Day One Lesson Plan:

Kara Wenberg, 6th Grade Social Studies, February 2014 Unit Title: In the Middle with You Lesson Title: Where in the world are the Middle Ages? Context: The students will just have finished learning about Islam and will now be moving into learning about the Middle Ages, Renaissance, and the Reformation. Today is the students introduction into the Middle Ages. We will be using Google Earth to show where in Europe we will be focusing. Plan Number: 1 of 10 Primary Instructional Objective and CCSS: Common Core: o 6.G.1- Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions (i.e. Africa, Asia, Europe, and the Americas) over time. o 6.G.2- Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions. SWBAT: o COG: Identify on a map of Europe where the Holy Roman Empire once was o AFF: Value the Middle Ages and what it brought forth for Europe o PERF: Produce a filled out map of Europe and understand why the countries are important to this time period Materials/Technology Resources Required: 1. Computer 2. Overhead projector 3. Doc Cam 4. Google Earth 5. Map Worksheet 6. Vocabulary sheets 7. Pencils/Pens 8. PowerPoint 9. Project Sheet Time: 50 minutes Instructional Procedures/Steps: o Introduction (5 minutes): For their Do Now students will be given a blank map of Europe* that they will be asked to fill out as much as they know.

o Activity (35 minutes): After the students have finished attempting to fill in the map of Europe we will pull up the Google Earth* image of Europe. From here we will first fill out the rest of their maps to make sure they get what they need to know. From here I will discuss that we will be learning about the Middle Ages in Europe. I will tell them why we must know these specific countries. We will then move into a presentation about the causes of the Middle Ages and its effects on Europe. I will also introduce the Black Death at the end of the Middle Ages presentation. o Debrief (5 minutes): After we are done with the presentation I will hand out the news article sheet for their project that they will have due on Thursday. I will also ask them to bring in an article that they find from a magazine, newspaper, or online news source to use in class tomorrow for further instruction on their projects. o Exit Ticket (5 minutes): Students will be asked to write about one thing that they learned in class today. They will hand this to me on their way out. I will give this back to them tomorrow while they are working on their Do Now. o Homework: Look over their vocabulary* (quiz Monday) and to bring in an article from a magazine, news paper, or online so that we can look at examples and further discuss their news article project. NOTE: Anything marked with an asterisk will be documented in appendix Evaluation: I will assess my students knowledge of todays lesson by reading their Exit Tickets and providing feedback for them to read tomorrow when I hand them back. Accommodations: I will wear the special amplifier for the students with hearing impairments. Appendix of Materials: A. earth.google.com B. http://www.internationalgiftitems.com/europe-map-blank/

C. Project Sheet Name:_____________________ Date:______________________ Period:____________________ DUE DATE:_______________ THE BLACK DEATH MINI PROJECT Who, What, When, Where, How, and Why? DUE: THURSDAY You are now a news reporter! We are learning about the Black Death this week. We are learning the causes and effects, who was affected the most, where it broke out, and why it happened. You are to take everything we learn over the next few days and create a news article on the Black Death. You may interview someone from this time period or write an article just about the Black Death. The choice is yours! There will be no page requirement for this. You must, however, include the information asked. You must include a who, what, when, where, how and why, any two additional facts about the Black Death that you found interesting, and a picture. The picture can come from clip art, the Internet, a magazine, or you can draw it! Just make sure that the picture is appropriate to your article and gives an accurate depiction of what has occurred. Attached to this sheet you will see a rubric below detailing the point value of each requirement.

DUE: THURSDAY (5 points will be taken off the first day for lateness and 2 points will be taken off for every day that the assignment is late after the first day) You are receiving this on Monday. This gives you three days, including today, to ask any questions and prepare your mini project. DO NOT WAIT UNTIL THE LAST MINUTE. Rubric: Student has included a who Student has included the what Student has included the when Student has included the where Student has included the how Student has included the why Additional fact #1 Additional fact #2 Picture is appropriate to article written Article is clear and coherent Total: _________/5 _________/5 _________/5 _________/5 _________/5 _________/5 _________/5 _________/5 _________/5 _________/5 _________/50

D. PowerPoint on the Middle Ages

THE MIDDLE AGES

WHAT HAPPENED DURING THE MIDDLE AGES?

The Middle Ages was a period between ancient Greece, Rome and Western Europe 500 AD to 1500s AKA the medieval period and the Dark Ages

THE TEUTONIC TRIBES

Before the Middle Ages period, Europe was included in the Holy Roman Empire The HRE fell into the hands of the Teutonic tribes They were rough and ignorant Did understand value of citizenship

START OF THE MIDDLE AGES

This caused Greek and Roman literature, architecture, paintings, and sculptures to be forgotten after the invasion of the tribes This leads us the the Middle Ages!

INTRODUCTION TO THE BLACK DEATH

WHAT IS THE BLACK DEATH?

Lymph nodes around groin, armpit, and sometimes neck would swell Size of small apple or egg Turned black Certain sign of death

WHY DOCTORS WOULDNT HELP

Doctors couldnt figure out what caused it and did not know how to treat it Medicines wouldnt cure victims Normally would die within 3 days Very contagious disease

IMPACT

Social order was impacted No one would visit anyone The lower classes couldnt escape to other cities because they didnt have money Those left behind were made comfortable until they passed

MASS BURIALS

Bodies were carried out of homes and laid on street to be picked up So many died at once they couldnt have a proper burial Dug trenches and buried the dead in them

E. Vocabulary Sheet Vocabulary Word Knight Definition

Serf

Charlemagne

Medieval

Black Death

Holy Roman Empire

Feudalism

Monarch

Day Two Lesson Plan:

Kara Wenberg, 6th grade Social Studies, February 2014 Unit title: In the Middle with You Lesson Title: Red bean, spotted bean, Plague? Context: The students have just finished getting an overview of the Middle Ages and have begun talking about the Black Death. We will be continuing our study of the Middle Ages by discussing the impact that the Black Death had on the people of this time. The students will play a game today as a simulation for this epidemic. Plan Number: 2 of 10 Primary Instructional Objectives and CCSS: Common Core: o 6.E.1- Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies, and regions o 6.C.1- Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions

SWBAT: COG: Relate to the people that lived during the Black Death AFF: Participate in a simulation of the Black Death and experience traveling from city to city trying to escape it PERF: Demonstrating their understanding of the Black Death through playing the game and discussing it afterwards Materials/Technology Resources Required: 1. Overhead 2. Computer 3. Doc Cam 4. Red beans 5. Speckled beans 6. 6 bags 7. Skull and Crossbones pictures

8. 6 dies 9. Instruction sheets 10. Paper 11. Pencils/Pens 12. Newspaper/magazine articles 13. Project Description Sheet Time: 50 minutes Instructional Procedures/Steps: o Introduction (10 minutes): As the Do Now the students will get out their articles that they were to bring in for homework. I will hand out my extra copies to those who forgot/were unable to get an article. We will discuss how there is a who, what, when, where, how, and why to every article. I will then give out their project description sheets as we do so. We will go over instructions but save questions for later as this will be their Exit Ticket for the day. o Activity (30 minutes): I will then ask the students to put away all materials. I will hand out the instructions* to the Black Death game to each student. We will read over the instructions together and then the students will begin the game. I will take about 5 minutes to read over the instructions and make sure that students understand what it is that they will be doing. Students will then have about 25 minutes to play the actual game. o Debrief (10 minutes): I will ask students to return to their seats and pull out a pencil or pen and piece of paper to do their Exit ticket. Students will write down any questions that they have about their articles due Thursday. If there is still time before the bell we will begin answering some of the questions. I will collect everyones Exit Ticket as they leave and read through them to answer any other questions. I will hand back their Exit Tickets to them on Wednesday. o Homework: Work on articles due Thursday and continue to study vocabulary for quiz Monday. NOTE: Anything marked with an asterisk will be documented in the appendix Evaluation: Exit Ticket will serve as their evaluation of understanding the material taught in todays lesson. I will also monitor them as they play the simulation game. Accommodations: I will wear the special amplifier for the students with hearing impairments Appendix of Lesson Materials: A. Game instructions

The Black Plague A Hands-on Epidemic Simulation Created by: Cory M. Wisnia Mendocino USD/CSIN cwisnia@mcn.org Mendocino Middle School POB 421 Mendocino CA 95460 707-937-0564 A Pilgrimage during the time of the Black Plague Imagine that YOU are traveling to a variety of towns and villages on a pilgrimage or a trading voyage. It is the time of the Pestis Puerorum a form of the Black Plague, which is particularly virulent among children and young people, during the mid 1300's. It is the second great plague to invade Europe. This Plague was so deadly that is took until the 1800s before the population again rose to the numbers before the Plague, about 500 years!! The rules of the journey:

You will be a traveler on one of 6 journeys to start, either a Pilgrimage mostly by land or as a trader, mostly by sea. The plague was spread by these trading and pilgrim routes, as travelers went from town to town. When you visit a town or village, you will roll ONE DIE to see how many nights you will spend in that particular place. Several of the villages will have just begun to show evidence of the plague. Draw out of the bag (representing the nights lodging & meals) as many beans as the nights you are staying. If you get a bean that is red color, you have contracted the Plague bacterium, which was a bacillus type bacterium. If you get a bean, which is not a solid color but is mottled/pinto type, you have contracted Cholera from the water. Only a few towns are having outbreaks of Cholera, mostly those that are by rivers, but it is also very deadly. If you DON'T contract either the plague or cholera, continue on your journey after you have drawn your beans. You can also choose to stay at this town for one more role if you wish. Replace the beans you have drawn into the container for the next traveler. You have a map. Mark your journey on the map and list how many days you spent in each location. * If you DO contract the plague or cholera before you continue to the next town, you need to: 1) get a skull to tape on yourself 2) mark on your map where you got the plague 3) put back all the beans into the bag 4) go to the next two towns. DON'T draw out any beans in this town. At the first town roll the die. If you roll a 1,2,3 get ONE plague or cholera bean from the teacher and put it into the bag. If you roll 4,5,6 get TWO plague or cholera beans from the teacher and put them into that towns bag. Go on to the second town. Get a skull to put onto the bag of the second town, if there isn't already one on that bag. This represents that you're likely to die in this second town. Note: to understand what is happening, you can probably see that you will be a carrier of the plague or cholera and will be infecting others who come along after you. Historically, towns that carried the plague were marked for the disease, just like you've marked the

bag. After visiting 2 towns after you have first contracted the plague, stop. At this point you have died, unless you can do the following: roll the die twice only; if and only if you roll two ones in a row, you have recovered and can go on your way. (It was very rare, but some people actually recovered from the plague. Some of these were then immune to the next plague, though not always). Otherwise you have died. Roll the dice in front of the teacher to have it count. Put a red dot on your own map where you died, and on the class map (green dot for cholera). Also put a red dot on the graph to show how many towns you were able to visit before dying. Writing Postcards About Your Journey: Note: Postcard (or letter) writing may have begun around this time, helped by the caring scribes of the monasteries along the pilgrimage routes.

After you have been traveling through each new country for a while, and before you die, think of a "postcard" you can write back to your home, talking about your journey. If you contracted plague or there are plague warnings, note these in the postcard. Use the information sheets for more information on the town you have chosen. After the game is over, send a postcard back to your hometown telling about your journey, by turning it in to the teacher (or sharing in a discussion). If you die early on your journey, (or finish your journey plague free), you can start over again and make another journey, trying another starting location, or going back home the way you came. You should first write some notes about your first trip in your journal. Keep all your data, since we will be using it to look at where people contracted the plague or cholera. ~Bon Voyage! ~ Website: http://www.michrenfest.com/the_black_plague_classroom_simulation.pdf