades. Additionally, students will understand the historical development of significant legal
and political concepts, including ideas about rights, republicanism, constitutionalism, and
democracy. The student will trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to the beginning of the first
modern constitutional republics.
Assessment:
Discussion, thinking maps, questioning, and completion of assignments within interactive
notebook will aide in accurate assessment
Objectives:
Students will analyze and compare and contrast the Manorialism and Feudalism as significant
legal and political concepts. Students will be asked to understand the effects of the Norman
invasion in 1066 and the significance of the Magna Carta in 1215 as significant historical
developments as significant legal concepts. Students will discuss the creation of parliament and
compare and contrast Europe and Japanese Feudalism.
Focus:
Students will be given an excerpt of the Magna Carta and asked to identify it and its
significance.
Materials:
1. Excerpt of the Magna Carta
2. Laptop
3. projector
4. handout
5. Interactive notebook
6. power point
7. paper
8. writing utensil
Activities/ Procedures:
1. Daily focus: identification of the Magna Carta and discussion of its significance.
2. Students will use the internet to read articles about Manorialism and Feudalism and in
a group compare and contrast them, then as an entire class discuss the findings.
3. Students will be asked to discover the significance of the Norman Invasion and the
Magna Carter and write 1-2 paragraphs in their interactive notebook.
4. As a class discussion we will compare and contrast Manorialism and Feudalism.
Close: Students will review the lesson and write 1-2 sentences about Feudalism.
Thursday, October 30th, 2008
Subject: World History
Grade: 10th
Topic: Unit 6: Feudal Europe; Trade and the Crusades
TEKS: WH: 3A, 3B, 3C, 18A
Goal:
The student will understand as a result of the collapse of the Western Roman Empire, new
political, economic, and social systems evolved, creating a new civilization in Western Europe,
compare Medieval Europe with previous civilizations, describe major characteristics of the
political system of Feudalism, the economic system of manorialism, and the authority exerted by
the Roman Catholic church, and identify the political, economic, and social impacts of the
crusades. Additionally, students will understand the historical development of significant legal
and political concepts, including ideas about rights, republicanism, constitutionalism, and
democracy. The student will trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to the beginning of the first
modern constitutional republics.
Assessment:
Discussion, thinking maps, questioning, and completion of assignments within interactive
notebook will aide in accurate assessment
Objectives:
Students will be asked to analyze the Impact of trade and the Crusades in regards to specific
events as the Sack of Constantinople, Hanseatic League, impact on exploration, and the
development of the Middle class.
Focus:
Students will listen to a song and create inferences on its meaning.
Materials:
1. Talking heads song
2. Laptop
3. projector
4. handout
5. Interactive notebook
6. power point
7. paper
8. writing utensil
Activities/ Procedures:
1. Daily focus: Students will be asked to listen to a song and write inferences about it.
2. Teacher will lead a 5-10 minute discussion on the Sack of Constantinople, Hanseatic
League, impact on exploration, and the development of the Middle class.
3. Students will break into groups and draw pictures that represent each of these events
and on the bottom of each page write the event and importance.
Close:
Students will work on their vocabulary flash cards, present pictures, and play the vocabulary
dice game.
Friday, October 31st, 2008
Subject: World History
Grade: 10th
Topic: Unit 6: Feudal Europe; Culture
TEKS: WH: 3A, 3B, 3C, 18A
Goal:
The student will understand as a result of the collapse of the Western Roman Empire, new
political, economic, and social systems evolved, creating a new civilization in Western Europe,
compare Medieval Europe with previous civilizations, describe major characteristics of the
political system of Feudalism, the economic system of manorialism, and the authority exerted by
the Roman Catholic church, and identify the political, economic, and social impacts of the
crusades. Additionally, students will understand the historical development of significant legal
and political concepts, including ideas about rights, republicanism, constitutionalism, and
democracy. The student will trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to the beginning of the first
modern constitutional republics.
Assessment:
Discussion, thinking maps, questioning, and completion of assignments within interactive
notebook will aide in accurate assessment
Objectives:
Students will be asked to evaluate the impact of the Plague on the Role of Women, Trade Guilds,
and the need for social restructuring.
Focus:
Students will be asked to view an image of the plague, write inferences, and answer what they
would do if most of the population was dying of an incurable disease.
Materials:
1. Image of the plague (Monty Python’s Quest for the Holy Grail)
2. Laptop
3. projector
4. handout
5. Interactive notebook
6. power point
7. paper
8. writing utensil
Activities/ Procedures:
1. Daily focus: image and discussion
2. Teacher will lead a discussion about the plague, role of women, guilds, and social
restructuring.
3. Students will break into groups and create a cause and effect flow chart about the
plague.
4. Students will be asked to complete their vocabulary and create images that
correspond.
5. As a class discussion we reflect on what we have learned.
Close:
Class discussion and quiz.