L2+Herrell,+Ethan

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **
 * Teacher’s Name: ** Mr. Herrell
 * Lesson #: ** 2
 * Facet: ** Explain
 * Grade Level: ** 6-8
 * Numbers of Days: ** 5
 * Topic: ** Life in the Ancient and Medieval World


 * PART I: **


 * Objectives **
 * Student will understand that ** the ancient/medieval people saw the world in a way that is fundamentally from our own view


 * Student will know ** farming, violence, resources, religion, patriarchy, law, human rights, ideology.


 * Student will be able to ** describe an ancient/medieval individual's worldview.


 * Product: ** Glogster.


 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **

Standard Label: E.History Standard E1. Historical knowledge, concepts, themes and patterns. Grade Level Span: 6-8. Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world. Expansion and Interaction of Civilizations 600 A.D.-1450 A.D. Performance Indicators: A and B.
 * MLR-Social Studies **


 * Rationale: ** I believe that by engaging students to understand the ideologies, values and ecological conditions that guided social organization, students will truly come to understand the essence of the era between the rise of Europe's barbarian kingdoms and the collapse of feudalism.


 * Assessments **


 * Pre-Assessment: (Lesson 1 only) **


 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction: ** I will use call-and-response, entrance/exit ticket and fist-to-five.


 * Section II – timely feedback for products (self, peer, teacher): Grading by rubric, both by the teacher and oneself. **


 * Summative (Assessment of Learning): ** Students will be collectively making a family constructed from volunteers in the classroom. This family is supposed to typical of an ancient or medieval time period, and the students will determine what each member's duties are around the house.


 * Integration **
 * Technology: ** Students will watch history channel special on youtube. Using the clothes and gear shown in the movie as a starting point to explain how people lived and worked.

Science: Because of the focus on the logic behind society's value systems and social arrangements, the ecology of farming and livestock is often the subject.
 * Content Areas: **


 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** Students will use an idea wheel to captures the different strands of thought of how families out to work in ancient and medieval times.


 * Section II – Groups and Roles for Product: ** This "family" is a very open-ended activity. Students will be asked to volunteer to represent the different people in that family by standing up in front of class, while everyone else raises hands as I, the teacher, ask what sort of duties that person would have around the household.


 * Differentiated Instruction **


 * MI Strategies **


 * Verbal ** : Lecture centered on the explanation of a video
 * Visual: ** Images of clothing or artifacts from the era
 * Kinesthetic ** : Students can stand up and be a part of a ancient/medieval family that the class collectively creates a typical family. They then match themselves to typical duties expected of that person in a household.
 * Interpersonal: ** students can get in groups to discuss what they think of a situation where a son has to take up the family farm, but would rather be a traveler ("Is it fair that he must stay and work for his family?").
 * Intrapersonal: ** Students are asked to explain what their family does for them and what it means for them
 * Logical: ** Looking at the numbers: what is the cost of raising a family or household


 * Modifications/Accommodations **
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** Students who did not attend school that day will have my presentation notes, video and any images used emailed to them if possible. If they do not have internet at home, they can retrieve them next time they are at school


 * Extensions: **


 * Type II technology: ** Glogster and audio.


 * Gifted Students: ** Gifted students may do a study of the Roman Republic and explain in a written, verbal, or visual format why it collapsed and turned into the Empire.

// List all the items you need for the lesson. //
 * Materials, Resources and Technology **

// Daily Life in the Medieval Islamic World by James E. Lindsay. // // Europe: A History by Norman Davies // // Egypt, Greece and Rome: Civilizations of the Ancient Mediterranean // // Universal Human Rights in theory and Practice by Jack Donnelly // // The Reshaping of Everyday life by Jack Larkin. // // The Medieval Village y G.G. Coulton. // Website about Medieval Europe: []
 * Source for Lesson Plan and Research **


 * PART II: **


 * Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1: (5 minutes) Hook: Students will read a quick portion from the “Egypt, Greece and Rome” and the Universal Declaration of Human Rights. (20 minutes) Group reading and response of “Europe: A History” (30) Students are then given the original texts (or speeches, if available) that the quotes from the beginning of class are from, and asked to answer in writing, questions about the law codes they are studying: (10 minutes) Because the groups worked separately, they share aloud their answers to the class. (15 minutes) Students finish out the period reading from "Life in the Medieval Islamic World."

Day 2: (30 Minutes) Students, in the same groups they had last time, will make an idea wheel that categorizes the different elements of daily life. (30 minutes) Students collectively construct their family and define each person's rights and responsibilities.

Day 3: (10 Minutes) Students introduced to and explained the nature of the project. (70 minutes) Students work on glogster.

Day 4: (80 minutes) Students work on glogster.

Day 5: (80 minutes) Students present glogster.

Students will be in a cluster arrangement. Students will understand that the ancient/medieval people saw the world in a way that is fundamentally from our own view. //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// Think about what your family does for you and means to you, and compare that to what it meant to people in the ancient and medieval world. What does your family do for you? What do you think is more important: what they want from you or what you need to do for yourself. During the lesson I am using fist-to-five.
 * // Section One: //**
 * What, Where, Why, Hook Tailors ** : Verbal, interpersonal, intrapersonal, visual, musical.

The students will use the readings to answer concrete questions about the forms of law they are studying, and thus be **equipped** to learn what those laws mean and the major themes present in them. "What entitles a person the right they are given? What about a person in society determines what duties are responsibilities they are given?" One person in each group will be a scribe, and the other will be the speaker when it comes time to share aloud the class. I will circulate amongst the students and listen for anyone that appears to not be contributing. They will further organize the different facets of life they are learning about with an ideal wheel. They will be able to **explain** how people from the ancient and medieval world thought.
 * // Section Two: //**

// Daily Life in the Medieval Islamic World by James E. Lindsay. // // Europe: A History by Norman Davies // // Egypt, Greece and Rome: Civilizations of the Ancient Mediterranean // // Universal Human Rights in theory and Practice by Jack Donnelly // // The Reshaping of Everyday life by Jack Larkin. // // The Medieval Village y G.G. Coulton. // Website about Medieval Europe: []
 * Equip, Explore, Rethink, Revise, Tailors: ** Verbal, interpersonal, intrapersonal, visual, musical.

Students will have to take what they know about these ideologies and use it to explain what should be done in the following situations: "A thief has stolen bread to feed himself and his siblings. There are no jails to put him in. How should he be punished?" and "The father of a family has died. His oldest son must cary on the farm, but he would rather be a traveler? What should he do?" Students will be able to **explain** the ideologies of people in ancient and medieval times through this activity. One person in each group will be a scribe, and the other will be the speaker when it comes time to share aloud the class. As students share their answers to the questions and scenarios, I and other students can respond to them.
 * // Section Three: //**
 * Explore, Experience, Revise, Refine, ** **Tailors:** Verbal, interpersonal, intrapersonal, visual, musical.

As students make their example family, I will correct them when they make a factual error, or ask them questions when they steer off course. Their peers might also do this.
 * // Section Four: //**
 * Evaluate, Tailors: ** Interpersonal, Kinesthetic.

Students will know…..
 * Content Notes **


 * Farming ** : A way of domesticating certain plants to raise them for food.
 * Violence ** : The act of physically harming another person or animal.
 * Resources ** : Things which humans and animals need to live: food, land, water, building materials and materials used for tools
 * Religion: ** For the ancient and medieval worlds, religion was primarily a system of laws that governed social, economic and governmental relations (all of which in turned overlapped to a great degree) that was justified with spiritual beliefs.
 * Patriarchy ** : the rule of a male elder, typically the father or oldest among brothers, who has complete authority over everyone else in the household, including women, children and servants.
 * Law ** : Law in the ancient and medieval world was not so much a codified text that was interpreted and applied as much as it was a set of traditions and procedures passed down from generation to generation.
 * Human Rights: ** The idea that humans are protected without exception from certain abuses and are entitled to fair and equal treatment before the law regardless of race, ethnicity, gender, sexual orientation, social standing or wealth.
 * Ideology: ** A set of beliefs that are meant to dictate how society should function

The focus of the lesson is how the ecological conditions of the time, and the lack of technological development, created the ideologies of the ancient and medieval worlds. Individuals could not hope to survive on their own. They had to depend on their families and villages in order to stay alive. Bonds of kinship were strong. Thus, the emphasis was always on what individuals owed to the group, not the other way around. The people of the ancient and medieval world did not have a concept of human rights, as any protections an individual might have could be revoked if it meant enforcing them was bad for the group. Instead, people based their self-worth the fulfillment of an intricate web of duties to family, village, clan and tribe. It was this that gave them dignity in a world that denied that individuals had inherit worth. Individualism as we know it did not have a foothold everywhere until 1850s, and then only in America. Human rights as an ideology didn't bloom until after World War II. The second and third worlds today, it can be argued, have not adopted in a deep way the idea of human rights.

For most people in the ancient and medieval world, life was usually nasty, brutish and short. Violence was accepted because the pain that violence causes was simply common. People live in constant physical pain. There wisdom teeth that were never pulled, infections that would flare up occasionally, broken bones, dislocated joints and other ailments that, because there was simply not the medical technology to treat them or help them heal properly, would cause lifelong and worsening pain. On top of this, they still had to do heavy physical labor. Epidemics that might sweep away a third of a village were common. Even the wealthy were not safe. In sickness, the only benefit they might have was that while drowned in their own vomit, they could do so on a softer bed. Knights, soldiers and warriors, while better fed than peasants, faced even higher risks of being maimed or killed in battle.

Women faced an especially disturbing reality: Even if they had the option not to getting married (which young people often didn't have), and having children, they then had a myriad of other unpleasant choices: they might stay in the household of their father or brothers, being reduced to essentially a servant with far less authority over the children than otherwise. The other adults might also call them a "burden"; they could attempt to live on their own, but this was impossible. No person could possibly handle all the work alone needed to provided the necessities of life, and they faced the prospect of dying alone, starving and too weak to care of themselves and nobody to take care of them (providing for elders as they became unable to work was accepted as the whole point of having kids). Pregnancy and birth, in turn, were always painful, and could very well cause injury or death. The baby might not even survive. When the parents found themselves with a baby they couldn't feed or take care of, it wasn't unheard of for the mother to "accidently" role on top of it while sleeping, and thus "accidently" smother the baby.

Executions, beatings, rape, physical torture and other crimes that today are today considered universally unacceptable regardless of context were acceptable to people from the ancient and medieval worlds, so long as they were done with what was felt to be justifiable reasons. Children could be beaten for talking back to a parent, a thief executed for stealing flour, a woman raped by soldiers attacking her village while on the war path.

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

// List the items that need to be printed out for the lesson. // // Idea Wheel for each student. // // Readings from "Life in the Medieval Islamic World" and "Europe: A History." // // Reading of the Geneva Convention // // Reading "Medieval Iberia." //
 * Handouts **


 * Maine Standards for Initial Teacher Certification and Rationale **


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * // Learning Styles //**


 * // Clipboard: //** Classes are organized into a clear sequence of activities and presentations by the teacher. Students are encouraged to make a list of elements found in the ancient and medieval households.


 * // Microscope: //** The topic of this lesson is most essentially about the deep structure of the ecological and social elements that are the essence of an era, and thus require the deep study that microscopes so enjoy.


 * // Puppy: //** As a part of that topic of the essence of the era, social relations back then as they compare to those of today are important, and the study of how people relate will be something "puppies" enjoy.


 * // Beach Ball: //** The product of this activity is kinesthetic, allowing beach balls to get up and move in order to engage them.


 * // Rationale: //** I have a created a topic that can appeal to students from several different angles, which means that it could potentially engage them in more than one way if they have more than one chief style or at least in one way if they have only one.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //** (See content notes)


 * // MLR or CCSS: //** (MLR)


 * // Facet: //**// Explain //


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal: ** Lecture centered on the explanation of a video
 * Visual: ** Images of clothing or artifacts from the era
 * Kinesthetic: ** Students can stand up and be a part of a ancient/medieval family that the class collectively creates a typical family. They then match themselves to typical duties expected of that person in a household.
 * Interpersonal: ** students can get in groups to discuss what they think of a situation where a son has to take up the family farm, but would rather be a traveler ("Is it fair that he must stay and work for his family?").
 * Intrapersonal: ** Students are asked to explain what their family does for them and what it means for them
 * Logical: ** Looking at the numbers: what is the cost of raising a family or household?


 * // Type II Technology: //**// Glogster and audio. //


 * // Rationale: //** I have a significant variety of activities that cover a range of mediums, so that students can view the material from more than one perspective. Variety, by its nature, produces engagement. This can have the effect of helping students practice skills they haven't used before or appeal to them even if they have only one skill that is very strong.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** My formative assessments will be frequent checking for understanding, along with the dilemma of the young peasant who would rather travel but must stay at home to work the farm. This way, I can check to see if they are beginning to think about the factors that figured into people's decision making.


 * // Summative: //** The summative assessment for the students will be to make a family collectively as a group that is typical of the time period.

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 * // Rationale: //** Assessments such as informal questioning, peer assessment and a final product that is made with a kinesthetic and group activity allows student to show their learning on multiple occasions and in unique ways. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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