Grade Level:



SSED 314 Unit Planning Chart

1. UNIT PLAN DESCRIPTION

|Grade Level: Socials Studies 8 |Theme for the Year: Development Of A Variety of World |Corresponding Textbook: Pathways: Civilizations |

| |Civilizations |Through Time |

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|Unit Title & # (Sequence in the Year): |Unit Critical Question: |Corresponding Chapter: |

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|Europe’s Late Middle Ages #4 |How does change in our society relate to change during the |Chapter 5: PP. 134-168 |

| |Late Middle Ages? | |

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|Unit Main Goals: |Students will understand the changes and events during the late middle ages |

|(3-4) |Students will learn that downturns and problems can lead to positive social changes |

| |Students will learn the lifestyle that the people experienced during the late middle ages |

|Unit Rationale: |The focus behind this unit is the Late Middle Ages in Europe. The major theme behind this unit is the change during this time. During the Late Middle Ages, Europe was going|

| |through a time where there were significant changes that would affect the future of Europe. The purpose of this unit is to show students that change is inevitable and that |

| |change can be a good thing. By using current events such as the events that are going in Egypt and Libya, I will be able to relate them to the events that went on during |

| |the Late Middle Ages with the changing of the church and the Black Plague. |

|Unit Prescribed |Society and Culture: Civilizations From 500-1600 |

|Learning Outcomes-- |Compare daily life, family structures, and gender roles in a variety of civilizations |

|This Unit Will Satisfy|Describe a variety of diverse cultural traditions and world religions |

|The Following PLO’s: |Identify periods of significant cultural achievement |

| |Describe how societies preserve identity, transmit culture and adapt to change |

| | |

| |Politics and Law: Civilizations from 500-1600 |

| |Demonstrate understanding of the tension between individual rights and 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 |

| | |

| |Economy and Technology: Civilizations From 500-1600 |

| |Compare basic economic systems and different forms of exchange |

| |Describe the impact of technological innovation and science on political, social, and economic structures |

| | |

|Unit Objectives-- |Students will know |

|Students Will be Able |About knighthood and chivalry and how it is still relevant today |

|To: |About Joan of Arc and how her story can be depicted as myth or historical fact |

|(i.e.: Content |The societal lifestyle of the towns people and the role of women in their society |

|Knowledge; Critical |How the Black Plague was one of the first epidemic that occurred in Europe and how its similar to the way AIDS is in Africa |

|Thinking; Information |Students will be able to |

|Gathering & Reporting;|Analyze text and pictures |

|Personal & Social |Compare today’s society to “yesterday’s” society |

|Values; Individual & |Understand the difference between historical fact and myth |

|Collective Action) | |

2. UNIT LESSON OVERVIEW GRID

|Lesson Title |Lesson Critical |Specific Objectives |Methods/Activities |Resources |Assessment Strategies |

| |Question | | | | |

|Lesson 2 |Do “knights” exist |Discover the steps of becoming|Students will read pages 141-143 in Pathways textbook |Pathways textbook (pp. 141-145) |Class discussions |

|Knighthood and Chivalry |in our modern day |a knight during the middle |(Knighthood and Chivalry section) | |Informal assessment of on-task |

| |society? |ages |As a class, we will discuss the reading | |behaviour throughout the class |

| | |Discover the honour code of |Students will do question #2 on page 145 in the textbook| |Completeness of question #2 from|

| | |knighthood |In pairs or individually, using the characteristics of | |the textbook |

| | |Discover examples of what a |what a knight looks like, brainstorm occupations that | |For homework, read pg 144 |

| | |modern day knight may look |are similar to knighthood | |(Recognize Our Symbols of |

| | |like | | |Ourselves) |

| | | | | | |

|Lesson 3 |What does our |Discover what Heraldry is and |Using a Prezi presentation, show the class examples of |Activity Sheet 5-2 |Class discussions |

|Heraldry |family history tell|how it can be applied to your |family coat of arms | |Informal assessment of on-task |

| |us about ourselves?|own lives |Brainstorming on their own, think of symbols that | |behaviour throughout the class |

| | | |represent themselves and their own character | |For homework |

| | | |Students will work on Activity Sheet 5-2 which will act | |Read pgs 145-148 |

| | | |as their rough draft of their personal coat of arms | |If haven’t done so, work on |

| | | | | |rough draft of personal coat of |

| | | | | |arms |

|Lesson 4 |How do technologies|Discover the types of |Discuss the reading (pgs 145-148) and the Hundred Years |Prezi presentation |Informal assessment of on-task |

|The Hundred Years’ War |affect the length |technologies that were used |War using a Prezi presentation |Large sheets of paper |behaviour throughout the |

| |of wars and |for warfare |Station Questions: In groups of 6, there will be 5 |Markers |activity |

| |warfare? |Discover how wars are |stations and they will have to respond to 5 questions: | |Active participation within the |

| | |different then from now |Why did the Hundred Years War last so long? | |groups |

| | | |What was an advantage of a long bow? | | |

| | | |Think of a modern day example of technology from the | | |

| | | |last hundred years that has changed warfare (i.e. the | | |

| | | |light bulb) | | |

| | | |How could you defeat the inhabitants of a castle? | | |

| | | |List another way to settle a dispute other than warfare.| | |

| | | | | | |

| | | |Regroup and discuss what they wrote down for each | | |

| | | |question | | |

| | | | | | |

| | | | | | |

|Lesson 5 |Using Joan of Arc |Discover how the myth of Joan |Students will be given an “Overview of Joan’s life” |3 paintings of Joan of Arc |Class discussions |

|Joan of Arc |as an example, how |of Arc differs from the |handout and will ask volunteers to read it out loud. If |Overview of Joan’s life handout |Informal assessment of on-task |

| |can we |historical version |no one volunteers, the cards will be used. |The Positive and Negative |behaviour during group work as |

| |differentiate the | |Painting Examination Presentation |comments about Joan handouts |well as the Joan of Arc project |

| |difference between | |Using Prezi or Powerpoint, 3 paintings of Joan of Arc | | |

| |fact and myth? | |will be displayed | | |

| | | |Text Examination Activity | | |

| | | |Number each student a “1” or a “2”. “1”’s will pick up a| | |

| | | |“Positive Comments about Joan” handout while the “2”’s | | |

| | | |will pick up a “Negative comments about Joan” handout | | |

| | | |Students will then form a pair consisting of a “1” and a| | |

| | | |“2”. They will then take turns sharing positive and | | |

| | | |negative comments about Joan | | |

| | | |Afterwards, we will regroup and analyze the text. | | |

| | | |Joan of Arc project: | | |

| | | |Write an article for the Catholic Chronicles (supporting| | |

| | | |the view of the Catholic Church post trial) or the | | |

| | | |Orleans Oracle (supporting Joan post trial). Remind them| | |

| | | |to use the “Positive” and “Negative” comments of Joan | | |

| | | |handouts to backup their arguments | | |

|Lesson 6 |How did trade |Discover how the changes in |Using Figure 5-10 on pg. 149, have students identify 4 |Blank European map |Informal assessment of |

|Trade and Towns: Part 1 |change society in |towns and trade affect |activities that is happening |4 decks of playing cards |participation in “Let’s Make a |

|Trade |the middle ages? |European society |Have student pair up for this activity | |Deal Activity” |

| | |Discover major European trade |Let’s Make A Deal Activity | |Student work on European map |

| | |routes that led to the |Silent read pgs 149-152 from the textbook | | |

| | |development of Medieval Europe|Using a blank map of Europe, students will mark down the| | |

| | | |major cities, bodies of water, routes controlled by | | |

| | | |Hanseatic League, Italian city-states, and other major | | |

| | | |land routes, and plot the major cities of the Hanseatic | | |

| | | |League | | |

|Lesson 7 |How did the |Discover how towns lead to |Silent read pgs. 154-155 (Life in the Town and Socials | |Formal assessment of questions |

|Trade and Towns: Part 2 |creations of towns |societal change |Changes that came with Trade) | |that are going to be answered |

|Towns |lead to societal |Discover how life of the town |After the reading, answer #3 in the text (Compare a | | |

| |change? |during the Late Middle Ages |medieval fair with a modern Canadian shopping mall. | | |

| | |differs from life in a modern |Consider the days and hours of operation, goods sold, | | |

| | |day city |type of consumers, and ownership of the shops/booths. | | |

| | | |What do the differences tell you about the 2 societies?)| | |

| | | |Also answer #6 (Describe what you would see and | | |

| | | |experience as you entered a medival town. What | | |

| | | |conclusions can you draw from the fact that medieval | | |

| | | |towns always had walls.) | | |

|Lesson 8 |What are the roles |Discover how women’s role in |Using Prezi or Powerpoint, I will have a set of notes |Activity Sheet 5-6 |Informal assessment on |

|Women in the Late Middle |of women today and |society differs between then |for the students to copy |Prezi or Powerpoint presentation|participation during discussion |

|Ages |how do they differ |and now |As an activity that goes with the note copying, students| |and during the activity |

| |from women in the | |are put into 3 groups, 2 are “discriminated” against by | |Formal assessment of activity |

| |middle ages? | |copying down more notes from the powerpoint (vs. | |worksheet |

| | | |receiving a photocopied version) | | |

| | | |Discussion on how they felt copying down more notes than| | |

| | | |the others. | | |

| | | |Explain to them that the discriminated group represented| | |

| | | |medieval women | | |

| | | |Have students work on Activity Sheet 5-6 (Should be done| | |

| | | |in class) | | |

| | | |For homework, have students do question #1 from pg 158 | | |

|Lesson 9 |What was the role |Discover how the church was a |Review homework question as well as Activity worksheet |Powerpoint/Prezi presentation |Informal assessment of |

|The Church in the Late |of the church and |major influence to the people |from last class |Construction paper |participation in discussion |

|Middle Ages |how did they |of the Late Middle Ages |Powerpoint/Prezi presentation based on the church |Coloured tissue paper |Informal assessment of work |

| |influence the |Discover and understand the |(pilgrimages, church architecture) | |habit |

| |people during the |role and structure of the |Discussion on who John Wycliffe was and how he changed | |Formal assessment of stained |

| |late middle ages? |church |the role of the church in Europe | |glass window assignment |

| | | |On a blank sheet of paper, students will silently draw a| | |

| | | |scene that would illustrate one of their own values | | |

| | | |There will be a station set up that will consist of | | |

| | | |coloured tissue paper and construction paper. | | |

| | | |Students will then take their scene and recreate it into| | |

| | | |a stained glass window using the colour tissue paper and| | |

| | | |construction paper | | |

|Lesson 10 |How did the way |Discover what the Black Death |Work on their stained glass window project for about |Pathways textbook (pgs. 161-167)|Observations of on-task activity|

|Black Death |people handled the |was and how the effects of it |15-20 minutes | | |

| |Black Death during |still occurred later in |Read pgs 161-167 (including Boccaccio;s Decameron) | |Participation in class |

| |the middle ages |history |Presentation on the science behind the Black Plague | |discussion |

| |help in dealing | |(what spreads it, where it came from, the symptoms) | |Exit Slip |

| |with any epidemic | |Discuss similar diseases that still occurs today | | |

| |today? | | | | |

|Lesson 11 |How did the way |Discover how the spread of the|Review the Black Plague and what went on from last |Plague beans |Active participation in the |

|Black Death continued |people handled the |Black Plague took place |lesson |24 paper bags |activity |

| |Black Death during | |Black Plague Activity |Coloured sticky dots for | |

| |the middle ages | |Share “Ring Around the Rosy” rhyme |graphing | |

| |help in dealing | |The rhyme is actually about the Black Plague | | |

| |with any epidemic | | | | |

| |today? | | | | |

|Review | | |Review session | | |

| | | |Answer any questions that students have about the Late | | |

| | | |Middle Ages | | |

|Test Day | | | | | |

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