S+Richardson+Cassandra




 * Social Studies/History** **Syllabus**

In this unit, I expect students to explore the Middle Ages through the evaluation of events that shape these times, and the roles taken by society and functioning bodies. Topics to consider will include (but are not limited to) the barbarian invasions that followed the fall of the Roman Empire, the Crusades and the Black Death, the Church and the changes it experiences, the rise of Islam, the dawn of the Renaissance and the Enlightenment, and if there is time, historical legends. Our goal is to connect these large-scale ideas to everyday society. We will explore what factors shaped each of these topics, and what impacts these events have made on our lives today. Students will have the opportunity to work with IMovie, ComicLife, GarageBand, and wikispaces throughout this unit as well.
 * Teacher:** ** Miss Cassandra Richardson **
 * Office:**** ** Room 123 Education Centre **
 * Office Phone:**[[image:file:///C:/DOCUME%7E1/EXCEL/LOCALS%7E1/Temp/msohtml1/01/clip_image001.gif width="1" height="1"]][[image:file:///C:/DOCUME%7E1/EXCEL/LOCALS%7E1/Temp/msohtml1/01/clip_image001.gif width="1" height="1"]][[image:file:///C:/DOCUME%7E1/EXCEL/LOCALS%7E1/Temp/msohtml1/01/clip_image001.gif width="1" height="1"]][[image:file:///C:/DOCUME%7E1/EXCEL/LOCALS%7E1/Temp/msohtml1/01/clip_image001.gif width="1" height="1"]]** 207-318-2438 **[[image:file:///C:/DOCUME%7E1/EXCEL/LOCALS%7E1/Temp/msohtml1/01/clip_image002.gif width="11" height="11"]]
 * Office Hours:**** ** 8:00-12:00 Monday, Wednesday, Friday **
 * E-mail:** ** cassandra.v.richardson@maine.edu **
 * Summary of Unit**

E. History E1. Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma: 'The Expansion and Interaction of Civilization, 600-1450 AD' Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future.
 * Established Goals**
 * Maine** **Learning Results:** //Social Studies//

- the Middle Ages were a time of transition, broken into three stages: the Early Middle, the High Middle, and Late Middle Ages. - religious and political factors shaped everyday life, despite social ranking. - everyday life was structured by the government and affiliated systems.
 * Students will understand:**

- How did the government structure(s) in the Middle Ages differ from modern European government? - Why did religion and politics play such a large role in everyday life? - How was the transition from the Roman Empire to the dawn of the Reformation reflected in different aspects of life?
 * Essential Questions**


 * Students will know:**
 * Vocabulary:** Black Death, Crusades, Pax Romana, monasticism, Reformation, schism.
 * Important Events/People:** the collapse of the Roman Empire, Charlemagne, Otto I, William the Conqueror, Harold, the Battle of Hastings, the Crusades, the Knights Templar, Richard I, Saladin, Pope Innocent III, the Babylonian Captivity, John Wycliffe, Great Schism, the Hundred Years War, Joan of Arc, Charles VII, War of the Roses.
 * Important Documents/Treaties:** Edict of Milan, Treaty of Verdun, the Domesday Book, 95 Theses.
 * Important Places:** Normandy, England, France, Germany, Holy Roman Empire, Rome, Jerusalem.
 * Sequence/Timelines:** Barbarian invasions, collapse of the Roman Empire, the Battle of Hastings, the Crusades, the Babylonian Captivity, the Great Schism, the Hundred Years War, the War of the Roses, the Reformation, the Renaissance.

- describe the effects of religion, politics, and social aspects of life within each of the social classes. - critique the church’s role in government. - create a model of the typical feudal settlement. - b. analyze major historical eras (the expansion and interaction of civilization 600-1450 AD), major enduring themes, turning points, events, consequences, and the people in the history of the United States and the world and the implications for the present and future. - role-play the Church, the monarch, the Crusaders, and the serfs. - reflect on the importance of government and religion as applied to the feudal system.
 * Students will be able to:**

The Middle Ages, like any other historical period, are difficult to understand without doing background research. Please expect to read in this class //at least// twice a week from your textbook as homework so class time can build on what you have been introduced to in your reading. Additional research will be required as activities permit. Students must pass in assignments on time; many assignments go together. You may have the opportunity to re-submit an assignment if the original was passed in on time and the revisions are handed in within one week of being returned to you. The revisions to the original assignment must include the original document, rubric, and a paragraph explanation of the revisions you have made and the reasons for making them. All assigned work should be typed using a word processor, in //either// Times size 12, Verdana size 10, or default font size 12, unjustified and free of errors.
 * Expectations**

Team and individual projects will be completed during the course of this unit. It is important and crucial to treat others with a level of respect and courtesy so working together is both enjoyable and comfortable. Informal discussions will be held often and I would appreciate it if every member of the class were fully engaged. The meaning of engaged will be determined by the class during the first class period.

Please note: Plagiarism is unacceptable. Please hand in work that is your own, and cite your sources properly. Failure to do so will result in a zero and possible additional administrative consequences. If you have any questions, please consult the section on academic integrity in the student handbook, or ask me!

If students are absent for any reason, I will expect that they consult their homework partners (groups of three or four that can catch their partners up in the event of absence), me, or the class wiki for the class agenda, homework, and pertinent information. If they have evidence of extenuating circumstances for why they failed to contact any of the three sources, such as a written note from parent or guardian, or other appropriate source), an extension will be given and no points will be deducted from their grade. However, if such evidence were not presented, points will be deducted from the day’s assignments.
 * Absences**

Below are the listed point values for each assessment. The total amount of points available is 400.
 * Benchmarks (Total: 400 points)**

You must be present and your attention actively engaged during all activities within this course. Preparation, attitude, and contribution are also factored in the components of participation.
 * Attendance/Participation (80 points)**

Each class period will have an accompanying graphic organizer, which will be collected at the end of class and given back during the next class period. These will be given a completion score, and allow you to organize your thoughts and ideas on certain historical events clearly.
 * Graphic Organizers/Blogs (40 points)**

Students will be contributing to their blog journals on a near-nightly basis. Entries that feature in-depth discussion of the day's activity and daily critical questions, and make an attempt to find information that compliments these entries (such as other web resources or media samples), will be considered above and beyond. In addition to discussions, students will also be expected to comment on the critical thinking of at least one peer.

Two quizzes will be administered during the course of this unit, both on important events and people in the form of matching and assigning each term to a timeline. Both quizzes will be available to retake before or after school once, the better of the two grades being kept for the final quiz grade.
 * Quizzes (30 points)**

The class debate will allow you to focus on a specific viewpoint and evaluate biases effectively. This skill is important for all historical research and reading. Group work and organization will be accounted for as well.
 * Class Debate (20 points)**

The IMovies you create will serve as a testimony to your learning. The public service announcement will allow you to further evaluate bias, while the documentaries will allow you to determine what events in history are important and relevant to the big ideas.
 * IMovie Productions (50 points)**

GarageBand playlists (if you so choose) created to describe Joan of Arc’s life will include the song, and why it relates to the events in Joan’s life. This will assess your understanding of perspective.
 * GarageBand Production (50 points)**

The ComicLife productions will allow you to delve deeper in your understanding of social classes, and, if you so choose, choice and analysis as present for Joan of Arc. Proper use of pictures and captions will be assessed in regards to the specific topic.
 * ComicLife Productions (50 points)**

The end of the unit wiki, IMovie, and webquest allows you to recap on the culmination of information, and apply it to the feudal class structure. The wiki will contain certain parameters, such as including both the male and female expectations for lifestyle, clothing, housing, education, role in government, religion, and profession. The IMovie will provide the visual, live-action version of the information in the wiki, as it will detail a day in the life of a member of your chosen social class. This will also be counted as a presentation to the rest of the class.
 * Wikipage/IMovie Performance Task (80 points)**

High school students all over the United States have received an official letter from the Medieval Academy of America, asking for submissions for an exclusive spread in their quarterly journal, Spectrum, about the different lifestyles of each social class. They are willing to give an all-expenses paid trip to the Medieval Chronicle Society's 2008 conference in Belfast, Ireland, to the winning classrooms to present their work. At the end of the trip, the society will host a medieval fair to celebrate. All entries for Spectrum in the classroom category must describe in detail each section of the feudal class, and include lifestyle, clothing, housing, education, role in government, religion, and profession for both men and women. The entries must be submitted in wikispace form, and include at least five embedded pictures, music clips, videos, or maps. An IMovie detailing a day in the life of a member of this class will also be required. The Medieval Academy of America would like to send at least one classroom for each region of the country to represent the United States. Who knows? Maybe your classroom will be the winner for New England!!
 * //Task Description://** **Feudal Wiki and IMovie**

A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59)
 * Grading Scale**