What is Going on in Early Medieval Europe
Goals & Objectives:
Goal: Students can explain how the Papacy and European monarchs conflicted and cooperated in early Medieval Europe
Objective: Students, given a poster board, make a graphic organizer with early European terms and describe the cooperation and conflicts between the monarchs and the papacy in early modern Europe with 100% accuracy
Goal: Students can explain how the Papacy and European monarchs conflicted and cooperated in early Medieval Europe
Objective: Students, given a poster board, make a graphic organizer with early European terms and describe the cooperation and conflicts between the monarchs and the papacy in early modern Europe with 100% accuracy
California Content Standard
7.6.4 Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
7.6.4 Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
Lesson Introduction
10 Mins
Questioning the Students:
The question on the board:
RESPONSES:
Students will share the answer with a neighbor (as teacher is getting the classroom ready or doing attendance).
After they have had time discussing, the teacher will begin the conversation.
-Field responses for a minute or two.
Now set the stage for Medieval Europe.
Rome has burned to the ground (have an image on the projector of Rome burning. See Picture Below.).
The lands in Europe have Germanic tribes scattered through out Europe with no CENTRAL GOVERNMENT (explain Central Government like Rome or Mecca or Chinese Emperor). (show students the picture of the Europe and show them this area has no strong form of government yet)
-At this time the northern and western parts of Europe have never been the world powers (they were just germanic tribes and people groups).
How will Europe emerge. Remember that today Europe is one of the worlds leaders in technology and economic powers. What we discuss today is the beginnings of the world leading countries.
10 Mins
Questioning the Students:
The question on the board:
- Have you ever had to work with somebody that you disagreed with or have different goals? How do you, or would you, settle or agree with your friend/partner?
- Should government govern its laws according to your religion or personal beliefs? Why?
RESPONSES:
Students will share the answer with a neighbor (as teacher is getting the classroom ready or doing attendance).
After they have had time discussing, the teacher will begin the conversation.
- "Well little tiny children, have you ever had a different goal but had to work it out with a group of people?" -Field responses for a minute or two.
- "And what do you guys think should govern our laws? A religious code or somebody's personal beliefs? Why?"
-Field responses for a minute or two.
Now set the stage for Medieval Europe.
Rome has burned to the ground (have an image on the projector of Rome burning. See Picture Below.).
The lands in Europe have Germanic tribes scattered through out Europe with no CENTRAL GOVERNMENT (explain Central Government like Rome or Mecca or Chinese Emperor). (show students the picture of the Europe and show them this area has no strong form of government yet)
-At this time the northern and western parts of Europe have never been the world powers (they were just germanic tribes and people groups).
How will Europe emerge. Remember that today Europe is one of the worlds leaders in technology and economic powers. What we discuss today is the beginnings of the world leading countries.
Vocabulary
10 minutes
Vocabulary is going to be a key concept before they read. The scaffolding will be a discussion of the few key content and academic words.
Attached below is the vocabulary words needed for this unit. A game to play after the teacher has reviewed the words will be as follows:
pass out the words on a piece of paper. all around the room will have all the definitions in different areas. Students will tape the words under the definitions around the room.
10 minutes
Vocabulary is going to be a key concept before they read. The scaffolding will be a discussion of the few key content and academic words.
Attached below is the vocabulary words needed for this unit. A game to play after the teacher has reviewed the words will be as follows:
pass out the words on a piece of paper. all around the room will have all the definitions in different areas. Students will tape the words under the definitions around the room.
Content Delivery
10 Minutes
The content will be delivered through individual reading. To help the students read, scaffold their reading through grouping and reading strategies. for instance: Go over the headings of each chapter, provided below. The headings below have questions to ask as you go through each of the headings for the students. After you have gone through the headings and helped them understand the whole reading the teacher will read with the whole class for the first 2 pages, helping the students make sense of the lesson. This will help them understand how mind mapping works.
Additional Strategy:
Start off with an easier mind map to scaffold their learning experience.
Ex: Food
Have students talk about different foods and how they would all relate on the mind map!
Do this on the white board or on their own popplet in class.
10 Minutes
The content will be delivered through individual reading. To help the students read, scaffold their reading through grouping and reading strategies. for instance: Go over the headings of each chapter, provided below. The headings below have questions to ask as you go through each of the headings for the students. After you have gone through the headings and helped them understand the whole reading the teacher will read with the whole class for the first 2 pages, helping the students make sense of the lesson. This will help them understand how mind mapping works.
Additional Strategy:
Start off with an easier mind map to scaffold their learning experience.
Ex: Food
Have students talk about different foods and how they would all relate on the mind map!
Do this on the white board or on their own popplet in class.
Student Engagement
20 Minutes
Students will read chapter 6 section 1 of the book (Medieval and Early Modern Times, by Glencoe) pages 324-333. Students will have two things to construct. During the reading, the handout below, will give students place to write (individually) the main ideas and people of the text. They will explain who the person is and why they are significant. Whatever is not finished will need to be finished as homework the next day.
20 Minutes
Students will read chapter 6 section 1 of the book (Medieval and Early Modern Times, by Glencoe) pages 324-333. Students will have two things to construct. During the reading, the handout below, will give students place to write (individually) the main ideas and people of the text. They will explain who the person is and why they are significant. Whatever is not finished will need to be finished as homework the next day.
Demonstrated Learning
Day 2: 45 mins
Students will make a graphic organizer on blank sheet of paper in groups of 3. Students will be connecting people, events and countries together. a list of key terms countries and people will be given as a guideline provided below.
Additional Strategy:
Encourage students (with adult permission) to make their own popplet account. Have students complete their own mindmap assignment for extra credit. This should be a great strategy to increase student learning and interest in the subject matter.
Day 2: 45 mins
Students will make a graphic organizer on blank sheet of paper in groups of 3. Students will be connecting people, events and countries together. a list of key terms countries and people will be given as a guideline provided below.
Additional Strategy:
Encourage students (with adult permission) to make their own popplet account. Have students complete their own mindmap assignment for extra credit. This should be a great strategy to increase student learning and interest in the subject matter.
Lesson Closure
10 mins
Make sure to have students write down the following terms on their review sheets:
Charlemagne:
Concordat of Worms: - Gregory VII and Henry IV
Gregory the Great:
Clovis:
Celts:
Vikings:
Battle of Tours:
Franks
Short Answer:
What is the Role of the Irish Monks?
Teacher will tell the story one more time of what happened in early Medieval Europe preparing them and setting the stage for the next lesson. Teacher will focus on how the divided nobles and divided power between kings and popes sets the stage for the rise of Feudalism. Students will whip around and talk to their neighbors about what they think feudalism is.
10 mins
Make sure to have students write down the following terms on their review sheets:
Charlemagne:
Concordat of Worms: - Gregory VII and Henry IV
Gregory the Great:
Clovis:
Celts:
Vikings:
Battle of Tours:
Franks
Short Answer:
What is the Role of the Irish Monks?
Teacher will tell the story one more time of what happened in early Medieval Europe preparing them and setting the stage for the next lesson. Teacher will focus on how the divided nobles and divided power between kings and popes sets the stage for the rise of Feudalism. Students will whip around and talk to their neighbors about what they think feudalism is.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
Vocabulary key words and pasting the words on the wall will help all of the students learn the words needed for the chapter. The chunking of the reading materials will help ELL, Struggling Readers, and SSN's develop skills for reading. Working in groups (making sure they are paired well) will help them make sense of the material. For advance students, having them make a popplet on their own for extra credit will give them a chance to incorporate technology.
Vocabulary key words and pasting the words on the wall will help all of the students learn the words needed for the chapter. The chunking of the reading materials will help ELL, Struggling Readers, and SSN's develop skills for reading. Working in groups (making sure they are paired well) will help them make sense of the material. For advance students, having them make a popplet on their own for extra credit will give them a chance to incorporate technology.
Where I left off... Period 1,3, and 4:
Period 1 - Talk about Charlemagne
Period 3 - Finished Charlemagne
Period 4 - Talk about Vikings
Period 3 - Finished Charlemagne
Period 4 - Talk about Vikings
Celts - This group was forced by the Angles and Saxons to move into Ireland, Wales, and Scotland.
Clovis - Frankish King who became Catholic. Franks - Germanic people who settled in what is now France and became Catholic.
Franks - Germanic people who settled in what is now France and became Catholic.
Battle of Tours: Charles Martel led the Franks against the Muslims in France. The Franks stopped the Muslim advance.
Charlemagne: A successful Frankish King because he created a system of courts, Had the Popes support, and had a strong military.
Vikings: Scandinavian warriors who terrified all of Europe.
Holy Roman Empire: Otto I sent troops to protect the pope. In return the Pope made him Emperor of the Holy Roman Empire (Germany and Italy).
Irish Monk - Preserved Roman learning and passed it on to the people of Europe
Gregory the Great: Sent missionaries throughout Europe to convert people to Catholicism
Concordat of Worms: - Gregory VII and Henry IV fought over who could appoint church officials. The result of this meeting was the Emperor's power was limited.
http://portal.sliderocket.com/CDASO/Early-Medieval-Europe
Clovis - Frankish King who became Catholic. Franks - Germanic people who settled in what is now France and became Catholic.
Franks - Germanic people who settled in what is now France and became Catholic.
Battle of Tours: Charles Martel led the Franks against the Muslims in France. The Franks stopped the Muslim advance.
Charlemagne: A successful Frankish King because he created a system of courts, Had the Popes support, and had a strong military.
Vikings: Scandinavian warriors who terrified all of Europe.
Holy Roman Empire: Otto I sent troops to protect the pope. In return the Pope made him Emperor of the Holy Roman Empire (Germany and Italy).
Irish Monk - Preserved Roman learning and passed it on to the people of Europe
Gregory the Great: Sent missionaries throughout Europe to convert people to Catholicism
Concordat of Worms: - Gregory VII and Henry IV fought over who could appoint church officials. The result of this meeting was the Emperor's power was limited.
http://portal.sliderocket.com/CDASO/Early-Medieval-Europe