Background & Society + The Renaissance
1. Jeopardy Review Game to see what you remember from the Medieval Times in Gr. 8.
https://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?gamefile=1392783880#.VFcThL4sEUV
https://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?gamefile=1392783880#.VFcThL4sEUV
2. Fun Facts about the 1500s - Mr. Fitton showed an overhead of Fun Facts from the 1500s.
interesting_facts_about_the_1500s.docx | |
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3. Define 3 important terms:
Renaissance: Re-birth of Greek and Roman culture (therefore, step away from Catholic Church) 1450-1600
Middle Ages: The time period from 500-1450
Reformation: Religious Reform of the Catholic Church, 1500
4. Explain that there were 6 big changes in the Renaissance that left people agitated and ready for change
Students will be placed in groups, read section, write 3-5 key facts, and draw a simple picture on the white boards then we present to the class.
A. Protestant Revolution (pg. 4)
B. Kings gained power (pg. 5)
C. Cities and trade grew (pg. 7)
D. Feudalism Ended (pg.6)
E. Humanism: Art/Literature no longer centred on the church (pg. 8)
F. Scientific Method (pg. 10-11)
5. Students present key facts
Renaissance: Re-birth of Greek and Roman culture (therefore, step away from Catholic Church) 1450-1600
Middle Ages: The time period from 500-1450
Reformation: Religious Reform of the Catholic Church, 1500
4. Explain that there were 6 big changes in the Renaissance that left people agitated and ready for change
Students will be placed in groups, read section, write 3-5 key facts, and draw a simple picture on the white boards then we present to the class.
A. Protestant Revolution (pg. 4)
B. Kings gained power (pg. 5)
C. Cities and trade grew (pg. 7)
D. Feudalism Ended (pg.6)
E. Humanism: Art/Literature no longer centred on the church (pg. 8)
F. Scientific Method (pg. 10-11)
5. Students present key facts
6. Feudalism skittles
a) arrange desks to fit the feudal model (see attached page for diagram)
b) students draw identification ballots and sit in prearrange spots according to social group they represent
c) each student is given 10 candies in their paper cup. Nobles and vassals also need a spoon.
d) Peasants must pay for protection of their crops to the vassals – vassals confiscate 6 candies with their spoons
e) From that payment, the vassal keeps 1 and gives 5 to his lord
f) From each vassal’s payment of fidelity, the noble is to keep 2 pieces and give 3 candies to the king
g) depending on class distribution, the final candy allotment may look like this:
peasant - 4 candies
vassals - 12 candies
nobles - 22 candies
king - 46 candies
a) arrange desks to fit the feudal model (see attached page for diagram)
b) students draw identification ballots and sit in prearrange spots according to social group they represent
c) each student is given 10 candies in their paper cup. Nobles and vassals also need a spoon.
d) Peasants must pay for protection of their crops to the vassals – vassals confiscate 6 candies with their spoons
e) From that payment, the vassal keeps 1 and gives 5 to his lord
f) From each vassal’s payment of fidelity, the noble is to keep 2 pieces and give 3 candies to the king
g) depending on class distribution, the final candy allotment may look like this:
peasant - 4 candies
vassals - 12 candies
nobles - 22 candies
king - 46 candies
lesson_on_feudalism.docx | |
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7. Distribute "English Civil War" unit outline. Contains all vocab, learning outcomes as well as chapter questions that will be testable. See below.
new_civil_war_outline.docx | |
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The English Civil War
1.-Show the youtube clip “shift happens.” Did you know? 3.0
-Discuss how much change has happened in their lives so far. Compare to their grandparent (would have seen the first car and TV, video phones were futuristic).
-Discuss how much change has happened in their lives so far. Compare to their grandparent (would have seen the first car and TV, video phones were futuristic).
2. The Renaissance was also a time of incredible change, but it was change that left people very agitated and upset.
3. Define the term Renaissance: Re-birth, 1450-1600, going back to Greek and Roman Culture, focus on the human and away from Religion. Define Middle Ages: 500-1450. Reformation: Religious reform of the Catholic Church 1500s.
4. Read page three in the text book, talk about the domino effect of change, look at the example of the car. Get them to brainstorm changes enacted because of the internet (Need faster computers, Laws about internet safety and copyright, Studies of how Wi-Fi affects people, security changes (banks, credit cards online shopping), plagiarism, fraud, gambling, guy convinced people to commit suicide, easy access to information).
5. Explain that one big change was away from feudalism to the modern business economy.
6. Go over matrix notes on the other changes. This handout was drawn by Mrs. Fitton
3. Define the term Renaissance: Re-birth, 1450-1600, going back to Greek and Roman Culture, focus on the human and away from Religion. Define Middle Ages: 500-1450. Reformation: Religious reform of the Catholic Church 1500s.
4. Read page three in the text book, talk about the domino effect of change, look at the example of the car. Get them to brainstorm changes enacted because of the internet (Need faster computers, Laws about internet safety and copyright, Studies of how Wi-Fi affects people, security changes (banks, credit cards online shopping), plagiarism, fraud, gambling, guy convinced people to commit suicide, easy access to information).
5. Explain that one big change was away from feudalism to the modern business economy.
6. Go over matrix notes on the other changes. This handout was drawn by Mrs. Fitton
matrix_notes_on_renaissance.pdf | |
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7. Review feudalism with reminder of skittle activity. -One big change = plague – helps bring down feudalism (no people to work) -Show Monty Python clip from plague-ravaged England: bring out your dead: - Re-iterate how the change in religion and the movement towards science and the scientific method (if it can’t be proven by science, it cannot be proven) causes people commit suicide because world is not center of universe – whole bible might not be true (Bible says world is 7,000 years old). Turns old views of the world upside-down. |
Clips that go with the lesson - While we do the "Unit Matrix" drawing, we will watch some of these videos as they help us understand the era.
1. Bio of the millennium on Guttenberg)
2. Bio of the millennium on Luther and Newton)
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8. ASSIGNMENT:
A. Students into groups.
B. Each group picks a change we studied (Reformation, Humanism, Etc - from the Matrix) and has to show their understanding of it through one of the following activities: skit, talk show interview, comic on board/window, 4 line rhyming poem, tableaux, 3 newspaper headlines from the time period.
C. 10 minutes to plan and get ready.
D. Present to the class.
Lesson: Reviewing the Renaissance
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1.Review the 5 major changes in Renaissance European Society
Religious: Protestantism develops; Catholic church isn't the only kid on the block. Political: Kings gain power when pope loses it. Economic: Feudalism is dead; rise of the middle class. Cultural: Humans are just as important as religion! Science: If science can’t prove it, it doesn’t exist. 2. Type into google image search "Catholic Cathedrals Art" and have kids point out what they notice about the pictures that come up." 3. Show Simpsons version of Queen Elizabeth & the Spanish Armada (in iTunes) - When on their chapter questions and get to this section in them. 4. Work on Chapter questions from the unit overview. |
Lesson: The Divine Right of Kings
1. Activity to illustrate the importance of democratic rights + Review Horrible histories clip above: https://www.youtube.com/watch?v=3m6iSe_xsPM (The Catholic Report with Bob Hale)
2. We discussed the all the changes facing Europe in the 1500s, and one major one was a change in the power of kings. While the Tudors in England had been smart enough to use this sparingly, when a new king came to England who strongly believed in the Divine Right of King, problems begin to develop.
-James the first was king of England after Elizabeth I and he believed in something called “The Divine Right of Kings” The belief that kings had a god given right to rule and nothing could challenge that. Meant they were above the law.
2. We discussed the all the changes facing Europe in the 1500s, and one major one was a change in the power of kings. While the Tudors in England had been smart enough to use this sparingly, when a new king came to England who strongly believed in the Divine Right of King, problems begin to develop.
-James the first was king of England after Elizabeth I and he believed in something called “The Divine Right of Kings” The belief that kings had a god given right to rule and nothing could challenge that. Meant they were above the law.
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3. Put the quote on the board: “power tends to corrupt and absolute power corrupts absolutely” - Lord Acton. What does this mean?
4. Show the Aladdin clip and discuss -Discuss why Jaffar fails/falls – -Link to Stuart Dynasty – believe in divine right of kings (power from God) – Medieval mindset in a time of science/logic. Believe in Divine Right of Kings in a nation that believes in some level of equality and parliament. -The history we will study is the story of someone’s personality that leads to war and death of divine right of kings. -England was forefront of democracy – put it into use in this time period -Mention Magna Carta – limits kings power and creates parliament. |
5. Read pg. 23 to see 17th century English diet. Today we will try a 17th century English platter. Mr. and Mrs. Fitton have prepared some lovely food from the era: Stew, bread, coffee, pineapple and mushy peas.
6. Distribute mapping assignment – Work on their mapping assignment.
-Will have to use their textbook P. 21 and an atlas – will have a quiz with a mapping question on it – so study up!
7. Work on chapter questions if time + Go over answers to chapter questions as a class (on board) - Up to #13.
6. Distribute mapping assignment – Work on their mapping assignment.
-Will have to use their textbook P. 21 and an atlas – will have a quiz with a mapping question on it – so study up!
7. Work on chapter questions if time + Go over answers to chapter questions as a class (on board) - Up to #13.
map_assignment__notes.doc | |
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Lesson: Divine Right of Kings, Class System, Puritans.
1. Divine right of Kings; is it bad or good? (Absolute monarch)
-Get students to write two columns one that says PLUS and the other says MINUS.
-Have to think of benefits and disadvantages of an absolute monarch
-class discussion when they are finished. Get one person from each group to come up to the chalkboard and write some of their points
2. Watch Historical Paramedics Clip to give students a sense of the era. https://www.youtube.com/watch?v=lPzIMyKRIP4
-Get students to write two columns one that says PLUS and the other says MINUS.
-Have to think of benefits and disadvantages of an absolute monarch
-class discussion when they are finished. Get one person from each group to come up to the chalkboard and write some of their points
2. Watch Historical Paramedics Clip to give students a sense of the era. https://www.youtube.com/watch?v=lPzIMyKRIP4
3. 1588 Spanish Armada defeated, England established colonies over seas. Whole new class develops that imports from colonies and manufactures with those product. Still problems though
Talk about inequality of the class. Get them to stand up and divide them into classes. In a class of 25, 1 person will be the upper class (2.6%) (actually a half of a person, but we’ll go with 1), 3.75, so 4 people are middle class and the rest are lower class. Tell them to sit again, but remember who they are.
4. Explain that the upper class consists of the King, his advisors, nobles and high church officials (like bishops). Houses full of treasures like china from Asia, fine furniture made from African wood etc.
The Middle class are merchants who were becoming rich from trade, landowners, skilled workers in guilds, professionals (doctors, lawyers) and military officers. They could, with enough money, join the upper class. Many of the richer ones also had treasures from colonies. Made money importing them for rich people
Lower class: ordinary workers, most work on farms in country. Live in poverty, no chance to move up, whole families live in one or two rooms. Men earned 10 pennies a day, women 3-4. Widows worst off, cities full of people whose only livelihood was crime because no work once kicked off feudal lands.
5. Now show them distribution of wealth in English society. If 25 cookies represents the total wealth of England, the cookies would be divided among them as follows
Upper class gets: 21 and ¾ of a cookie
Middle: 3 cookies
Lower: ¼ of a cookie
How do you think people felt about this? What can they do?
6. Hook: Ask students how many people like chocolate, staying up late, Christmas, going to movies/theatres, listening to music, pop, energy drinks, girls/boys. Add things like “hours of studying” or “hitting yourself if you’ve done something wrong” or “hitting children when they’ve done wrong” and “working endless hours in the fields.”
7. -Discuss puritans – what does it mean to be “pure” – ask them, what things are “pure”
-Explain that England has a mix of people who live to excess (decorate churches) + these people – what does class think is going to happen?
-Interesting fact: The word “Presbyterian” spells “best in prayer” when letters re-arranged,
8. Religion was another big part of 17th century English society. There were 2 dominant religions in England: The Church of England (Anglicans) (basically catholic who can divorce) and Puritans (anti-Catholics, very much against ceremony). Give each student a card. Write Anglicans on one board and Puritans on the other board. Have students stand up and read their card. As a class, sort into the proper category. When they read out the severe public punishment card, read some examples from notes on Puritans punishments.
9. Complete chapter questions to the end. Will use tomorrow
Talk about inequality of the class. Get them to stand up and divide them into classes. In a class of 25, 1 person will be the upper class (2.6%) (actually a half of a person, but we’ll go with 1), 3.75, so 4 people are middle class and the rest are lower class. Tell them to sit again, but remember who they are.
4. Explain that the upper class consists of the King, his advisors, nobles and high church officials (like bishops). Houses full of treasures like china from Asia, fine furniture made from African wood etc.
The Middle class are merchants who were becoming rich from trade, landowners, skilled workers in guilds, professionals (doctors, lawyers) and military officers. They could, with enough money, join the upper class. Many of the richer ones also had treasures from colonies. Made money importing them for rich people
Lower class: ordinary workers, most work on farms in country. Live in poverty, no chance to move up, whole families live in one or two rooms. Men earned 10 pennies a day, women 3-4. Widows worst off, cities full of people whose only livelihood was crime because no work once kicked off feudal lands.
5. Now show them distribution of wealth in English society. If 25 cookies represents the total wealth of England, the cookies would be divided among them as follows
Upper class gets: 21 and ¾ of a cookie
Middle: 3 cookies
Lower: ¼ of a cookie
How do you think people felt about this? What can they do?
6. Hook: Ask students how many people like chocolate, staying up late, Christmas, going to movies/theatres, listening to music, pop, energy drinks, girls/boys. Add things like “hours of studying” or “hitting yourself if you’ve done something wrong” or “hitting children when they’ve done wrong” and “working endless hours in the fields.”
7. -Discuss puritans – what does it mean to be “pure” – ask them, what things are “pure”
-Explain that England has a mix of people who live to excess (decorate churches) + these people – what does class think is going to happen?
-Interesting fact: The word “Presbyterian” spells “best in prayer” when letters re-arranged,
8. Religion was another big part of 17th century English society. There were 2 dominant religions in England: The Church of England (Anglicans) (basically catholic who can divorce) and Puritans (anti-Catholics, very much against ceremony). Give each student a card. Write Anglicans on one board and Puritans on the other board. Have students stand up and read their card. As a class, sort into the proper category. When they read out the severe public punishment card, read some examples from notes on Puritans punishments.
9. Complete chapter questions to the end. Will use tomorrow
Lessons: James 1 of England and Witches
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1. Review what we learned last class about English society: Gov’t: Absolute monarchy, divine right of kings, Democracy, Magna Carta, diet, inequality and religion. Use drawings on board and brief notes to review. -ACTIVITY: review Puritains vs. Anglicans by getting the kids to make a sign with P on one side and A on the other, I will read the cards, they raise the sign. Or kids will get a statement and have to read it out. Students will then move to one side of the room with a giant "P" on it for Protestant or the side of the room with "A" on it for Anglican. 2. Why is England so against Catholicism? It goes back to Bloody Mary nearly 100 years before. Show part of bloody Britain 10-18 min and 20min-end |
3. Review Chapter questions. Go over questions 1-8 – answers from class. Mr. Fitton will post the answers around the room (fully developed answers) Students please write anything they missed in a new colour. We will then discuss "Specific" vs "Non-Specific" answers as a skill. Remember to include all the information from the test, to read the whole section, to take note of pictures/captions etc.
4. Lecture on James VI/ James I. The class will watch a powerpoint on James to understand what he was all about.
lesson_3_-_james_vi.ppt | |
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5. James the first was obsessed with witches and his obsession unleashed a reign of terror aimed at supposed witches in England. Distribute Witch-finder General Handout and read. Read about how witches were "discovered" during the civil war in England.
6. Show Matthew Hopkins video 0:21-3:00 mins and 6:00 to 16 minutes. Explain his career ended when he killed a preacher for being a witch, people no longer trusted him. -Discuss how witch hunts are hysteria and are aimed at vilifying and persecuting others. --- are there any examples today? Holocaust, Kick a Ginger day, treatment of Muslims after 911? genocides? 7. Show Machines of Malice: Ducking Chair clip or Burning at the stake. Discusses on other ways witches were punished. http://www.dailymotion.com/video/x1nltge_machines-of-malice-witches-and-heretics_shortfilms 8. Show "Monty Python Clip" "She's a witch." 9. work on chapter questions |
Quick Review Game: Get students to make a T and and F on a big paper and bend in half. Must respond to questions as Review.
King James of England was from Scotland (t) The Magna Carta gave the king more power (f)
King James was a well-liked King (f) Britain was able to gain colonies by defeating Spanish (t)
King James believed in listening to parliament (f) In England, the Poor made up 50% of the population? (f)
An “Ordeal” was a way to find a witch (t) The Divine Right of kings means god appointed them (t)
Queen Elizabeth was a catholic (f)
Students must agree, if not, they have to explain to someone else and try to convince them the opposite.
King James of England was from Scotland (t) The Magna Carta gave the king more power (f)
King James was a well-liked King (f) Britain was able to gain colonies by defeating Spanish (t)
King James believed in listening to parliament (f) In England, the Poor made up 50% of the population? (f)
An “Ordeal” was a way to find a witch (t) The Divine Right of kings means god appointed them (t)
Queen Elizabeth was a catholic (f)
Students must agree, if not, they have to explain to someone else and try to convince them the opposite.
Lesson: Reviewing our Map
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1. - REVIEW OF Great Britain – draw on board – we’ll get into teams and play “pin the tail on the map.” – Give students some tape and get them to write out as many of the words as possible. Have to run up and tape into the proper positions. We’ll review first.
2. Powerpoint on Charles 1. See the lecture below. This is some in-depth information. In your 3. Show Horrible History Clip on Charles and his interesting wedding. Charles the 1st did not attend his wedding in France because his wife wanted a Catholic Ceremony in Notre Dame Cathedral, so he had someone stand in for him. Then they married in England in a Protestant Ceremony. 4. Video: English Civil War - play 16 minutes on Charles 1st to show how he spoke. 5. Sort out long term causes of the civil war into Religious, Parliament and Taxes (please keep them in order of the dates provided). This is a handout that is not yet on the website. Cut and paste exercise. -We will review in groups by cutting/pasting large versions on boards. 6. Chapter Questions 10-19 must be done to leave today. |
lesson_4_-_charles_i.ppt | |
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File Type: | ppt |
If you would like to know more about King Charles, here is a video series (3 vids) that will help you understand the Stuart King.
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Lesson: Free Speech and Walter Prynne
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1. Go over Chapter questions 8-19 as a class.
2. Go over the sheet they made for long term causes of the civil war. 3. What is a Civil War?: Nation fights amongst selves. Families Vs. Families.-Events leading to the Civil War – 4. Clip from “Hotel Rwanda” to show a modern civil war– Down driving along the waterfront – to show that civil wars still occur. . Discuss other nations in the middle of civil wars: Iraq, Afghanistan, Libya, Egypt, Congo, Sudan, Uganda, Sierra Leone, Somalia, Syria (currently). -This video is a bit graphic. Students who do not wish to watch the last two minutes, do not need to. |
5. Freedom of Speech: Have a debate on Penticton instituting a 7 pm curfew, but they are not allowed to speak against it, only for it. Sent anyone who speaks against it to a corner Ask class: Should people be able to say what they like? What does the Canadian Charter say? … Everyone has the following fundamental freedoms: Charter: "freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication" What does this mean? Are there limitations? Should there be? -Read page 32 on Walter Prynne. Characterize Prynne on the chalkboard using the attached notes. Talk about his “crime” and punishment. Discuss how freedom of speech has evolved over the years. 6. Write notes on Civil War by walking around the room and writing them down - Mr. Fitton will provide a photocopy in class. |
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walter_prynne.docx | |
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Lesson: The Causes of the Civil War
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1. Go over the causes of the Civil War Matrix - Mrs. Fitton has created an excellent photographic depiction of the civil war.
Put the Top 4 Causes of the Civil War on the Board: 1. Charles’ Personality -Hates Parliament, but enjoys extravagant lifestyle (1) -Wife pawns crown jewels -Believed in Absolute Monarchy and Divine Rights of kings (2) 2. Lack of Reform in England -Poor make up most of population, but make least amount of money (3) -Protestantism Reformation, but people like Laud still decorating churches (4) -tried to force Presbyterians to be Anglican (dissolves Parliament when they won’t support Short Parliament) (5) -Grand Remonstrance: How much power should the king have? Charles take advantage and invades parliament (6) |
3. Taxes (2 groups choose any 2) (7/8)
-ship money
-forced loans
-Billet Soldiers
-Tonnage and poundage
-Lord Strafford
4. Inability to speak out against Charles government
-Walter Prynn (9)
-Court of Star Chamber (10)
3.Break students into groups of 2-3. Have to create a tableau that captures the action of the scene, (one of the items from above) storyboard it on a piece of paper, take the picture, hand it in and I will create a review notes comic.
4.-Write “short”, “long” and “rump” parliament on the board. Students should take brief notes on each parliamentary body. Add to the above statements.
Short – from April to May of 1640.
Long parliament from 1640-1653! Refused to give Charles money unless he signed Grand Remonstrance
Rump parliament… the “remnants” of the long parliament that was broken up by Cromwell’s New Model
Army… a derogatory term for “left-overs”…
5. Work on Chapter questions (all the rest)
-ship money
-forced loans
-Billet Soldiers
-Tonnage and poundage
-Lord Strafford
4. Inability to speak out against Charles government
-Walter Prynn (9)
-Court of Star Chamber (10)
3.Break students into groups of 2-3. Have to create a tableau that captures the action of the scene, (one of the items from above) storyboard it on a piece of paper, take the picture, hand it in and I will create a review notes comic.
4.-Write “short”, “long” and “rump” parliament on the board. Students should take brief notes on each parliamentary body. Add to the above statements.
Short – from April to May of 1640.
Long parliament from 1640-1653! Refused to give Charles money unless he signed Grand Remonstrance
Rump parliament… the “remnants” of the long parliament that was broken up by Cromwell’s New Model
Army… a derogatory term for “left-overs”…
5. Work on Chapter questions (all the rest)
king_charles_matrix.pdf | |
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king_charles_matrix_2.pdf | |
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6. Watch a review of the civil war in a youtube video - Civil War in Three Minutes
7. Comic Activity: Students will take a section of the matrix and make a tableau (freeze frame picture) with words below to explain what is going on. At first, on a piece of paper, they will draw a picture of what they want me to take a photo of. Ie: John and Suzie will stand outside with a crown on and John will be pointing at Suzie's pockets. In a speech bubble above him will be the words "Give me all of your money" and Suzie will have her pockets turned outwards and a speech bubble saying "I don't have any more, your highness." Below will be a narrative bar that says "One reason for the English civil war was that Charles used his advisor Strafford to divisive many ways to tax peasants, such as ship money and tonnage and poundage to get more money out of the British People which made them unhappy."
Students can bring costumes or have access to some of mine next day.
In order to go out and get their picture taken next day, students need to submit the following on their single piece of paper (each group hands in one):
1. Their names
2. Picture with stick men of what I will be taking a picture of
3. THought/Speech bubbles of exactly what they want to end up in their final comic.
4. A narrative bar section (explaining what is going on and relating it to the section they received to teach the class).
5. The Location (i.e.: back field, hallway, classroom, in front of chalk board with picture of castle on it.)...
Hand in to teacher so that next day we can get into costumes and film.
Students can bring costumes or have access to some of mine next day.
In order to go out and get their picture taken next day, students need to submit the following on their single piece of paper (each group hands in one):
1. Their names
2. Picture with stick men of what I will be taking a picture of
3. THought/Speech bubbles of exactly what they want to end up in their final comic.
4. A narrative bar section (explaining what is going on and relating it to the section they received to teach the class).
5. The Location (i.e.: back field, hallway, classroom, in front of chalk board with picture of castle on it.)...
Hand in to teacher so that next day we can get into costumes and film.
TOPICS THAT GROUPS MAY CHOOSE FROM IN GROUPS OF 3-4 --- ONLY ONE GROUP PER TOPIC.:
1. CHARLES'S PERSONALITY
2. LACK OF REFORM IN ENGLAND
3. THE SHORT PARLIAMENT
4. THE LONG PARLIAMENT
5. TAXES AND CHARLES RAISING HIS OWN MONEY
6. RELIGIOUS ISSUES (SEE HANDOUT WHERE WE SORTED REASONS INTO DIFFERENT CATEGORIES)
1. CHARLES'S PERSONALITY
2. LACK OF REFORM IN ENGLAND
3. THE SHORT PARLIAMENT
4. THE LONG PARLIAMENT
5. TAXES AND CHARLES RAISING HIS OWN MONEY
6. RELIGIOUS ISSUES (SEE HANDOUT WHERE WE SORTED REASONS INTO DIFFERENT CATEGORIES)
The Civil War
1. Review the beginnings of the civil war by going over the notes we created
2. Discuss main points of the civil war
-Main trigger for civil war: Charles invades the “Long Parliament” with 500 soldiers to arrest leaders of the parliament.
-Most flee.
-Charles flees north and forms an army. Charles had control of experienced commanders, but Parliament controlled the navy, which was stronger. He also had people who voted against the grand Remonstrance.
-Fought for 7 years
-Parliament forms an army in London, This left parliament in control of Presbyterians and Puritans. Known as the Rump Parliament
– both sides now fight for control of England.
-Tell students that eventually Charles’ main opponent is a puritan named “Oliver Cromwell” – We will discuss him a little later in class.
-fought over a 7 year period
-Charles won small battles, but could never get a decisive victory
-Parliament won important victories at Marston Moor and Naseby.
3. Show: Bob Hale report: http://vimeo.com/50494546
2. Discuss main points of the civil war
-Main trigger for civil war: Charles invades the “Long Parliament” with 500 soldiers to arrest leaders of the parliament.
-Most flee.
-Charles flees north and forms an army. Charles had control of experienced commanders, but Parliament controlled the navy, which was stronger. He also had people who voted against the grand Remonstrance.
-Fought for 7 years
-Parliament forms an army in London, This left parliament in control of Presbyterians and Puritans. Known as the Rump Parliament
– both sides now fight for control of England.
-Tell students that eventually Charles’ main opponent is a puritan named “Oliver Cromwell” – We will discuss him a little later in class.
-fought over a 7 year period
-Charles won small battles, but could never get a decisive victory
-Parliament won important victories at Marston Moor and Naseby.
3. Show: Bob Hale report: http://vimeo.com/50494546
2. Show students how wars were fought in the 17th century.
-bullets spin now and go straight -used to be lead and not always round, would go all over the place -very close, have to see whites of eyes -very close and scary, most artillery not to kill, to maim, but you usually died of gangrene anyway, 3. Go outside and have students line up in rows facing each other (usually would have been 6 musketeers deep) and line would rotate because that is how long it took to reload. -Horse and pikemen (get battle axes) on flanks to take on cavalry. -Cavalry meant to re-enforce, but then used as shock troops. -Walk through a line using the plastic balls as weapons instead of muskets -Discuss how cannons were mainly used to blow off limbs and cause infection 4. Discuss the beginning of the war. Film Clip – 10 minutes from “English Civil War” – part that shows first battles. (17-27 minutes) and how to load a musket. |
5. Horrible Histories Civil War Clips (see below)
6. Cromwell Slideshow (distribute handout for students to take notes on) -Play slideshow. 7.Charles was forced to flee to Scotland where he was made a prisoner and handed over to Parliament -Presbyterians, who didn’t mind the return of Charles, were pushed out of Parliament by General Pride (known as Pride’s Purge) -He was put on trial for treason in 1649 -Treated the trial as a joke -Was sentenced to death Head chopped off at 1PM on January 30 of 1649 8. Review Trial Vocab – Get students to read over trial vocab so that they are familiar with it during the trial. 9. Figure out roles. 10. Time to Research and Prepare for the Trial.
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The Trial of King Charles
1. Show some examples of Trial Scenes
Example of A trial Scene: A time to kill
http://www.youtube.com/watch?v=C7f-BgDgpmE&feature=related
Law and Order – a closing argument scene – good acting:
http://www.youtube.com/watch?v=_-kh7GKSQ-c&feature=related
My Cousin Vinnie Scene:
http://www.youtube.com/watch?v=1q7mjoxHzm4&feature=related
(Start at 1:33 in (lots of swearing before) – 6:20) --- shows good and bad prosecutions.
Appeal to logic, appeal to emotions, re-state your arguments and how you’ve proven them. Acting is key here.
2. Finish research and trial speeches. Will present next class. Tell jurors to pick out costumes and put aside for Tuesday. Must finish for homework if not done.
Example of A trial Scene: A time to kill
http://www.youtube.com/watch?v=C7f-BgDgpmE&feature=related
Law and Order – a closing argument scene – good acting:
http://www.youtube.com/watch?v=_-kh7GKSQ-c&feature=related
My Cousin Vinnie Scene:
http://www.youtube.com/watch?v=1q7mjoxHzm4&feature=related
(Start at 1:33 in (lots of swearing before) – 6:20) --- shows good and bad prosecutions.
Appeal to logic, appeal to emotions, re-state your arguments and how you’ve proven them. Acting is key here.
2. Finish research and trial speeches. Will present next class. Tell jurors to pick out costumes and put aside for Tuesday. Must finish for homework if not done.
trial_of_king_charles.docx | |
File Size: | 1182 kb |
File Type: | docx |
outline_for_the_lawyers.docx | |
File Size: | 76 kb |
File Type: | docx |
judges_script.docx | |
File Size: | 119 kb |
File Type: | docx |
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Trial of King Charles
1. Set up room like a courtroom; we will do a dry run through with a person from history who is not being represented from the class (Peasant/Henrietta Maria). This will be a fishbowl activity, where we re-enact the parts with the Judge, the Sheriff and one witness who is asked questions and then cross-examined.
-First as a class, we will go over courtroom procedures (the judges handout). Students will have to watch and then provide feedback when done.
2. Have students work on the Restoration notes assignment while lawyer tell witnesses their questions so they know ahead of time.
3. Explain overruled, objection and sustained. Remind the jury that they must decide using only the evidence they are given today, not prior knowledge. Have the judge leave the room. Announce that the class should rise as the judge walks in. Have everyone sit.
4. Have the judge read out the charges
5. Begin trial by having both lawyers give opening speeches
6. Have witnesses for prosecution, then cross-examine
7. Have witnesses for defense, then cross-examine
8. Have lawyers give closing arguments
9. Have jurors vote, give verdict.
Some years we completed a re-enactment of our trial at the Penticton Courthouse in a real courtroom. Students did an excellent job. Some years we have done it in our classroom.
-First as a class, we will go over courtroom procedures (the judges handout). Students will have to watch and then provide feedback when done.
2. Have students work on the Restoration notes assignment while lawyer tell witnesses their questions so they know ahead of time.
3. Explain overruled, objection and sustained. Remind the jury that they must decide using only the evidence they are given today, not prior knowledge. Have the judge leave the room. Announce that the class should rise as the judge walks in. Have everyone sit.
4. Have the judge read out the charges
5. Begin trial by having both lawyers give opening speeches
6. Have witnesses for prosecution, then cross-examine
7. Have witnesses for defense, then cross-examine
8. Have lawyers give closing arguments
9. Have jurors vote, give verdict.
Some years we completed a re-enactment of our trial at the Penticton Courthouse in a real courtroom. Students did an excellent job. Some years we have done it in our classroom.
Lesson: End of the Civil War
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1. Explain that Cromwell died in 1658, his son Richard ruled for a year, but was unfit to rule and abdicated in 1660. Charles II was asked to take the throne. (See Horrible Histories Clip)
2. Mark rest of Chapter questions together, Show clip on Charles II. "The King that Brought Back Partying" from Horrible histories. We will also review the "Blue Laws" brought in by the Puritans. 3. ASSIGNMENT: Split class into groups to create teaching presentation on the rest of the unit. Must have Key message for their section and 3-5 key points. Must teach in an interesting way (ie. skit, song, talk show, headlines, comic on window or board, rap, tableaux that they explain or own creative way). Sections -The Restoration (pg. 44-46 only up to Test Act) -Test Act (46) -The Glorious Revolution (pg. 46-47) -Bill of Rights (pg. 47) -John Locke (pg. 48) -Conclusion (pg. 49) |
4. View "Restoration and Glorious Revolution" powerpoint and Handout below.
5. Distribute the Unit ASR for the upcoming unit test on the English Revolution.
6. Sing the English Revolution Song - will help students with studying. We will also make a small music video where students will sing the song and it will be recorded. Then students will have to get into groups and create a small picture/tableaux that represents lyrics (they will be given 4 lines and have to create two pictures.). Mr. Fitton will then put together a video for them to study. Below is an example of Mrs. Fitton's class. Another music video from Mr. Fitton's class is below. We will get a chance to make a similar one as well if we want (only it would be a social studies related song.)
5. Distribute the Unit ASR for the upcoming unit test on the English Revolution.
6. Sing the English Revolution Song - will help students with studying. We will also make a small music video where students will sing the song and it will be recorded. Then students will have to get into groups and create a small picture/tableaux that represents lyrics (they will be given 4 lines and have to create two pictures.). Mr. Fitton will then put together a video for them to study. Below is an example of Mrs. Fitton's class. Another music video from Mr. Fitton's class is below. We will get a chance to make a similar one as well if we want (only it would be a social studies related song.)
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lesson_8_-_restoration__revolution.ppt | |
File Size: | 261 kb |
File Type: | ppt |
english_revolution_song.docx | |
File Size: | 80 kb |
File Type: | docx |
restoration_handout.doc | |
File Size: | 208 kb |
File Type: | doc |
Final Lesson of the Unit1. Students will complete any work necessary for the song.
2. Students will get time to work on their unit ASR. (Active Study Review.) 3. We will play a game of Jeopardy + 21 Questions Game (Students get a vocab word from the unit pasted to their back. They have to show others and have 21 questions to guess the answer: i.e.: am I a person, am I a law, am I a philosophical theory?.... the students has to see if they can guess the term). 4. The Unit Test will be next class. |
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chapter_2_asr_2014.doc | |
File Size: | 96 kb |
File Type: | doc |
words_to_cut_out_for_studying-_for_english_civil_war.doc | |
File Size: | 24 kb |
File Type: | doc |
english_civil_war_jeopardy.ppt | |
File Size: | 598 kb |
File Type: | ppt |