Description

This lesson uses timelines and a variety of sources to provide understanding of selected developments in transportation and written communication prior to the Renaissance and how these changes affected the lives of people.

Materials

-Copy of the timeline used in the previous week’s instruction
-Download the PowerPoint for this day's lesson (see extensions)
-Presentation System
-Variety of sources containing information about the history of writing and transportation.
-Pictures of a medieval coat of arms, guild signs, and seal and signet ring (see associated file)
-Pictures of pictographs, cuneiform, and hieroglyphics (see associated file)
-Student Information Checklist (see associated file)
-Pictures of early alphabets and the first printing press (see associated file)
-Overhead transparency of a flowchart
-Overhead projector
-Styrofoam meat trays (two inches per student)
-Toothpicks
-Modeling clay in small zip lock bags (enough for each student to have about ½ a cup)
-Pipe cleaners (one per student)
-One piece of poster board for class signet ring chart
-One marker
-Student Web Lesson [Get The Message]

Day 7
-Pictures of illuminations and a scribe (see associated file)
-Power Point for this day's lesson (see extensions)
-Student Information Checklist (see associated file)
-Class timeline
-A small brown bag with each letter of the alphabet written on a small piece of paper
-A piece of white paper for each student
-Two pieces of construction paper for a cover
-Crayons, colored pencils, or water-based markers
-Materials to bind the pages together into a book (suggestions: spiral book binder if available, hole punch and leather strip or yarn, or staples and stapler).
-Student Web Lesson [Get The Message]

Day 8
-Class timeline
-PowerPoint for this day's lesson (see extensions)
-Student Information Checklist (see associated file)
-Variety of sources containing information about the history of writing and transportation
-Pictures of a camel and a camel caravan, harness, early wheeled vehicles, Roman roads, Viking longship, and magnetic compass. (see associated file)
-Overhead transparencies of a flowchart and camel caravan routes
-Overhead projector
-Four or five heavy textbooks
-Cardboard box (approx. 11/2 ft. x 2 ft.) with a one-inch hole cut about an inch from the top edge on two sides.
-An eight-foot rope
-A small wagon
-Student Web Lesson [Get The Message]

Day 9
-Class timeline
-Power Point for this day's lesson (see extensions)
-Student Information Checklist (see associated file)
-Overhead
-Overhead transparency of the Viking trade routes
-One Styrofoam egg carton for pair of students
-Scissors
-Glue
-Assorted small objects (paper clips, buttons, one inch tiles, dried beans, pebbles, etc.)
-Sink or plastic dishpans with water about two inches deep.
-One small, straightened, paper clip per student
-One small piece of Styrofoam per student (the packing peanuts work well)
-One small Styrofoam bowl filled with water for each student
-One magnet (one from the refrigerator will do) for each student
-Permanent marker
-Two sets of index cards of different colors. See directions for formatting the cards under Teacher Preparation Day 9.
-Student Web Lesson [Get The Message]

Procedures

DAY 6 –
1. Review sources of information, feudal government, family life, and timelines. (This and all reviews may be done using the Power Point for the day's lesson.)

2. Display pictures of pictographs, cuneiform, and hieroglyphics (see associated file) to grab attention. Use this day's PowerPoint as a visual aid to grab students' attention. (Further information is available in preparation.) Also the Student Information Checklist will be helpful. Ask students to take out a scrap sheet of paper and get ready to do an activity. Tell students they are to write a summary of what they’ve learned about the Middle Ages. The only requirement is that they use only pictures or picture symbols to complete the activity. Allow students a few minutes to attempt to do this. Lead the students in a discussion as to what was difficult about this assignment and encourage them to make suggestions as to what could have made the assignment easier and why. Review with students how people during the Middle Ages often used picture symbols to communicate (define communicate) their identities on their coat of arms (use graphic of coat of arms from Week 1, see associated file).

3. Present to the students that the objective of today’s lesson will be to understand some of the developments of written communication prior to the Renaissance and how these developments affected lives of people. Define written communication.

4. Using the overhead transparency of the flowchart, the provided teacher background information, and the attached graphics, summarize the origin and changes in methods of writing from pictographs, cuneiform, and hieroglyphic, the first bound book, and alphabets to the development of the printing press. (The PowerPoint for this lesson may be helpful). Emphasize the transition from pictures to symbols and how these changes made written communication faster, easier, and more uniform.

5. Discuss the development of the Roman alphabet (476 AD) and printing press (1450 AD) and show pictures of them. Mark the timeline association of these developments on the class timeline.

6. Using the provided background information, discuss methods of written communication during the Middle Ages and how very few people knew how to read and write due to the fact that the people who caused the fall of the Roman Empire were barbaric and illiterate. Most communication was done orally. Only the scribes of the time learned how to read and write for religious purposes. Discuss ways people used pictures and picture symbols for written communication (coat of arms, guild signs, seals and signets) and how these changes affected the lives of the people.

7. Students create signet rings using the following procedure:

Materials:
a. Styrofoam meat trays (two inches per student)
b. Toothpicks
c. Modeling clay in small ziplock bags (enough for each student to have about ½ a cup)
d. Pipe cleaners (one per student)

Directions:
· Cut the Styrofoam into one-inch circles.
· Use toothpicks to engrave a design into the Styrofoam.
· Poke two holes through the Styrofoam and thread a pipe cleaner through the holes.
· Twist the pipe cleaner to fit the index finger.
· Take clay out of the baggie and place it on top of the baggie. Flatten the clay and practice pressing the signet into the modeling clay.

8. Allow time for students to share their signet rings with others. Create a class roster chart on a piece of poster board with each student’s name and ring seal. Review developments in written communication using the flowchart transparency. Discuss ways these developments affected lives of people prior to the Renaissance. Be sure to elicit that they made writing easier and faster. They helped people keep records and communicate over distances. They also created a need for people to learn to read.

9. Students take turns using the online Student Web Lesson [Get The Message]. Make sure all have had an opportunity before the assessment on Day 10.

10. Write new knowledge on the K-W-L. Remember to discuss the K-W-L entries and correct any misunderstandings. This is an excellent tool for generating discussions and feedback opportunities.


DAY 7
(Note: All reviews and displays may be done using the PowerPoint for this day's lesson.)

1. Review previous day’s lesson.

2. Display pictures of illuminations (see associated file) to generate interest.

3. Discuss even though the Romans had developed an alphabet, which improved written communication prior to the Middle Ages, very few people could read or write during the Middle Ages as a result of barbaric tribes conquering the Roman Empire. The usage of the Power Point will be valuable as a visual aid to focus student attention. Also helpful will be the Student Information Checklist. Discuss the role of scribes during the Middle Ages using the provided background information.

4. Students create an ABC class book about the Middle Ages complete with illuminations following the procedure below:

Materials:
· A small brown bag with each letter of the alphabet written on a small piece of paper
· A piece of white paper for each student
· Two pieces of construction paper for a cover
· Crayons, colored pencils, or water-based markers
· Materials to bind the pages together into a book (suggestions: spiral book binder if available, hole punch and leather strip or yarn, or staples and stapler).

Procedure:
· Students chose a letter of the alphabet out of the brown bag.
· Establish with the class which way their papers will be positioned before anyone gets started so page layout will be consistent.
· Students draw their letters an inch below the top edge of the paper and at least an inch from the left margin (need to leave room to bind the book).
· Students illuminate the letter and use it to begin a sentence that relates something they have learned about the Middle Ages.
· The student can then write more facts in paragraph form or draw a picture below the sentence to illustrate what they have written.

5. The teacher reads the book to the class allowing time for students to reflect orally on what they have written. This activity can serve as a review for the students and a formative assessment for the teacher.

6. Write new information on the K-W-L.

7. Student pairs complete the Student Web Lesson [Get the Message].


DAY 8
(Note: All reviews and displays can be done using the day's PowerPoint. See Preparation for further information.)

1. Review sources of information, feudal government, family life, and timelines.

2. Display a stack of four or five books, a cardboard box with a one-inch hole cut about an inch from the top edge on two sides, an eight-foot rope, and a wagon. Ask students to predict why you’ve gathered these items for today’s lesson and how they might be used.

3. Define transportation. Explain that the objective for today’s lesson is to learn about developments in transportation and how they affected people’s lives.

4. Lead a student demonstration to show how development improved transportation. Follow the procedure below:

· Ask a student volunteer to move the books from one place to another. Elicit from the class if they can think of a way in which the cardboard box might help the student move the books. Allow time for experimentation moving the books with the box. Discuss how using the box might speed up and make easier the transportation of the books.
· Hold up the rope. Ask students if they can think of a way the rope could be used to facilitate the transportation of the books. Allow time for responses and experimentation. Lead students in devising a “pull cart” by attaching the rope to the box and transporting the books.
· Call attention to the wagon. Elicit from the students what aspect of the wagon might be an improvement for transporting the books. Ask a student to place the books in the wagon and transport them to a different location in the room.
· Discuss the progression of steps demonstrated and how each development made the transporting easier and faster.

5. Using the PowerPoint as a visual aid, discuss selected developments in transportation and how they impacted people’s lives (domestication of animals, such as the camel caravans, their routes, and how they impacted society, harnessing power of animals which allowed larger loads to be transported, the wheel, carts, wagons, carriages and how their use created a need for roads (such as Roman roads). Discuss the Roman Roads and how they affected the lives of the people. Roman soldiers used the roads to carry military messages and supplies. This helped them defend their empire. The roads also helped the people by making it easier, faster, and safer to travel. They helped people share goods and ideas. Chart the developments in order using the flowchart transparency.

6. Model for the students how to write a constructive response telling how these developments in transportation affected the lives of people prior to the Renaissance.

7. Make K-W-L entries.

8. Student pairs complete the Student Web Lesson [Get the Message] .


DAY 9
(Note: All reviews can be done using the PowerPoint for the day's lesson. See Preparation for further information.)

1. Review yesterday’s lesson. Call attention to the class timeline and indicate how the developments discussed yesterday occurred prior to the Middle Ages.

2. Using the PowerPoint or a transparency, display a picture of a longship and ask students if anyone can identify it. Explain that up until now we have focused on land transportation. Now we will discuss developments in marine transportation. Define marine transportation. Remind students of the routes of the camel caravans and how they led to increased trade and spreading of ideas. Discuss the Vikings and how their long ships enabled them to explore new lands and transport goods and ideas from one region to another. Longships made travel faster and easier. Use the overhead transparency of Viking trade routes to show students the extent of their travels. Emphasize that this exploration led to trading of goods and ideas. (Note: At this point, if time is limited, the teacher may choose to skip the longship activity and move on to the teaching about the magnetic compass. Then the teacher could choose to do one of the suggested activities instead of both or demonstrate the long ship activity and allow students to make the compasses.) Explain to students that today they will make longships out of egg cartons. Egg cartons have a similar length to width ratio as the Viking longship (about 4 to 1). Students make longships out of egg cartons following the procedure below:

Materials:
· One Styrofoam egg carton for pair of students
· Scissors
· Glue
· Assorted small objects (paper clips, buttons, one inch tiles, dried beans, pebbles, etc.)
· Sink or plastic tub with water about two inches deep.

Procedure:
· Divide students in pairs.
· Students cut off the top of the Styrofoam egg carton. The bottom part will be the longship. Only use egg cartons that have no holes.
· Fill a sink or dishpan with about two inches of water.
· Ask students to try floating their egg carton long ships in the water to demonstrate the characteristics of the long ship.
· Students gradually fill the carton with small items to represent weight of cargo. Lead students into realizing that the carton can transport a pretty heavy “cargo.” This similar quality in the longship enabled the Vikings to transport a lot of cargo from place to place.
· Allow students time to reflect on the activity.

3. Add the Vikings (800 C.E.) to the class timeline, reiterating the effects of their advancements in transportation.

4. Next explain that even though the Vikings were great seamen, they were limited somewhat in their exploration because of a lack of navigation tools. Point out on the map transparency how most of their routes followed a somewhat straight path, over and back. Tell them that another development occurred which would greatly enhance sea travel. Around 1350 the magnetic compass was introduced in Europe. The compass made it easier for explorers to navigate unfamiliar waters and travel greater distances. It made travel by sea safer.

5. Students create water compasses. Follow the procedure below:

Materials:

· One small, very straightened, paper clip per student
· One small piece of Styrofoam per student (the packing peanuts work well)
· One small Styrofoam bowl filled with water for each student
· One magnet (one from the refrigerator will do) for each student
· Permanent marker

Procedure:
· Students rub their paper clips with the magnet while you explain properties of a compass.
· Students push their paper clips through the piece of Styrofoam being careful not to poke fingers! Note - The paper clip should be put through the Styrofoam evenly and fully and the paper clip should be very straight.
· Students gently place the pierced Styrofoam in the bowl of water. The needle will rotate until one end points north.
· Teacher walks around and marks that end of the wire with a permanent marker.

6. Allow students time to experiment with their compasses.

7. Bring the group back together and add the introduction of the magnetic compass (1350) on the class timeline.

8. Write new knowledge on the K-W-L. Remember to discuss the K-W-L entries and correct any misunderstandings. This is an excellent tool for generating discussions and feedback opportunities. As a review, the teacher models how to create a constructed response about how one of these developments affected the lives of the people.

9. Review developments in transportation and communication prior to the Renaissance by completing the following activity:

· The teacher has two sets of different colored index cards. On one set she/he has listed developments in transportation discussed previously in the week. On the other set she/he has listed developments in written communication that have been discussed.
· The teacher explains to the students that she will hand out one set of cards at a time. The students who receive an index card group together and determine the order in which the developments occurred. Then they line up in the correct order holding their cards in front of them. Validate with the class that the order is correct and review how these developments affected the lives of people.
· Repeat this procedure with the other set of cards. Remind students of the summative assessment planned for Day 10.

10. Student pairs complete the Student Web Lesson [Get the Message].


DAY 10
Summative assessment.

(Note: The PowerPoint does not have a graphic for the summative assessment; however, a slide has been included that indicates the summative will occur on this day. It may serve as a focal point to gain student attention.)

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL:
http://www.beaconlearningcenter.com/search/details.asp?item=2951
Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. [Passages of Man and Word] is the third lesson plan in the unit [In Days of Old (Before Columbus)]. Feel free to extend or adjust the times for each lesson as needed.
3. The software, [Castle Explorer], by DK (Scholastic) may be helpful.
4. The teacher may want to get actual compasses so students can compare them to the ones they made.
5. Times indicated may vary according to the uniqueness of each class. Journal entries may be done during Language Arts time.
6. The Student Information Checklist or the Power Point may be printed for student use as well.

Attached Files

Graphics and background information for the teacher.     File Extension: pdf