Adaptations are made for a class where 50% of the students
are new to Canada. They are indicated in grey and italics.
Objectives
Students will
understand the following:
1.
We learn
about people from long ago by reading records, such as diaries, that they left
behind
2.
In
medieval times, only the wealthiest people—the lords, knights, and ladies—were
able to read and write
3.
Practice English writing and conversational skills
4.
Exercise creativity
Materials
For this lesson,
you will need:
· Coloured paper
·
Markers
·
Glitter
glue
·
Paper
fasteners
·
PowerPoint Presentation including pictures depicting medieval
life
·
Access to computers
o Links: From the British
Libraries “Turning the Pages” virtual books project.
Procedures
1.
Discuss
with students access to education during the Middle Ages, leading them to see
that the vast majority of people who lived then were poor, uneducated laborers
and that only lords, knights, and their ladies were literate.
·
Find images of medieval diaries, castles, and people to
enhance the class discussion. This will also help the students who are new to
Canada follow along with the discussion.
2.
Luckily,
Some medieval people who were literate left written records, so we know a lot
about life at this time. Explain to the class that they are going to pretend
they are medieval lords, knights, and ladies who keep diaries (or journals) so
that future generations can read about what their lives are like.
·
A this point in the class discussion make sure to point out
images of medieval diaries and mention the British Libraries “Turning the
Pages” virtual books project.
3.
Allow
students to make up names for themselves as lords, knights, and ladies.
·
Encourage your students to draw pictures of themselves as
lords and ladies that they can include in their diary project. This allows the
students who are learning English as an additional language to be creative with
art if they are not yet capable to be creative with English names.
4.
Now
brainstorm with your class to produce a list of topics that the lords, knights,
and ladies would write about in their diaries. Such a list might include the
following topics:
·
Their
daily lives in their castles—comfort (or lack of comfort), space, lighting,
furniture
·
Activities
for entertainment
·
Romantic
relationships
·
Attacks
on the castle by other lords and knights
5.
Direct
students to write two entries in their diaries and to make up the date for each
entry. The two entries can focus on one topic (see previous list) or can cover
a variety of topics. Ask students to include as many details as possible in
each entry.
·
Direct students to the British Library’s virtual book
website using the link provided under “Materials” and encourage them to
stylized their diaries to look like a medieval manuscript. Allows creativity
and demonstration of medieval understanding for those students who are new to
Canada.
·
Provide students with a written list of the topics discussed
in class so that students who are new to Canada can refer back to it. If
possible, include illustrations to help them to understand the topics being
discussed.
6.
Give
students sheets of colored paper to decorate as front and back covers for the
diaries. On the fronts, they should write the names they chose as lords,
ladies, and knights. Using signs and symbols they make up to represent their
families. Use paper fasteners to hold each diary together.
7.
After
you have read students’ entries, select a few of the most detailed for their
writers to read to the class.
·
Rather than having a few students read their diaries to the
class, divide the students into small groups so they can share their diaries in
a less intimidating setting. This will also allow student who are new to Canada
to practice their conversational skill and make connection with their
classmates.
Discussion Questions
1.
The
majority of the people who lived in the middle ages were peasants—poor,
uneducated laborers who farmed the lord’s land and had to give him much of the
food. Under the system of feudalism, they belonged to the lord and were not
free to leave the land. They were allowed to keep some of the food they grew,
and the lord’s knights protected them against attackers. List the good and the
bad aspects of this system and discuss how this system could have been changed
to be fairer to the peasants.
·
During this discussion have the students record a few key
points so that they can refer back to these notes.
2.
Discuss
how the Crusades helped lead to the end of the Medieval Period, or Dark Ages,
and the beginning of the Renaissance. Focus on what items and knowledge the
crusaders brought back form the Holy Land.
·
During this discussion have the students record a few key
points on an organized worksheet so that they can refer back to these notes.
·
This discussion needs to focus on both sides of the crusade
conflicts and show the point of view of Christianity and Islam. This is to
insure any students who may be from an Islamic background are included.
3.
Would
you like to live in a castle? What are some of the advantages and disadvantages
of living in a castle? Compare castles with modern homes. Describe the
“defense” features of the modern home.
·
During this discussion have the students record a few key
points on an organized worksheet so that they can refer back to these notes.
4.
Discuss
how you could improve on the castle using modern technology. How would you
improve its defense systems? How would you improve its basic comfort and
convenience level?
·
During this discussion have the students record a few key
points on an organized worksheet so that they can refer back to these notes.
5.
How
do the lives of medieval women compare to the lives of modern women? Which jobs
and activities are similar? Which jobs and activities are different?
·
During this discussion have the students record a few key
points on an organized worksheet so that they can refer back to these notes.
Evaluation
You can evaluate
your students’ diaries using the following three-point rubric:
1.
Three
points: two clearly written, detailed entries; error-free grammar, usage, and
mechanics; carefully decorated cover
2.
Two
points: two clearly written, detailed entries; some errors in grammar, usage,
and mechanic; carelessly decorated cover
3.
One
point: entries not clear or detailed; many errors in grammar, usage, and
mechanics; carelessly decorated cover
4.
Provide a differentiated rubric for students who are new to
Canada and who are learning English as an additional language. This rubric
should focus on the design of the project and deemphasize the mechanics of the
language used (although notations and suggestion should be made on their work).
You can ask
students to contribute to the assessment rubric by deciding on a minimum number
of details to be included in the entries.
Authors
Credit for
original lesson plan goes to Kirsten Rooks, earth and life science teacher,
Ivey Leaf School, Philadelphia, Pennsylvania.
Adaptations by Samantha Plett
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