0 Bewertungen0% fanden dieses Dokument nützlich (0 Abstimmungen)
56 Ansichten2 Seiten
Students will compare and contrast the key elements of medieval Japan and Western Europe. They will also be able to consider and relate the cultural significance of different elements. Students will also be asked questions that promoted critical thinking and tried to prompt students to ask questions of their own.
Students will compare and contrast the key elements of medieval Japan and Western Europe. They will also be able to consider and relate the cultural significance of different elements. Students will also be asked questions that promoted critical thinking and tried to prompt students to ask questions of their own.
Students will compare and contrast the key elements of medieval Japan and Western Europe. They will also be able to consider and relate the cultural significance of different elements. Students will also be asked questions that promoted critical thinking and tried to prompt students to ask questions of their own.
Instructor(s): Andrew Haynes and Jon McKinney Course: Social Studies/History
Period: Fourth Grade Level: 8th Day of Week: Friday Alabama Standard(s) Met 12.) Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. Examples: - culture-describing the influence on art, architecture, language, and religion; - politics-describing changes in civil service; - economics-introducing patterns of trade 16.) Describe major cultural changes in Western Europe in the High Middle Ages (10001350). Examples: the Church, scholasticism, Crusades Describing changing roles of church and governmental leadership Comparing political developments in France, England, and the Holy Roman Empire, including the signing of the Magna Carta Describing the growth of trade and towns resulting in the rise of the middle class Learning Objectives 1. Students should be able to summarize and compare the key elements of Medieval Japan and Medieval Europe including religion, art, architecture, agriculture, and armory. 2. Students should be able to consider and relate the cultural significance of different elements. 3. Students should begin to construct their understanding of what life was like in medieval times. 4. Students should be able to work well with others. Instructional Model The Integrative Model The integrative model helps students understand organized bodies of knowledge, topics that combine facts, concepts, generalizations, and the relationship among them. It also emphasizes critical thinking. The model was implemented into the lesson by organizing bodies of knowledge on Medieval Europe and Japan and then comparing and contrasting the two different places during that time period. We asked questions that promoted critical thinking and tried to prompt students to ask questions of their own. Materials/Vocabulary Dry erase markers
Dry erase board
Computer PowerPoint with similarities and differences shown between Medieval Europe and Japan Pen (or pencil) and paper Matrices handout comparing Europe and Japan Procedures (55 minute block) Hook - (5 mins) Enthusiastically begin talking about medieval times and get students thinking about it. Freewrite: Students will write for 5 minutes about what they think their life would be like if they lived in medieval times. While they are writing offer prompting questions. [We got some pretty good responses. They seemed quite engaged] (5 mins) Students will share their freewrites. We lead the conversation constructively. (15 mins) PowerPoint and lecturing time in which questions are encouraged. [We both contributed slides to the PowerPoint and interchanged them in such a way that while we were lecturing we would swap back and forth between who was teaching.] (1 min) Students separate and settle into small groups for group work. (9 mins) Students work together to fill out the handouts while we answer any questions. [During this time we walked around the room talking to individual groups to see if they were understanding and we also answered questions.] (5 mins) After everyone has finished we pull the information together and write it on the board in a matrices of our own. [To allow for more student engagement we also let students come up to the board to write what they had written down on their individual handouts.] (10 mins) Review for key concepts and information. (Last 5 mins) Allow time for and encourage students to ask any questions they might have over the material. Expound upon any questions. Give students the remaining time to work on other school work or get ready for their next class. Assessment We walked around talking to groups individually while checking for understanding through what they had on their papers, the conversations we were having with them, and facial expressions among other indicators of whether or not a child understands the material. The freewrites allowed for an indication of their base understanding. It was interesting to see what their ideas of medieval times were. The final paper assessment was the matrices we got them to fill out. Through a sharing and collaboration of ideas the students began constructing a more refined notion of what the medieval times were really like.