Integrated Thematic Unit Project: 2-3 week unit of study Alyson Cockerham ECI 430/435 Methods Fall 2013

November 21, 2013

PART I: The Unit Title and Preface The Middle Ages, Renaissance, and Reformation A Change is Coming!

The Unit Title and Preface: The title I have chosen for my unit will be called The European Middle Ages, Renaissance, and Reformation. I have chosen this title because it is the content that I will be teaching during the time period of my student-teaching.

A. Context for Learning: About the school/area: 1. In what type of school do you teach? - I currently teach in a middle school which includes grades 6-8. I am teaching at Rolesville Middle School which I consider to be in a suburban area. Rolesville is located on the outskirts of Raleigh, so I would define the town as suburban. 2. List any special features of your school or classroom setting that will affect your teaching in this learning segment. - Rolesville Middle School is fairly new as it is in its third year of being open. Rolesville is an entirely year-round school, so there are four tracks that substitute in and out of being in school. I have asked many people about the year-round system and I have found that many people truly enjoy it and feel that the students benefit from it greatly. Teachers and parents feel that the students are much more refreshed and ready to learn when they get periodic breaks from being in the classroom. I have found as I have observed that students do respond very well to these breaks. My cooperating teacher, Mr. Kasse, teaches social studies on a team with three other teachers. I have been present for team meetings and feel that this is very beneficial as the teachers are easily able to make integrated curriculum connections which will help them to tie in their lessons to the lessons of other subjects. Also during the team meeting, there is a guidance counselor and special education teacher present, so teachers are able to discuss individual students and their specific hardships and situations. I feel this creates a sense of unity within the team as they are all working together to help the students be the best they can be. Each of these factors will help me to learn and gain a better understanding while I am in the classroom. 3. Describe any district, school, or cooperating teacher requirements or expectation that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, interdisciplinary learning, or standardized tests. - My cooperating teacher has basically completely given the reigns to me for instructional methods. My teacher tries to comply with the curriculum pacing guide that the Wake County School System provides because they are given quarterly benchmark tests. I was given my specific unit because I will be taking the class over at the time that this unit is to be taught. As for instructional strategies, my cooperating teacher really enjoys letting the students be hands-on and allowing them to be interactive, so this works out really well for me. The only area which we differ in is assessment. Mr. Kasse enjoys giving tests as his primary strategy for assessment, but I really enjoy giving projects, presentations, etc, but thankfully he has given me full

permission to do these assessments. My teacher is on a team, so I will be working with other teachers to integrate certain strategies, but I do not feel that this is interfere with my content and sequence of teaching. About the Class Featured in this Assessment: 1. What is the name of this course? - I have been placed in a 6th grade Social Studies course. The name of the entire course is World Geography, History, and Culture: Patterns of Continuity and Change. 2. What is the length of this course? - This course will last for one year. 3. What is the class schedule? - This course will last for 47 minutes every day. 4. Is there any ability grouping or tracking in history/social studies? - My teacher has 4 social studies classes every day. During his first two core classes, he has more gifted children. During the final two core classes of the day, he has students that struggle a little more to grasp certain concepts. I do not believe that any of the classes are so clearly different that they need to be set apart from others. When Mr. Kasse creates lessons he does not differentiate from one class to another, he continues to teach the same material in the same way. He has not mentioned any tracking, but I know that certain classes are grouped based upon their ability. 5. Identify any textbook or instructional program you primarily use for history/social studies instruction. If a textbook, please provide the title, publisher, and date of publication. - My teacher does not use any textbooks for his instruction. He creates all of his own material using technology programs for presentations and showing students examples and simulations on the internet using his SmartBoard. I have never even been introduced to a textbook in his classroom. I will be using the CMAPP pacing guide to keep myself on track with what students are supposed to be learning, but I do not plan on using any of their instructional strategies. 6. List other resources you use for history/social studies instruction in this class. - My classroom has a SmartBoard located in the front of the room. My class has two desktop computers located at the side of the classroom for student-use. My teacher has his own laptop that the school provides. The media-center has iPads, laptops, and hand-held clicker technology that students will be able to use if we can gain access. About the Young Adolescents in the Class Featured in This Assessment 1. Grade level: 6th grade- Age range of students: 11-12 years of age 2. Number of - Students in class: 2nd period- 27 students (male 16) (female 11) 3rd period- 25 students (male 13) (female 12) 5th period- 24 students (male 10) (female 14) 6th period- 25 students (male 11) (female 14)

3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need. - Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment. Students with Specific Learning Needs

IEP/504 Plans: Classifications/Needs Example: Learning disability

Number of Students 2

Supports, Accommodations, Modifications, Pertinent IEP Goals Close monitoring, copy of PowerPoint notes and follow up

Reading disability Learning disability Vision Impairment Other Learning Needs Example: Struggling readers

7 5 5

Test in separate room with read aloud Extra testing time Mark in test book, not on scantron

Number of Students 5

Supports, Accommodations, Modifications Provide oral explanations for directions, extended time, and sentence frames to support written responses

B. ORGANIZATIONAL PRINCIPLE: When choosing a theme for my unit, I had many ideas as I feel like my content covers a broad spectrum. I am really excited to incorporate each of these events in history and allow students to see connections between them. I feel that the best way to tie each of these events together is by showing students that changes were occurring throughout this time period which improved society overall. I decided to name my unit theme A Change is Coming! I felt that this was appropriate because so many aspects of society were transforming throughout the Middle Ages, Renaissance, and Reformation. The roles of citizens within society were changing with the feudal system coming into power. The ability for survival was becoming much different as many diseases came into being such as the Black Death. The reflection of the accomplishments of men was much different throughout this time period with the emergence of the Renaissance Man. Within the religious realm, Martin Luther brings about much change as he creates the 95 Theses and weakens the influence and popularity of the Catholic Church. Creativity brings about much change as art, architecture, and sculpture takes on a much different shape with artists such as Leonardo da Vinci, Michel Angelo, Raphael, etc. With all of this change and transformation happening throughout this time period, I feel that the students will be able to relate to changes happening within their own lives with friendships, relationships, family, making difficult decisions, and finding out who they are meant to be. I believe this theme will align perfectly with the content and connections to the lives of middle school students. I also believe that this theme will allow for English language arts to be presented with the different types of literature and broad writing we will discover throughout this unit. C. PRIMARY SUBJECT MATTER FOCUS: THE FOCUS! The focus of my unit will be on the Middle Ages, Renaissance, and Reformation. This unit will contain a LOT of information and account for a lot of time as this period covers roughly from 472-1750. Allowing this topic to be my focus, I will be able to incorporate a lot of influential people, events, and ideas into my unit. As there was so much controversial change that was happening, I want to use this to link change within European society to change within the lives of my students. I will utilize events that have happened involving the roles of people in society, life during this time period, diseases that shaped society, the ever-changing vision of the Renaissance Man, the religious influence and changes, art, infrastructure, etc. Students will be able to make connections between a changing society in early Europe and the changing society we have today. I am excited to focus on this point in history because we will be able to use a lot of creativity and art to enhance our understanding of this time period. Primary Content: - Feudal System - Roles of different individuals - Charlemagne - Joan of Arc - Black Death - Renaissance Man - 95 Theses; Martin Luther - Decline of Catholic Church

Vikings, Normans, Medieval Knights Daily Life in Medieval Europe Infrastructure Art: Leonardo da Vinci, Raphael, Donatello, Michel Angelo, etc

Rationale: Students need to understand the importance of this time period to the advancement of history and where we are today. With the expansion of roles within a society, artistic and mental creativity, and religious transitioning, students will be able to understand how this time period shaped the world we live in today. They will realize the differences that individuals made during this time period and they will be able to connect that to their own lives and the world we live in today. Common Core State Standards: CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. - CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. - CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. - CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. - CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. - 6. H. 1 Use historical thinking to understand the emergence, expansion, and decline of civilizations, societies, and regions over time. - 6. H. 2 Understand the political, economic, and/or social significance of historical events, issues, individuals, and cultural groups. - 6. G. 1 Understand geographic factors that influence the emergence, expansion, and decline of civilizations, societies, and regions. - 6. G. 2 Apply the tools of a geographer to understand the emergence, expansion, and decline of civilizations, societies, and regions. - 6. E. 1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies, and regions. - 6. C & G.1 Understand the development of government in various civilizations, societies, and regions. - 6. C. 1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations, and regions. Incorporation in classroom: I believe that my unit will incorporate learning and innovation through the use of critical thinking and application. I want my unit to question students and make them think less about just a general understanding but more about why is this significant and how does this apply to life? I want my students to be able to form -

their own opinions and develop cognitive thinking abilities. I plan on doing this by utilizing multiple forms of primary source texts and allow students to relate those to secondary texts and synthesize this information. I will also incorporate as much technology into my lessons as possible. I will allow my students to not just watch me present information through technology, but I want them to create technological presentations and research skills as well. D. ORGANIZING QUESTIONS: In relation to the students learning experiences and how they connect to the theme 1. How does the feudal system differ from the roles that certain people had in society during Ancient Rome? 2. What did the Black Death do to society and how did it shape the society that was created? 3. What did the 95 Theses by Martin Luther do to transform the Catholic Church and how did that impact society? 4. What types of art were created during this time and why are they considered so important in the world today? E. GOALS: My hopes for this unit: - Students will be able to think critically about roles within the feudal system and how they relate to roles within the world today. (School System Roles) - Students will be able to understand how to relate the Black Death and its impact on society to many diseases that we have today. - Students will be able to respect the religious differences of others and understand how certain religions emerged and why we have them today. - Students will be able to discuss the power that is engrossed in art and understand that people can change a society based upon their creativity and innovative actions. - Students will be able to strive for a better understanding of todays society and how it relates and was sculpted through the experiences of previous civilizations. F. GENERAL UNIT OBJECTIVES: 1. (Cognitive): Students will be able to develop critical thinking. 2. (Cognitive): Students will be able to utilize multiple approaches to develop their ideas. 3. (Cognitive): Students will be able to generate their own approach on how to develop an idea/opinion. 4. (Affective): Students will be able to work cooperatively with peers. 5. (Affective): Students will be able to value his/her own voice within the classroom. 6. (Affective): Students will be able to collaborate with others for a common goal. 7. (Performance): Students will be able to present to the class orally. 8. (Performance): Students will be able to prepare their own creation of art. 9. (Performance): Students will be able to write creatively about the time period. Common Core State Standards for middle grades English language arts and social studies

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

G. POSSIBLE UNIT MATERIALS AND SUPPLEMENTARY TEXTS: - Videos/ Simulations on Feudal System http://www.youtube.com/watch?v=Lts_1HSOQhY http://www.youtube.com/watch?v=cX5AL43BXhc http://www.youtube.com/watch?v=7LtbFQEXRBU * - Primary Source Documents on middle ages/feudal system http://falkovehistory.weebly.com/uploads/1/0/4/0/10408720/western_c iv_-_middle_ages_-primary__secondary_sources.pdf * Tons of primary source documents can be found here: http://www.eyewitnesstohistory.com/mefrm.htm - Videos /Simulations on Renaissance http://www.youtube.com/watch?v=Vufba_ZcoR0 http://www.youtube.com/watch?v=4mgSPiAiBjU* - Primary Artistic Document for Renaissance Period http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinksRenaissance.html http://libguides.lib.msu.edu/content.php?pid=95326&sid=713042 - Videos/Simulations on Reformation http://libguides.lib.msu.edu/content.php?pid=95326&sid=713042 http://www.youtube.com/watch?v=F6ZsIyKHTNI http://www.youtube.com/watch?v=akv0HblgWs0 - Primary Source Documents on Reformation http://www.fordham.edu/halsall/sbook1y.asp http://researchguides.library.tufts.edu/content.php?pid=296748&sid=2 436376 - I found all of my information through web searches and I feel very confident in choosing what to pick for my class to read and watch. There are so many documents to choose from and I hope to be able to include there in my unit at some point. I plan on switching up my instruction each year so we have new and fresh ideas. H. POSSIBLE ACTIVITIES/ INSTRUCTIONAL STRATEGIES: - Creating Prezi/PowerPoint Presentations - Video Simulations - Skits

Presentations Creating Websites Jigsaw Activities Dramatized Activities Creative Writing Letters Group Activities Class Discussions Research Inquiries Oral Presentations Comprehensive Strategies Reader of the Day Learning Teams Fishbowl Creating Web 2.0 presentations Analyzing Primary Sources Group Work and teaching the rest of the class

I. UNIT MAP/NARRATIVE OVERVIEW: Day One: I will introduce the Middle Ages to my class on this day. I will begin class by having a freewrite and follow that up with a discussion about the freewrite question. I will then transition into a Prezi Presentation where we will read through this as a class and prompt students on taking their notes. Next, I will have students watch a video that will be a good transition to instruction for the next day. Finally, we will have a final discussion about what we learned and students will turn in an exit slip at the end of class to leave the room. Day Two: Students will enter class and have a freewrite on the board. We will have a brief introduction through video and Guided Notes. Then we will transition into an activity which will allow students to have a real-life example of the Feudal System. Students will be separated amongst the room in different seats based upon a random selection process. We will finish with a diagram of the feudal system. We will have a conclusion of the class where we go over what we have learned and overview of what to do tomorrow. Day Three: We will begin class with a freewrite and discuss our findings and answers with the entire class. One this day, students will be divided into groups and given certain roles within their groups. Students will use these groups to analyze primary source documents and synthesize all of this information by collaborating with group members. I will pass out an instructions sheet for a Weebly presentation they will be working on the next day.

Day Four: We will begin class by having students reconvene with their groups and get laptops which we have rented out as a class. As students get their laptops, they will work as groups to create Weebly websites which will display the work they have done constructing feudal contracts with the rest of their group. They will make their Weebly presentations and prepare to present them to the rest of the class tomorrow. If they do not finish, then it should be completed for homework. Day Five: Weebly Presentations Day! Each group will have about 7 minutes to present their Weebly for the class and each group has to be respectful to the other groups. I will provide a rubric which I will use to grade the Weebly presentations. At the end of class, each group member will fill out a peer evaluation for each of their group members which will count as a part of their grade. We will begin with the Renaissance tomorrow. Day Six: We will introduce the Renaissance Period during class today. There will be a freewrite and discussion to start off class and I will create a Prezi presentation on the Renaissance Period and students will copy down guided notes. There will be a short video to follow the presentation and students will be expected to write on a Glogster Message board that I will send out for homework. Each student will have to create one response to the Glogster message board and this will be a participation grade. Day Seven: We will do a freewrite on the Black Death and how it affected the citizens during the Renaissance. We will have iPads on this day and each of the students will participate in an online simulation in which each student is a character during the Renaissance period and you go through their life with them and find out if you surivive or die because of the Black Death. After the completion of this activity, students will write a reflection on how they felt about the activity and this will be taken up and graded for a summative grade. Day Eight: Today we will be working on Renaissance Art and beginning the project for the Gallery Walk! We will start with a freewrite and I will have a brief Prezi Presentation on the artists of the Renaissance and what they created. We will make interpretations on the art and I will allow students to share their interpretations. At the end of class, I will give students an instructions sheet that tells students that they will be partnering up with another student and creating their own Renaissance art. Students will have a few minutes at the end of class to collaborate with their partner and get some ideas flowing. Day Nine: We will use this day as a work day for our Gallery Walk! Students will get with their assigned partner and work on the art they are going to create. They

are allowed to create whatever type of art they would like whether that we a sculpture, poster, building, etc. There will be guidelines for the art such as a rationale for what it means, title, where you would put it, etc. Students will work on these for the entire class period and be assigned to finish them for homework over the weekend. Day Ten: Today is our Gallery Walk! Students will put their art on display around the room and students will be allowed to walk to each art piece and observe what was created. Students will be able to ask each other questions. There will be strict rules that students do NOT touch art. Students will leave art in the classroom for me to grade with the rubric. This will count as a major test grade. At the end of class, I will explain that we will be covering the reformation tomorrow and that everyone needs to be respectful of religious differences. Day Eleven: Today I will introduce the Reformation to my class. We will have a freewrite and a brief Prezi Presentation in which we will talk about what the Reformation was and why it was important. I will have a short video at the end of class and ask students to read a primary document on the Reformation for homework. We will be working with it tomorrow. Day Twelve: Today we will discuss the primary document which will be an excerpt from Martin Luthers 95 Theses. We will examine this document more in depth during class and students will fill out a thinking map on the document. In partners, students will compare and contrast the catholic beliefs and Martin Luthers beliefs. Students will be able to synthesize this information within the bubble map and for their own opinions about the documents. Students will turn in this bubble map for a participation grade. We will conclude this unit by discussing what we have learned and creating a Wordle on the SmartBoard.

Part II: The Daily Lesson Plans The Middle Ages, Renaissance, and Reformation A Change is Coming!

Alyson Cockerham, ECI 430/435 The Middle Ages, Renaissance, and Reformation Context: This is the first lesson in a unit dedicated to the Middle Ages, Renaissance, and Reformation. This lesson will introduce the chaotic Roman Empire and allow students to understand and discuss how the Medieval Period began, why it began, and how it is significant today. This lesson will introduce the topic and kick-start this unit! Plan Number: 1 of 12 Primary Instructional Objective and Common Core State Standards: - 6. H. 1 Use historical thinking to understand the emergence, expansion, and decline of civilizations, societies, and regions over time. - CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. - 6. H. 2 Understand the political, economic, and/or social significance of historical events, issues, individuals, and cultural groups. - Students will be able to Cognitive: Develop critical thinking skills - 1.1: Recall what the causes of failure were for the Roman Empire during the 5th Century. - 1.2: Understand who Charlemagne was and why he is important. Affective: - 2.1: Participate in an interactive discussion about the Roman Empire and Charlemagne. Materials/Resources Required: - Prezi Presentation on the collapse of the Roman Empire and emergence of Charlemagne Link: http://prezi.com/kx14nsujsw5v/edit/#0 - White Board - Prompting Questions to lead discussion - Pen/Pencil - Paper - Video: http://education-portal.com/academy/lesson/feudalism-charlemagneand-the-holy-roman-empire.html#lesson Time: 47 minutes Instructional Procedure/Steps: - Allow students to enter class, find their seats, and settle down. Allow them to get situated and remind them to focus on their warm-up activity on the board. (2 minutes)

Warm-up Freewrite Question: Why do civilizations fail? How do they become whole again? (5 minutes) Prompt a discussion on these questions and allow students to share their insights on the matter. (5 minutes) Allow students to get out a sheet of paper and a pencil and work through the Prezi presentation. Choose a reader of the day to read through the slides and talk through the important parts for students to jot down in their interactive notebook. (20 minutes) After the Prezi has finished, I will show students a short video in which the fall of the Roman Empire and emergence is explained more in depth. Discuss maps of the Roman Empire and the area it surrounds. Also, the video will intro feudalism to them which we will visit more tomorrow. (8 minutes) Finally, we will summarize what we have learned in class for the day by asking students to turn in one thing they have learned on a slip of paper when they exit the room. I will also explain that they will have different seats starting tomorrow because we are going to do an in-class feudalism example the next day!

Evaluation: As students are having oral discussions, I will circulate the room and make sure students are participating and thinking about questions. As students are taking notes on presentations, I will circulate the room and make sure they are writing them in their interactive notebook. I will ask students to turn in an exit slip of one thing they learned from the day for a participation grade at the end of class. These will be returned the next day to be put in their notebook.

Accommodations: - Students in need of extra time to complete exit slip or notes will have these. - Students will read presentation out loud, so they all will be able to understand. - Any vision/hearing impairments will be accommodated in any way possible.

Alyson Cockerham, ECI 430/435 The Middle Ages, Renaissance, and Reformation Context: Todays lesson will focus on the feudal system and allow students to get a real world example of what feudalism was like. We will spend much time discussing what the feudal system was and how it changed society in Europe. This lesson will provide a real-world example for students as we discuss and show how the feudal system worked during this time period. Plan Number: 2 of 12 Primary Instructional Objective and Common Core State Standards: - 6. H. 2 Understand the political, economic, and/or social significance of historical events, issues, individuals, and cultural groups - 6. C. 1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations, and regions. - Students will be able to Cognitive: Use a variety of approaches to develop an idea. - 1.1: Apply feudalism to their own classroom position. Affective: Develop community in the classroom. - 2.1: Demonstrate the feudal system through a simulation of classroom atmosphere. Performance: Construct a model. - 3.1: Construct a connection to the feudal system and real-world simulations.

Material/Technology Resources Required: - Video on Feudal System: http://www.youtube.com/watch?v=7LtbFQEXRBU - Guided Notes Sheet for video - Worksheet for Feudal system Diagram - Pen/Pencil - Paper - White Board - SmartBoard Time: 47 minutes Instructional Procedures/Steps: - Allow students to enter class and instruct them to each sit on the floor with their belongings because the desks will all be pushed to the back of the room. - Each student will sit down and get focused for the days events. (2 minutes) - Students will look on the board for their freewrite and take a few moments to develop some thoughts about the question and jot them down. Freewrite Question: Write down a hierarchy we have in this school? (i.e., Principal,

Vice Principal, Guidance Counselors, Teachers, etc) Explain your thought process. (5 minutes) We will have a discussion on these questions and answers and allow students to develop their own mindset for a system of society. (5 minutes) We will then do a brief overview about the introduction of the feudal system we had yesterday. What it was and what it provided for Rome. (3 minutes) We will watch a brief video with guided notes for students in which the feudal system is explained. (5 minutes) I will then explain that for the rest of the unit students will be put into a hierarchy of individuals. I will put each students name in a hat and choose AT RANDOM who is the king, lords, and serfs. Instructions to follow at end of lesson. (17 minutes) I will then pass out a worksheet in which students will write down the complete feudal system diagram with explanations in the margins of who was what and why. (7 minutes) We will have a conclusion in which voluntary students will explain what they learned from the lesson today.

Evaluation: As students complete their freewrite, guided notes, and feudal system hierarchy I will be circulating the room to ensure that students are completing their work in a timely manner. I will be evaluating class participation through discussions and ability to think freely about a subject.

Accommodations: Students will be accommodated in any way needed. For the feudal system classroom simulation, students will be able to let me know if they have vision, or physical impairments that may get in the way of their participation.

NOTE: Explanation of classroom simulation - My cooperating teacher does this with his students during this unit every year. He said it has been a huge hit every year and the kids absolutely love it. Sometimes it can get controversial with parents, but the students think it is so much fun. - The students are randomly drawn and there is 1 king, 5 lords, and every else is serfs. The king sits in the rocking chair, lords sit in the desks, and all the serfs sit on the floor. - Students do the work for this unit in these areas every day and are allowed to bring pillows or whatever they need if they are sitting on the floor. - Students will write a reflection on this at the end of the unit.

Name: Date: Guided Notes: Feudal System Short Video

Instructions: Answer the questions and fill-in-the-blanks based upon the information provided in the video.

1. What made it difficult to keep law and order in the place? _______Invasions________

2. In the need for ____protection____ a new system called _____feudalism_____ evolved.

3. What was feudalism?

4. Hierarchy of feudalism: ___King______ __Lords____ _Vassal__ _Serf_

5. Large house with surrounding villages is called a ___manor__.

6. What was a big idea of feudalism? ____Mutual Obligations___

7. Was there a contract involved? Yes or No?

8. The best thing agriculturally that happened was the development of the __3-field system__.

Alyson Cockerham, ECI 430/435 The Middle Ages, Renaissance, and Reformation Context: Todays lesson will allow students to analyze primary source documents about feudalism specifically feudal contracts. Students will utilize group work in order to create their own contracts within groups while collaborating with others in their group. Students will have available resources to form their own opinions about the contracts and allow them to create their own findings. Plan Number: 3 of 12 Primary Instructional Objectives and Common Core State Standards: - CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. - CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. - 6. H. 2 Understand the political, economic, and/or social significance of historical events, issues, individuals, and cultural groups - 6. C. 1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations, and regions. - Students will be able to Cognitive: Translate information. - 1.1 Interpret what a primary source document is trying to say. Affective: Respond to literature. - 2.1 Relate what is being said in a body of literature and connect it to todays society. Performance: Write contracts. - 3.1 Write their own original contracts with the collaboration of others. Material/Technology Resources Required: - Primary source document - SmartBoard - Computer - SmartBoard - Instructions Sheet - Pen/Pencil - Paper - White Board - Previous Notes Time: 47 minutes

Instructional Procedures/Steps: - Students will enter room and sit in their spaces they were assigned in the classroom feudal system. Students will get settled and focused in on class. (2 minutes) - Students will have instructions on the board. Pick up a primary source packet from the front of the room. Students will then be instructed to sit down and read it quietly. (5 minutes) - As students are reading I will pass out an instructions sheet in which we will read as a class once they finish their reading of the primary source. (5 minutes) - Students will be put into groups where they will be creating their own contracts. I will assign the groups and each group will have a king, a lord, and 5 serfs. There is only one king in the class (who sits in the rocking chair) so that person will rotate groups and share their thoughts and findings. (20 minutes) - Students will have the freedom to use desktop computers in the room in which they can do their own research and look into the contracts more. Each student in the group needs to jot down notes. - We will end class by telling the students to finish their research and constructing contract ides for homework because the next day we will be working on creating Weeblys to share our contracts and they will eventually be presented to the class. Evaluation: As students are working in groups I will be going around to each group and observing/helping with the research and inquiry of the feudal system and how it works. I will tell students about peer evaluations worksheets that will be included with the final presentation at the end of the week, so all team members need to contribute to the group. I will also be collecting notes and allowing students to receive participation grades based upon the notes that they take and annotations they are making on their primary source documents.

Accommodations: - Students will be accommodated with group work and reading as needed. - These will be met on a case to case basis. - Groups will be constructed so that students are put into groups with people that will help them and bring fairness to the groups.

Primary Source Document: http://falkovehistory.weebly.com/uploads/1/0/4/0/10408720/western_civ_-_middle_ages_primary__secondary_sources.pdf Instructions for groups: - Each group will read the primary source document on constructing contracts within the feudal system. - Groups will be divided up based upon their status in the room. I will assign groups myself. - Students will conduct their own research based upon the primary source and use of computers that are available within the room. - Students will work together to synthesize this information and figure out what needs to be included and what they decide does not. - These contracts will be conducted using thinking from this day and age. - Students will create Weebly presentations as a group after they conduct their own research.

Alyson Cockerham, ECI 430/435 The Middle Ages, Renaissance, and Reformation Context: Today students will be learning about the feudal system and using their critical thinking abilities to create their own contracts by collaborating with others for a common need. Students will be able to utilize technology and a Web 2.0 took in order to create a presentation to share with the class. Students will utilize their knowledge of the feudal system and how it work to collaborate with others and create a contract which will be beneficial to all involved.

Plan Number: 4 of 12 Primary Instructional Objectives and Common Core State Standards: - CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. - CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. - CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. - 6. C & G.1 Understand the development of government in various civilizations, societies, and regions. - 6. C. 1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations, and regions. - Students will be able to Cognitive: Synthesize information - 1.1: Generate their own ideas based upon their research Affective: Relate information to todays society. - 2.1: Cooperate with peers for a common goal within the assignment. Performance: Present information. - 3.1: Create a presentation to show to the rest of the class. Materials/Technology Resources Required: - Primary source document - SmartBoard - Computer - Instructions Sheet - Pen/Pencil - Paper - White Board - Previous Notes - Laptop for each member of class

Time: 47 minutes Instructional Procedures/ Steps: - Students will immediately come into class and sit in their assigned spaces in the room. (2 minutes) - One the board there will be directions to sit in your group that you are working with for the group assignment. (1 minute) - Once students are all sitting down with their groups quietly with all of their resources, one group at a time will be able to get up and get a computer to work on their Weebly for their feudal system contract. (4 minutes) - Students will utilize the rest of the class period to work on their Weebly as a group and finalize their presentations for the class that will be taking place the next day. (35 minutes) - Students will return computers. (5 minutes) - We will conclude class by going over what we learned for the day and making sure students know they are getting up in front of the class the next day to present their Weebly to the class. (2 minutes) Evaluation: I will go around the room and supervise group work for students. Students will have to turn in notes and group evaluations at the end of the assignment. I will let it be known that students who are not participating will be severely penalized. The Weebly will be a major test grade and if students are not participating their grade will be penalized based upon the references of the rest of their group members.

Accommodations: - Students will be accommodated based upon their individual needs.

Part III: Evaluation The Middle Ages, Renaissance, and Reformation A Change is Coming!

EVALUATION GUIDELINES: 1. Present you criteria for evaluation prior to process/product students are expected to satisfy If students dont have the criteria beforehand, then they wont know how to focus their work. Present the criteria, provide opportunities for questions, provide instruction toward criteria, and refer back to the criteria along the way. - I believe in this statement wholeheartedly. I feel that students perform best when they are aware of the expectations that you have as a teacher. When introducing an assignment, I think this is the best time to introduce how you will be assessing the assignment. The first thing that comes to my for this evaluation practice is writing paper. When I write paper, I like to have an entire rubric in front of my before I even start writing because I want to know what needs to be included, how it will be graded, and what is expected. I believe this is good practice for my own students as well. I think students will respond well to having an expectation early. - I find that I like to provide many low-stakes assessments or summative assessments before I give a formative assessment. I believe this helps students feel confident when they know they have already been evaluated on a subject and done well, so they know they have a good chance at doing well when it comes to high-stakes. - Personally, I am not a fan of written tests, I enjoy giving students other options to show what they know through presentations, papers, digital products, teaching others, etc. I believe that testing is scary for students and I do not want my students to feel uncomfortable especially in an environment in which they are being evaluated. But I am also aware that testing is inevitable and I need to prepare my students for what it coming at them. 2. Prepare students to succeed Evaluation should not be a set up in which your purpose is to show them how much they dont know. Create assessments that provide students the opportunity to show what they do know. - I strongly believe in this part of evaluation as well. I think focusing on students strengths and what they enjoy will bring out what they do know. This is important when speaking about giving students different options when it comes to evaluation. Students can choose the evaluative practice in which they feel the most confident and they know they can be successful. - I also enjoy group work assignments in which students can collaborate and bounce ideas off of each other. This creates an environment in which student can learn from others and by teaching others. I think this is a win-win situation for all involved. - The draw-back to group work is that some students may not participate they may just copy off of the work of others. Students who do this are hurting themselves and this is not okay.

I think many students enjoy working with other and this not only evaluates what they have learned but also their ability to work with others in a controlled setting. This is a learning experience for all. 3. Evaluation must focus on what you have taught Ask yourself the question, Have I taught student what I am testing? This question might refer specifically to content, process, or product, AND/OR the necessary skills and strategies to master some aspect of content, process, or product. - I believe this is truly where the task of evaluation falls on the teacher. You have to create assessments and evaluations on what you know the student SHOULD know based upon what you have covered in class. Students have the ability to do well on material that they know. - This also refers to the practice of process. Teaching student show to create assessments through a process of work. Allowing students to understand that it takes time to develop a product, so you need to cultivate it just as you would land. Slow and steady wins the race. Allowing a spot in your evaluations for process is a key as well. - Teaching the content is obvious. - Allowing students to turn in a finished product through their process is key.

PART IV: WORKS CITED AND REFLECTIVE ADDENDUM The Middle Ages, Renaissance, and Reformation A Change is Coming!

A. Reflective Addendum

Dear Reader, I chose this unit because it fell at the time period that I would be teaching. I am glad that it was Middle Ages, Renaissance, and Reformation because it interests me much more than many of the other subjects throughout this course. I came up with a theme for my unit based upon the ideas and events that take place throughout my unit. The Middle Ages, Renaissance, and Reformation is a time period in which many people are going through changes within their roles of society, religious affiliation, and beliefs, so I felt that modeling my unit around change would really connect with middle school students. The process was long and hard, but I ended up finishing strongly! It was difficult to begin planning, but once I got started it seemed to come pretty easily. I feel like my unit is really creative. A lot of components of my unit are centered around letting students get creative and use their own opinions to create a product. I think I give students a lot of variation with activities which will hopefully connect with them at some point. I would like to continue to work on my time management and deciding which pieces of a unit to truly focus on. There will never be enough time to cover everything that you think is important, so its important to decide what you feel trumps something else in the eyes of your students. I did not have many limitations when it came to my cooperating teacher, he is very supportive and have given me the creative reigns to do whatever I would life. I felt a bit limited in what I was able to include for the time I was able to teach. I found to be difficult to fit everything into the unit that I felt was really important. I have not had a chance to implement this unit yet, but in the future I hope it work as I want it. I will pay close attention to the way my students are reacting to my chosen practice. I have a lot of group work within my unit, so I want to make sure they work well in groups before I continue to let them do it throughout my unit. I also want to pay close attention to the way they comprehend readings. I have chosen some detailed and high-level readings for them, so I want to make sure they are able to comprehend insightfully. Finally, I want to pay attention to the way they think critically. Most of my content is driven by why questions that require a more in depth thinking, so I want to make sure they are able to meet my expectations in this realm before I continue to challenge them. I would give my unit a 4 based upon the quality of my unit. I have included various practices that we have learned in our methods courses; I have collaborated with my cooperating teacher, I have researched the content; and I have delved deeply into each of the activities. I think I have included the necessary information and given a wide range of activities which all students will be able to relate to. I think this unit truly shows what I have learned throughout this education program at NCSU. I think the Unit Plan Project was very helpful as a future teacher. I feel like each of the components required me to utilize each of the skills I have gained during my education. I would advise future students to take time to complete each component and do not wait until the last minute. I think this is a project that truly cannot be done at the last minute. I would not revise anything other than making sure the directions are stated clearly and the entire class knows what is happening. I would not revise any components to this project because I think it is great

preparation for future teachers. I enjoyed working on this project and feel much more equipped when making future units.

B. WORKS CITED:

Short Video on Roman Empire and Charlemagne: http://education-portal.com/academy/lesson/feudalism-charlemagne-and-the-holy-romanempire.html#lesson

YouTube Video on Feudal System: http://www.youtube.com/watch?v=7LtbFQEXRBU

Primary Resource Document on Feudal System: http://falkovehistory.weebly.com/uploads/1/0/4/0/10408720/western_civ_-_middle_ages_primary__secondary_sources.pdf

Weebly Set-up Instructions http://www.youtube.com/watch?v=9fSo63922BM

Part V: Process The Middle Ages, Renaissance, and Reformation A Change is Coming!

The Process I chose for my Unit: Multiple Wiki-Postings which explained my unit and rationale Email conversations with methods teachers Email conversations with my Cooperating Teacher Face-to-face meeting with my Cooperating Teacher Face-to-face meetings with methods teachers Peer Evaluations Peer Conversations Model References

Integrated Thematic Unit Project: 2-3 week unit of study Alyson Cockerham ECI 430/435 Methods Fall 2013 November 21, 2013

Thank you!