Therese
Marshall
Social
Studies
Lesson
Plan
Grade
6
Unit:
The
Middle
Ages
Objectives:
The
students
will:
• Read
articles
that
outlines
the
feudal
system
of
the
Middle
Ages.
• Recall
information
from
the
articles
and
demonstrate
comprehension
by
filling
out
a
pyramid
shaped
graphic
organizer
outlining
the
members
of
the
feudal
system.
• Apply
new
learned
information
about
the
medieval
period
in
order
to
create
a
journal
entry
from
the
point
of
view
of
a
medieval
individual.
New
York
Standards:
Social
Studies:
• Standard
2:
World
History
Students
will
use
a
variety
of
intellectual
skills
to
demonstrate
their
understanding
of
major
ideas,
events,
and
turning
points
in
world
history
and
examine
the
broad
sweep
of
history
from
a
variety
of
perspectives.
o PI
–
Know
the
social
and
economic
characteristics,
such
as
customs,
traditions,
child‐rearing
practices,
ways
of
making
a
living,
education
and
socialization
practices,
gender
roles,
foods,
and
religious
and
spiritual
beliefs
that
distinguish
different
cultures
and
civilizations.
Common
Core
Learning
Standards
English
Language
Arts:
Reading
informational
Text
Grade
6
Integration
of
Knowledge
and
Ideas:
7.
Integrate
information
presented
in
different
media
or
formats
as
well
as
in
word
to
develop
a
coherent
understanding
of
a
topic
or
issue.
Learning
Styles:
• Visual/Spatial:
Students
will
complete
a
chart,
record
notes,
and
will
view
pictures
relevant
to
the
time
of
the
middle
ages
to
give
them
a
picture
of
the
time
period.
• Verbal/Linguistic:
Students
will
be
exercising
verbal
and
linguistic
skills
when
they
read
the
required
articles.
• Intrapersonal:
Intrapersonal
or
solitary
learners
will
be
able
to
work
and
think
on
their
own
through
the
journal
entry.
Connecting
their
own
thinking
and
ideas
to
the
Middle
Ages.
Therese
Marshall
•
Interpersonal:
Students
will
be
placed
in
groups
in
which
they
will
interact
with
each
other
to
finish
their
graphic
organizers
and
anticipation
sheets.
Materials:
Articles:
http://medievaleurope.mrdonn.org/feudalism.html
http://www.mce.k12tn.net/middleages/feudalsystem.htm
Graphic
Organizer
Journal
Teacher
Resources:
http://medievaleurope.mrdonn.org/feudalism.html
http://www.mce.k12tn.net/middleages/feudalsystem.htm
http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr8/blms/8‐4‐1b.pdf
http://www.google.com/url?sa=t&rct=j&q=feudalism+pyramid+worksheet&source
=web&cd=7&cad=rja&ved=0CEwQFjAG&url=http%3A%2F%2Fquestgarden.com%
2F90%2F83%2F6%2F091111152611%2Ffiles%2FPyramid%2520of%2520Power
%2520in%2520Middle%2520Ages%2520Worksheet.doc&ei=MQQrUeTYOvPW0gH
epIHIDA&usg=AFQjCNE8gnQLK6smKMi‐s2‐
l02xuKtMIKw&sig2=uXIwuqX_f7I248qnLpqN1Q
Multicultural
Component:
The
sources
that
discuss
the
medieval
time
period
give
students
insight
into
how
people
of
the
time
period
used
their
surroundings
to
survive.
The
information
students
will
learn
also
focuses
on
feudalism,
which
at
times
is
considered
a
form
of
“government”
of
that
time
period.
Students
will
be
able
to
compare
the
life
of
those
in
the
Middle
Ages
and
feudalism
to
their
life
in
America
and
our
government.
This
can
be
addressed
in
the
journal
entry
as
well
as
through
discussion
in
class.
Students
will
also
discuss
in
their
groups
about
feudalism
and
how
this
connects
to
them.
Motivation:
In
order
to
initially
engage
students,
activate
prior
knowledge,
and
relate
to
self,
students
will
listen
to
music
from
the
time
period.
While
the
music
is
playing
students
will
be
shown
pictures
of
people
and
items
from
the
time
period
such
as
knights,
jousting,
castles,
peasants,
architecture,
etc.
Students
will
also
have
the
opportunity
to
get
up
from
their
desks
and
place
a
post
it
on
a
timeline
that
will
express
their
personal
comfort
level
with
the
subject.
We
will
then
discuss
in
groups
and
as
a
class
what
we
know
about
the
time
period
and
where
we
learned
this
information.
Procedure:
Before
Learning:
• Students
will
come
to
the
chalkboard
where
a
timeline
with
the
numbers
1
through
10
will
be
drawn.
Each
student
will
then
place
a
post
it
note
to
the
Therese
Marshall
•
•
•
number
that
most
closely
represents
their
comfort
level
with
the
subject
of
the
Middle
Ages
and
Feudalism.
Students
will
then
be
shown
pictures
and
artwork
depicting
the
time
period
while
listening
to
music
from
that
era.
Students
will
then
complete
an
anticipation
guide
about
feudalism
and
the
middle
ages.
As
a
class
we
will
skim
the
reading
highlighting
important
words
and
titles.
We
will
also
define
anything
that
may
be
unclear.
During
Learning:
• Each
student
will
read
the
article
that
was
handed
to
him
or
her.
• Students
will
then
discuss
in
their
groups
the
important
and
interesting
facts
they
would
like
to
share
with
the
class.
• Students
will
then
take
the
time
to
go
over
their
anticipation
guide
with
their
group
and
make
any
changes
they
deem
necessary.
• Students
will
complete
a
graphic
organizer,
which
will
display
the
class
status
of
the
individuals
of
the
time
period
and
some
information
about
them.
• Each
group
will
share
what
they
filled
out
on
the
graphic
organizer,
which
displays
those
at
the
top
of
the
socioeconomic
class
in
descending
order
to
those
at
the
bottom
of
the
social
class.
• This
will
help
us
fill
out
our
class
graphic
organizer,
which
will
be
drawn
on
the
board.
After
learning:
• Students
will
be
handed
out
a
journal
entry
sheet
that
will
assign
them
the
role
of
a
member
of
the
feudal
society.
• Using
the
summarizing
and
synthesiszing
through
journal
writing
strategies
students
will
summarize
and
synthesize
the
information
they
read.
They
will
do
this
creatively
from
the
point
of
view
of
a
member
of
feudal
society.
• Students
will
be
required
to
write
a
journal
entry
from
the
point
of
view
of
this
individual.
• The
journal
entry
will
allow
them
to
synthesize
the
information
learned
into
a
concise
entry.
They
will
also
have
to
answer
the
guiding
questions
throughout
their
entry.
• Students
will
then
share
their
creative
journal
entries.
• Students
will
come
back
to
the
board
with
a
post
it
note
of
a
different
color
and
place
it
on
the
time
line
next
to
the
number
that
will
depict
their
comfort
level
with
feudalism
after
the
lesson.
During
instruction
the
teacher
is
being
responsive
to
students
behaviors.
The
teacher
is
walking
around
and
speaking
with
each
set
of
partners.
The
teacher
is
also
modeling
how
to
fill
out
the
graphic
organizers
and
reminding
students
to
keep
in
mind
their
anticipation
guide.
The
artwork
and
pictures
that
were
shown
early
Therese
Marshall
are
being
placed
in
a
visible
place
in
the
classroom.
The
teacher
is
encouraging
students
and
helping
any
students
who
may
be
struggling.
Differentiation:
• Flexible
Grouping
• Provide
several
different
graphic
organizers
for
feudalism
activity.
Summary:
Students
will
read
two
articles
that
discuss
the
middle
age
time
period
and
focus
specifically
on
feudalism.
While
reading
the
article
students
should
be
taking
notes
and
keeping
in
mind
the
statements
on
their
anticipation
guide.
Using
group
discussion
students
will
complete
the
graphic
organizer
that
depicts
the
class
order
of
the
middle
ages.
The
articles
will
also
be
discussed
as
a
class
where
students
will
have
a
chance
to
share
what
they
found
important.
Each
group
will
share
something
they
found
interesting
in
the
reading.
Students
will
then
go
back
and
complete
their
anticipation
guide
because
they
are
now
able
to
apply
new
information
to
the
statements.
The
readings
and
visuals
such
as
the
graphic
organizer
will
appeal
to
different
types
of
learners.
The
group
work
is
also
helpful
for
some
students.
Assessment:
• Journal
Entry
• Graphic
Organizers
• Group
Work
Rubric
• Anticipation
Guide
Extension:
• Students
will
work
in
groups
and
build
their
own
Medieval
Castles.
http://www.historyforkids.org/crafts/medieval/castle.htm
• Students
will
also
paint
a
medieval
inspired
painting
of
an
icon
after
reading
about
them.
They
will
paint
something
that
is
lucky
or
important
to
them.
http://www.historyforkids.org/crafts/medieval/icons.htm
Therese
Marshall
YOU ARE A
LORD
in medieval Europe (This
part
will
be
different
on
different
sheets
of
paper
in
order
to
have
the
class
discuss
all
the
different
members
of
the
feudal
system
some
students
will
be
a
king
or
a
peasant
etc)
You
live
in
the
middle
ages
and
live
your
day‐to‐day
life
in
this
social
class.
Please
write
a
journal
entry
addressing
the
following
guiding
questions
and
statements.
Feel
free
to
be
creative
and
add
any
other
relevant
information
you
would
like
to.
What
were
your
responsibilities
during
the
middle
ages?
Where
do
you
fall
on
the
social
ladder?
What
activities
did
you
do
during
the
middle
ages?
If
you
actually
lived
during
this
time
period
would
you
want
to
be
a
Lord?
How
is
the
life
of
a
(king,
knight,
lord,
vassal,
clergy
member,
peasant)
different
from
your
life
as
an
American
student?
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Therese
Marshall
Name:
Date:
BEFORE
Agree
Disagree
Anticipation
Guide
Feudalism
and
the
Middle
Ages
AFTER
Statements
Agree
Disagree
During
the
Middle
Ages
most
people
lived
in
Castles.
During
the
Middle
Ages
most
of
the
European
Society
was
agriculture
based.
Democracy
grew
during
this
time
period.
A
fief
is
land
granted
to
a
vassal
by
a
lord.
Serfs
had
the
most
power
during
the
Middle
Ages.
Please
explain
any
changes
you
made
to
your
initial
decisions
after
discussion
with
a
partner
and
reading.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Therese
Marshall
Pyramid
of
Power
in
Middle
Ages
Worksheet
Student
name:
Fit
the
following
roles
into
the
appropriate
place
on
the
Pyramid
of
Power
for
a
Feudal
Kingdom
in
Medieval
Europe:
Lord
King/Monarch
Vassals
Knights
Serfs
Directions:
Circle
the
word
that
best
completes
each
sentence:
1. The
(lady,
monarch,
serf)
was
the
supreme
ruler
at
the
top
of
the
feudalism
social
structure.
2. A
(knight,
serf,
lady)
was
someone
who
farmed
the
land
owned
by
the
lords.
3. The
land
given
to
a
Lord
was
called
a
(fief,
fealty,
serf).
4. A
trained
warrior
in
the
third
level
in
the
feudalism
pyramid
was
called
a
(knight,
monarch,
lord).
5. Define
Feudalism:
Therese
Marshall
Collaborative Work Skills : Feudalism Group
Work Rubric
Teacher Name: T Marshall
Student Name:
________________________________________
CATEGORY 4
3
2
Working with
Almost always Usually listens
Often listens to,
Others
listens to, shares to, shares, with, shares with, and
with, and
and supports the supports the
supports the
efforts of others. efforts of others,
efforts of others. Does not cause but sometimes is
Tries to keep
\"waves\" in the not a good team
people working group.
member.
well together.
Focus on the
Consistently
Focuses on the
Focuses on the
task
stays focused on task and what
task and what
the task and
needs to be done needs to be done
what needs to be most of the
some of the
done. Very self- time. Other
time. Other
directed.
group members group members
can count on
must sometimes
this person.
nag, prod, and
remind to keep
this person ontask.
Attitude
Never is
Rarely is
Occasionally is
publicly critical publicly critical publicly critical
of the project or of the project or of the project or
the work of
the work of
the work of
others. Always others. Often
other members
1
Rarely
shares
suppor
efforts
Often i
good te
player.
Rarely
on the
what n
done. L
others
work.
Often i
critical
project
work o
membe
Therese
Marshall
has a positive
attitude about
the task(s).
Contributions
has a positive
attitude about
the task(s).
of the group.
Usually has a
positive attitude
about the
task(s).
Routinely
Usually
Sometimes
provides useful provides useful provides useful
ideas when
ideas when
ideas when
participating in participating in participating in
the group and in the group and in the group and in
classroom
classroom
classroom
discussion. A
discussion. A
discussion. A
definite leader
strong group
satisfactory
who contributes member who
group member
a lot of effort.
tries hard!
who does what
is required.
Date Created: Feb 25, 2013 12:30 am (CST)
group.
a negat
attitude
the task
Rarely
useful
when
particip
the gro
classro
discuss
refuse
particip