Mr. Murray and Ms. Colter's U.S History and Government iBlog

Thursday-11/20/14:

• Bell Work- What two legal practices date back to Henry II? 2. What rights are guaranteed by the Magna Carta? 3. Why did Philip II call the Estates-General together?
• Attendance- While Class is Doing Bell Work
• Quick Vocabulary Match-up Activity-Chapter 14-The Formation of Western Europe
• Thinking Map-Flow Map-The Crusades
• Teacher Led Notes-Chapter 14-Sections 3-England and France Develop (3 Slides)
• NEWSELA Article-Did the same bacteria strain cause the Justinian Plague and Black Death?
  • With Accompanying META LOG
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with our unit covering Chapter 14 by manipulating vocabulary terms in a collaborative activity
    • SWD analysis of the impact of the Magna Carta and the effects of the Estates General on Western Europe by using teacher led guided notes
    • SWD synthesis of the devastating effects of the Crusades on Christian-Muslim relations by constructing an organized thinking map
  • Language Objective:
    • Students will read, orally match up and record important vocabulary terms pertaining to our unit covering Chapter 14 by using a vocabulary match-up activity
    • Students will read and record the impact of the Magna Carta and the effects of the Estates General on Western Europe through filling in teacher directed structured notes
    • Students will read and record important information pertaining to the devastating effects of the Crusades on Christian-Muslim relations by compiling the events in a flow map

Supplemental Materials: 

Chapter 14-Section 3-England and France Develop

One of these plagues is not genetically like the other-SSR-Article-High

SSR-Meta-Cognitive Log-Template-Half-Sheet

5th Hour Quiz Tomorrow (11/21) 

10 Question Matching Quiz Tomorrow

Wednesday-11/19/14:

• Bell Work-1. How did the three-fields system help increase the productivity of European farmers?              2. What was the commercial revolution? 3. What does the term vernacular mean?
• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter 14-Section 2-Changes in Medieval Society
• Video-The Dark Ages-Part 10-The Crusades (10:02 min)
• Gallery Walk Activity-Craft Guilds-Station Activity
• Daily Objective-

• Content Objective:
  • SWD creation of the guild system during the Middle Ages by compiling the roles and responsibilities of apprentices, journey men and master craftsman through the use of a station based activity
  • SWD analysis of the importance of the Three-fields system, the work of Thomas Aquinas and the impact of Craft Guilds on medieval Europe by categorizing their roles and responsibilities through the use of guided notes
• Language Objective:
  • Students will read and record the roles and responsibilities of apprentices, journey men and master craftsman by collecting information and filling out a “Craft Guild Worksheet” through the use of a station based activity
  • Students will read and write/record information regarding the importance of the Three-fields system, the work of Thomas Aquinas and the impact of Craft Guilds on medieval Europe by categorizing their roles and responsibilities through the use of student centered guided notes

Supplemental Material:

Chapter 14-Section 2-Changes in Medieval Society

Chapter 14-Section 2-Guided Notes

Craft Guilds-Station Activity

Video Link: The Dark Ages-Part 10-“The Crusades” (10:02 min) 

Monday-11/17/14:

• Bell Work-1. To which Kurdish warrior did Jerusalem fall to in 1187? 2. What agreement did Saladin and King Richard I reach about Jerusalem following the Third Crusade? 3. What happened to someone suspected of heresy during the Inquisitions?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Review Activity-Chapter 14-The Formation of Western Europe
• Student Led Notes-Chapter 14-Section 1-Church Reform and The Crusades-Part 1 (5 Slides)-From The Crusades to The Effects of the Crusades
• Daily Objectives: 

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 14 by manipulating vocabulary terms in a collaborative activity
  • SWD analysis of the importance of the Crusades in relation to medieval Christian faith by categorizing each Crusade’s purpose and exploring their outcomes through the use of guided notes
• Language Objective:
  • Students will read, orally match up and record important vocabulary terms pertaining to our unit covering Chapter 14 by using a vocabulary match-up activity
  • Students will read and write/record information regarding the Crusades in relation to medieval Christian faith by categorizing each Crusade and exploring their outcomes through the creation of student driven guided notes

Supplemental Materials: 

Chapter 14-Section 1-Power Point

Chapter 14-Vocab Match up Terms

Chapter 14 Section 1-4-Vocabulary Match-up

Hey everyone! Make sure you finish as much as you can on the study guide tonight so we can answer any questions in class you have tomorrow. Here’s everything you need to finish your study guide. Good Luck!!!!

Tuesday-11/11/14:

• Bell Work-1.) What were traveling poet-musicians living in Medieval Europe called and what did they tend to sing about? 2.) What were noble women living under the feudal system able to do? 3.) Were peasant women or noble women more important to the success of the family? Please explain why.
• Attendance- While Class is Doing Bell Work
• Study Guide-Chapter 13-Chapter 13-Eureopan Middle Ages (Sections 1-4)
• Daily Objective-

• Content Objective:
  • SWD analysis of the materials covered in Chapter 13 Sections 3 and 4 by summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapter 13 Sections 3 and 4 through completing a structured inquiry based study guide

Supplemental Materials: 

Chapter 13-European Middle Ages

Chapter 13 Sections 1 and 2-Vocab Match up Terms

Chapter 13 Sections 3 and 4-Vocab Match up Terms

Chapter 13-Section 1 and 2-Vocabulary Match-up

Chapter 13-Section 3 and 4-Vocabulary Match-up

European Middle Ages-Study Guide-Half Sheet

Unit Plan for European Middle Ages-Filled In

Friday-11/07/14:

• Bell Work- 1.) Why was it important for young boys to leave home and become knights? 2. Who normally lived inside of a medieval castle? 3. What were some of the themes of medieval literature?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 13-Chapter 13-European Middle Ages (Sections 3 & 4)
• Student Led Notes-Chapter 13-Section 3-The Age of Chivalry
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 13 Sections 3 and 4 through the manipulating of vocabulary terms in a collaborative activity
  • SWD creating of the structure/social classes located with the feudal system and the effect of the code of chivalry by elaborating on the roles and responsibilities of knights through the use of  student led guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 13 Sections 3 and 4 by using a vocabulary match-up activity
  • Students will read and record information regarding the structure/social classes located with the feudal system and the effect of the code of chivalry by diagramming the roles and responsibilities through the creation of student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 13-Chapter 13-European Middle Ages (Sections 1 & 2 and Student Led Notes-Chapter 13-Section 3-The Age of Chivalry

Vocabulary Match-up Activity-Chapter 13 

Chapter 13 Sections 3 and 4-Vocab Match up Terms

Chapter 13-Section 3 and 4-Vocabulary Match-up

Student Led Notes Chapter 13-Section 3-The Age of Chivalry

Chapter 13-Section 3-Guided Notes Part 1 and 2

Chapter 13-Section 3-The Age of Chivalry

Home Work: Please Finish your Writing prompts for tomorrow! Email me murrayr@dearbornschools.org f you have any questions please don’t e-mail via the iblog. 

Thursday-11/06/14:

• Bell Work-1.) What role did Benedict and Scholastica play in strengthening religious communities? 2.) After becoming Pope in 590 A.D. what did Gregory I use church funds to accomplish? 3.) What type of weapons did Vikings tend to carry with them on their conquests of Europe?
• Attendance- While Class is Doing Bell Work
• Thinking Map-“Creating a Coat of Arms” Bubble Map
• Activity-“Creating a Coat of Arms” Writing Prompt
• Daily Objective-

• Content Objective: SWD creation designed to show the importance of using symbols to represent family tradition and lineage by creating a written response to the Medieval coat of arms activity that reflects the personal traditions and legacy of their families
• Language Objective: Students will compose a comprehensive response detailing the meaning behind their coat of arms designed to highlight the traditions and values that symbolically represent their family by responding to a writing prompt

Supplemental Materials: Example of a “Creating a Coat of Arms” Bubble Map and “Creating a Coat of Arms” Writing Prompt

Example of a “Creating a Coat of Arms” Bubble Map

Coat of Arms-Tree Map

 “Creating a Coat of Arms” Writing Prompt

Creating a Coat of Arms-Writing Prompt

Good morning everyone! Hopefully we enjoyed our day off and encouraged those 18 and older in our lives to vote. Be sure to finish our coat of arms project b/c we’ll be using it for tomorrows lesson.

Here’s what we did today:

Wednesday-11/05/14:

• Bell Work-1.) How were the Vikings different from earlier Germanic groups that invaded Europe? 2.) How was a manor militarily and economically sufficient during the Middle Ages?   3.) What advantages did a medieval manor provide to the serfs living on it?
• Attendance- While Class is Doing Bell Work
• Video-How to Trace Your Coat of Arms (3:13 min)
• Activity-Creating a Medieval Coat of Arms
• Daily Objective-

• Content Objective: SWD creation designed to show the importance of using symbols to represent family tradition and lineage by illustrating a Medieval coat of arms that reflects the personal traditions and legacy of their families
• Language Objective: Students will illustrate pictures designed to highlight the traditions and values that symbolically represent their family by creating a Medieval coat of arms and explaining the meaning behind the symbols

Supplemental Materials-Creating a Coat of Arms Activity

Creating a Coat of Arms Activity 

Middle Ages Coat of Arms-Project

Video Link: Tracing your family coat of arms (3:14 min)