Goals & Objectives
Goals- Students will understand the various roles the Christian Church played in Medieval European life.
Objectives- Students will explore a variety of online resources and complete a pictorial dictionary and a graphic organizer evaluating the role of the Church in Medieval society, politics, and culture. Students will then debate their decisions in a free discussion.
Objectives- Students will explore a variety of online resources and complete a pictorial dictionary and a graphic organizer evaluating the role of the Church in Medieval society, politics, and culture. Students will then debate their decisions in a free discussion.
California State Content and Common Core Standards
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
8. Understand the importance of the Catholic Church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas’s synthesis of classical philosophy with Christian theology, and the concept of “natural law”).
Speaking and Listening
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
8. Understand the importance of the Catholic Church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas’s synthesis of classical philosophy with Christian theology, and the concept of “natural law”).
Speaking and Listening
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Lesson Introduction
Day one- Students will participate in a think-pair-share with their seating partner. They will name three ways religion can affect a person’s life and share their responses with their partners.
Day two- Students will participate in a whip around. Each student will hold up their completed ticket and declare if they believe the Church had too much or too little influence on life in Medieval Europe and which source they used was their favorite and why.
Day two- Students will participate in a whip around. Each student will hold up their completed ticket and declare if they believe the Church had too much or too little influence on life in Medieval Europe and which source they used was their favorite and why.
Vocabulary
The vocabulary words for this lesson are
· Monastery
· Monk
· Convent
· Nun
· Manuscript
· Sacrament
· Cannon Law
· Excommunicate
Students will enter these words into a picture dictionary while they explore selected online resources. Each word entry will include the word, its definition, a pictorial representation, and other facts about the word.
· Monastery
· Monk
· Convent
· Nun
· Manuscript
· Sacrament
· Cannon Law
· Excommunicate
Students will enter these words into a picture dictionary while they explore selected online resources. Each word entry will include the word, its definition, a pictorial representation, and other facts about the word.
Content Delivery
Day one- The first section of the lesson will take place in the computer lab. Students will use their computers to explore a selection of provided online resources. These resources will include textbook excerpts and websites.
Day two- Each student will consistently refer back to the information they have uncovered when stating an opinion during the meeting.
Day two- Each student will consistently refer back to the information they have uncovered when stating an opinion during the meeting.
Student Engagement
Day one- While students are exploring the online resources they will complete a pictorial dictionary and their ticket/graphic organizer for the free discussion.
Day two- Students will participate in a free discussion debating the value of the Church’s influence on life during the Medieval Period. The teacher will provide guiding questions as necessary, but the students should do most of the talking.
Free discussion - Student will come into class and sit in a circle. The lesson introduction will let students know what their peers think about the topic. Students will debate the statement ‘The Catholic Church had too much influence on life during the Medieval Period.’ Students will be expected to use the information from the previous day’s lesson to support their statements. All students will be encouraged and rewarded for participation. There will, however, be no penalties for not speaking during the debate. After the debate written feedback will be provided. Students will be giving the following set of rules.
1. You will always be respectful of other students and their opinion. This means do not insult anyone or their position and do not be dismissive.
2. Everyone has a right to participate and you will respect that right. That means no one is allowed to monopolize the discussion or talk over another person.
3. I am the moderator. This means I reserve the right to change the subject, bring up a different idea, ask a question, and encourage someone to participate.
4. You will use academic language to the best of your abilities.
5. If you use a point you learned from the sources you will explain which source it came from.
Students are expected to provide the majority of the verbalization during the free discussion, but the following questions will be used to help keep the discussion moving.
1. Why would someone be afraid of excommunication?
2. Why would someone decide to become a monk or nun?
3. Who do you think was more powerful, the Popes or Kings?
4. Why was the great art of the middle ages supported by the Church?
5. In your opinion what was the Church’s most important function?
6. If the church did not exist what do you think would have happened?
Day two- Students will participate in a free discussion debating the value of the Church’s influence on life during the Medieval Period. The teacher will provide guiding questions as necessary, but the students should do most of the talking.
Free discussion - Student will come into class and sit in a circle. The lesson introduction will let students know what their peers think about the topic. Students will debate the statement ‘The Catholic Church had too much influence on life during the Medieval Period.’ Students will be expected to use the information from the previous day’s lesson to support their statements. All students will be encouraged and rewarded for participation. There will, however, be no penalties for not speaking during the debate. After the debate written feedback will be provided. Students will be giving the following set of rules.
1. You will always be respectful of other students and their opinion. This means do not insult anyone or their position and do not be dismissive.
2. Everyone has a right to participate and you will respect that right. That means no one is allowed to monopolize the discussion or talk over another person.
3. I am the moderator. This means I reserve the right to change the subject, bring up a different idea, ask a question, and encourage someone to participate.
4. You will use academic language to the best of your abilities.
5. If you use a point you learned from the sources you will explain which source it came from.
Students are expected to provide the majority of the verbalization during the free discussion, but the following questions will be used to help keep the discussion moving.
1. Why would someone be afraid of excommunication?
2. Why would someone decide to become a monk or nun?
3. Who do you think was more powerful, the Popes or Kings?
4. Why was the great art of the middle ages supported by the Church?
5. In your opinion what was the Church’s most important function?
6. If the church did not exist what do you think would have happened?
Lesson Closure
Day one- Students will participate in a whip around. They will each share what they found to be the most surprising thing they learned during the lesson.
Day two- Each student will write a short answer to the question ‘Why do you think people have different opinions about how much influence religion should have in secular life?’
Day two- Each student will write a short answer to the question ‘Why do you think people have different opinions about how much influence religion should have in secular life?’
Assessment
Day one-
Formative/Informal- While students work on their computers the teacher will circulate and assess student progress. The teacher will supply verbal feedback, encouragement, and scaffolding.
Summative/Formal- The pictorial dictionaries and tickets/graphic organizers completed on day one will be collected at the end of day two after the free discussion. Each portion of the assignment will be given a check, check minus, or check plus and be worth a total of three points.
Day two-
Formative/Informal- During the lesson introduction each student will be asked to show their work from the previous day, prove they visited the sites, and give the opinion they formed.
Summative/Formal- After the free discussion each student will receive a short written assessment of their performance during the meeting. The discussion will not have a set point value because forcing students to contribute will not foster an honest debate. Students who do particularly well, however, will receive up to five extra credit points on their next exam.
Formative/Informal- While students work on their computers the teacher will circulate and assess student progress. The teacher will supply verbal feedback, encouragement, and scaffolding.
Summative/Formal- The pictorial dictionaries and tickets/graphic organizers completed on day one will be collected at the end of day two after the free discussion. Each portion of the assignment will be given a check, check minus, or check plus and be worth a total of three points.
Day two-
Formative/Informal- During the lesson introduction each student will be asked to show their work from the previous day, prove they visited the sites, and give the opinion they formed.
Summative/Formal- After the free discussion each student will receive a short written assessment of their performance during the meeting. The discussion will not have a set point value because forcing students to contribute will not foster an honest debate. Students who do particularly well, however, will receive up to five extra credit points on their next exam.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners, Striving Readers, and Students with Special Needs will all receive scaffolding during the investigation portion of the lesson. They will also be encouraged to use an online translation page or an App that reads imputed text aloud as needed. Each student will be encouraged to participate in the debate, but no student will be penalized for refusing to do so.