wyse - bd on power - complete

7/30/2019 Wyse - BD on Power - Complete

http://slidepdf.com/reader/full/wyse-bd-on-power-complete 1/36

Wyse 1



Wyse 2



Wyse 3

Backward Design OverviewAdapted by Lonni Gill, Ph.D.



Wyse 4

Theme:

Power

Year-long Question:

How does power shapeour world?

Part 1 Outcomes: What do we want them to know?

Standards:

History*6.1.11 - Analyze the interconnection of people, places, and events in the

economic scientific and cultural changes that led to the European Renaissanceand voyages of discovery

Government*6.2.2 - Examine key ideas of the Magna Carta (1215), The petition of Rights

(1628), and the English Bill of Rights as documents that place limits on theEnglish Monarchy.

*6.2.8 - Analyze the impact of the concept of democracy on nations of Europe

and the Americas.

Geography*6.3.5 - Describe characteristics of Europe and the Western Hemisphere (human

features, population, communication and transportation)

Economics*6.4.1 - Give examples of how trade related to key developments in the history of

Europe and the Americas.

*6.4.2 - Analyze how countries of Europe and the Americas have benefited from

trade throughout history.



Wyse 5

Key Concepts:

1. People's ideas are powerful and

caused change.

________________________________

2. Power is distributed in a

government.

Key Points:

Powerful families:Medici - bankers from Florence,patrons of art that inspired the

Renaissance. Went from

merchants to dukes and Popes. Scientific Revolution

*Galileo - ideas of gravity,telescope,

*Copernicus - heliocentrism*Leonardo di Vinci - artists as

well as scientist of anatomy

and engineering*Phillip Brunelleschi - architect

and coined perspective in 2Dart.

The Arts of the

Renaissance*Leonardo di Vinci - drawings

and paintings. Frescos such asin the Sistine Chapel.

*Brunelleschi - perspective in 2Dart.

*Michelangelo - Sculptor of David in Florence, Italy.

Patroned artist of the Medicifamily. Deeply religious.

The role of the Church*The power of the church

throughout Europe, as both a

spiritual and governmentalpower.

*The church's response to newscientific ideas. Faith vs.

science*The church's response to the

new renaissance art: patrons

of Di Vinci and Michaelango

Printing Press

__________________________

Monarchies of Europe*English dynasties

*Hapsburg Empires*German Princes

*French Kingdoms

Magna Carta and EnglishBill of Rights

*English origin

*Colonial Charters with similar



Wyse 6

________________________________

3. The cultures of Europe and theAmericas are connected, similar and

different.

_______________________________

4. Trade was a driving force fordevelopment in Europe and the

Americas.

ideas: Virginia Charter,Massachusetts Charter, William

Penn's Charter

*American Bill or Rights and itscomparison to the Magna Carta

English Civil War and

Petition of Rights (1628).

United States Checks andBalances

*Branches of Government:

judicial, executive, legislative _________________________

Countries of Europe:

England, France, German,Italy, Spain and many

others.*Locate them, gain a spatial

sense of their size.

*Locate city culture centers:Paris, London, Florence, Berlin,

Vienna*Examine population maps:

compare populations from the

renaissance to today.

Explore language indifferent countries

Transportation: past and

present. busses, bikes,rail, trams, cars

______________________ change in power

structure: feudal

structure to commercestructure.

*Define Feudalism and its

distribution of land and power

Explorers: Marco Polo,

Columbus, Magellan,

Medici family:*went from Merchants to Dukes

and popes via banking andtrade

Venitian Merchants

Trade led to thedevelopment of:* Discovery of the new world

* Slavery

* Plantations * The Black Death



Wyse 7

Part 2 Assessments: How do we know what they know?

Performance-based

Assessments:

1. Oral Presentation

2. Transmediation

Other Assessments-

Formative

1. Exit Slips

2. Thumbs up/ Thumbsdown

3. Big Ideas Checklist forteacher and self-

evaluation

4. Informal Conversations

5. Portfolios

6. Parking Lot of Ideas

Skills they need

to have:

Draw

WriteCompare/Contrast

Research

Note-takingRead

Read Maps

Data Analysis

Part 3 Path: How do we get there?

Purposeful Learning Activities:

1. Invitations

2. The Human Timeline

3. da Vinci Inventions

4. Art Historian Guest Speaker

5. Research



Wyse 8



Wyse 9

PBA #1: Oral Presentation

Grade Level: 6

Description:For this assessment, students will choose a historical figure and

conduct supported individual and group research. Students will prepare afirst-person oral presentation as their historical figure and perform it for theclass in character. Students must also bring a visual aid that is connected totheir historical figure. For example, if their figure is Michelangelo; they couldbring in a picture of Michelangelo's artwork. Some of these historical figuresmight include: Leonardo Di Vinci, Galileo, Copernicus, Phillip Brunelleschi,Martin Luther, Marco Polo and more.

Students will first be immersed in content via activities such asinvitations. During this time, students can browse historical figures to helpthem decide which to choose. During the time of research, students will

have opportunities to do independent and group research. Researchmaterials will include books, documentaries, movies, internet searches andmore.

All oral presentations of the historical figures will take place on thesame day. This day of performance and sharing will be celebrated and built-up to be a fun, engaging experience. Students will sign up for performanceslots, a stage could be made, and students could volunteer for fun jobs suchas: host, lighting expert, and camera man. Approaching the oralpresentations in this way will lessen pressure and anxiety by making it a fun,engaging experience that builds community and a sense of accomplishment.

Rationale : The content for this unit covers several pivotal historical figures thathave helped shape the world with their powerful ideas, inventions andinfluence. Students will do in-depth research on a historical person and theirimpact on the world. Sharing their research with the class, via a first-personoral presentation, will position them to identify with their historical person. The format of an oral presentation will allow students to share their researchwith other classmates. This will expose them all to more in-depth content. Itwill also provide them with an opportunity to practice public speaking.

Developmentally Appropriate:

Finnan (2009 -2010) clearly explains developmentally appropriatepractices and standards for upper elementary students in her article: AFocus on Upper Elementary Teacher Preparation: Developmentally Appropriate Practice and Standards Shaping our Programs. She states thatwhile students are learning content in these grades, they are also at apivotal age where identity development is taking place. In response to this,teachers should support that positive identity development through creatinga sense of accomplishment, belonging and engagement (Finnan, 2009-2010,p.9).



Wyse 10

• Accomplishment:

1. Students at this age are beginning to compare themselves toothers. The Oral Presentation PBA is a perfect way to supportand encourage students to do this in a positive light.

2. It is at this age that students lose the cognitive conceit, and

might start believing they are not able to academic tasks(Scales, Sesma & Bolstrom, 2004, p. 164). The Oral Presentationallows them the opportunity to accomplish a challengingacademic task in a supportive safe environment that is set up fortheir success.

3. The research done to prepare for the oral presentation will besupported and facilitated by the teacher in an inquiry-basedstyle, but driven and conducted by the students. This allowsthem the opportunity to take personal responsibility for theirlearning.

4. The rubric developed for this PBA is designed to give substantive,

individualized and meaningful feedback to the students.

• Belonging:

1. The oral presentation is a presentation done in first person,where the student dresses in character. This fun performancebased assessment allows the students to participate in acollaborative overall performance. This type of activity fosters asense of safety, community and belonging for the students.

• Engagement:

1. The learning done for this PBA is cross-curricular, whichprovides students with the opportunity to pull from their fundsof knowledge and choose a historical figure that is interestingto them. This encourages and supports higher engagement.

2. The teacher should choose a historical figure as well and doresearch alongside the students. The teacher should modeldoing research and giving a presentation. Providingstrategies to do the PBA during the process and being a role-model would encourage student engagement in learninginside and outside the classroom.

Differentiation• Content: Students will be able to choose their own historical figure and

the content that surrounds that figure.

• Process: Students will have several access points available to them to

conduct research. These include: books, articles, internet searches,documentaries, artwork, pictures, etc. Students will have the choice of writing or typing notes during their research. Tools such as index



Wyse 11

cards, sticky notes, and highlighters will allow students to interact withthe text in a way that best supports their comprehension and learning.

• Product and Environment: While the oral presentation is done in firstperson in a performance type setting, students will have the option of video recording their presentation in private and have it shown in classduring the performance. Students may also voice record their

presentation and bring in their visual aide and costume to be shownduring the listening of their oral presentation. Considerations forwritten first person presentations can be made as well. The goal isthat the students' presentations reflect their learning of the historicalfigure.

Critical Thinking Skills• Bloom's Taxonomy

1. Knowledge: Students will first gather knowledge about theirhistorical figures. They'll begin to construct a world aroundtheir historical figure by finding out when in history they lived,what was happening in the world at the time, where they livedand went, and identify the historical figure's achievements.

2. Comprehension: As students gather knowledge, they will betransferring the information into their own words via variousways of note taking.

3. Application: Students will be applying their foundunderstanding of their historical figure and theiraccomplishments as they create and give their first personoral presentations.

4. Analysis: The students will be analyzing their historicalfigures' lives and organizing the information about them in a

way that can be understood by the class.5. Synthesis and Evaluation: Students will gather informationfrom various sources about their historical figures and theway of life while they lived. They will have to evaluate theinformation they find and determine which is true, false, mostimportant, less important, the chronological order of events,etc. By doing this, students will be constructing a meaningfulunderstanding of their historical figure in a holistic way.

How does this help students to become culturally diverse citizens

in a democratic society and interdependent world?• As a first person presentation, the students are challenged to put

themselves in the position of their historical figure. They are able tochoose their historical figures so that they are able to connect to thatperson more readily. Being able to empathize with a person, see theworld through their eyes, or from a different perspective is animperative skill to have when living in a culturally diverse democraticsociety.



Wyse 12

• The historical figures the students will be studying have all greatly

contributed to society, and or changed the course of history. Knowingthat background, how far society has come, and its path to thepresent; will help students gain a clearer vision for what the future canbe.

Oral Presentation - PBA Rubric

Masterful/Mature

Must have 8

Early Life / childhood information

Birth date, location, parents' names and professions,

siblings, interesting childhood facts

Education and background

University, apprenticeship, journeyman, self-taught

Influences

parents, educators, masters, employers, benefactor

Achievements (be sure to give detail)

inventions, discoveries, heroic acts

Visual aid of achievement

picture, miniature model, construction

Achievement effects on history and today

di Vinci's flying invention lead to the creation of theairplane that revolutionized travel.

How is this achievement connected to power? The ability to fly, and fly well, gives great advantage

for trade, education, war etc

In character

Costume, voice, hair, movements

In-depth/Skilled

Must have 6-7



Wyse 13

Able/Aware

Must have 4-5

Developing/Unreflective

Must have 2-3

Novice/Literal

Have 1

PBA #2: Transmediation Project

Grade: 6

Description: This project would best be conducted at the end of the unit. Students

will use their gained knowledge and understanding of the content to createan artifact that represents that understanding in a meaningful way.Students will take the content they learned in one sign system (text, movies,

articles, performances), and show their comprehension of that content in adifferent sign system. For example, if a student connects with the art of Renaissance, their transmediation may be an attempt to paint a meaningfulportrait using techniques developed during the time period.

Final projects may be done in any medium, such as, but not limited to:posters, poems, written papers, dance, song, performances, constructions, orpaintings. The students will share the artifact with the class and explain themeaning behind its construction, medium, symbolism, and any other deeperlevel meaning. Students will explain any metaphorical or symbolic meaningbehind the artifact; as well as make connections to the essential question:How does power shape the world? Through the construction of the artifact

and its explanation, the student is to demonstrate a meaningfulunderstanding of the content.

Rationale: Transmediation projects are a way for students to express and share

their understanding of the content in a personal, metaphorical, symbolic andmeaningful way. By having the ability to choose the format of the finalproduct, students are able to incorporate their own creativity to connect with



Wyse 14

the content more meaningfully. Transmediation also incorporates the artsinto content area.

Developmentally Appropriate:Finnan (2009 -2010) clearly explains developmentally appropriate

practices and standards for upper elementary students in her article: A

Focus on Upper Elementary Teacher Preparation: Developmentally Appropriate Practice and Standards Shaping our Programs. She states whilestudents are learning content in these grades, they are also at a pivotal agewhere identity development is taking place. In response to this, teachersshould support that positive identity development through creating a senseof accomplishment, belonging and engagement (Finnan, 2009-2010, p.9).

1. Accomplishment: Essentially the students are creating a personalpiece of artwork. By incorporating so much individuality into theproject, the students are able to take a genuine sense of ownership totheir work. Positive feedback will then give a great sense of

accomplishment for the students.2. Belonging: Students sharing such personal projects helps build a

sense of community in the classroom.3. Engagement: As a personalized project that sums up their

understanding of the content. Students get to pick the medium of theproject as well the specific content it will be about. These choices andthe creativity the students will implement engage the student with thecontent.

4. Finnan (2009 -2010) explains that upper level elementary students areat the developmental stages of creating an identity. Transmediationprojects lend themselves to allowing students to express their

individuality and share that within a safe environment.

Differentiation• Content: The content for this PBA is all encompassing of the unit.

Students will have done independent inquiry projects on historicalfigures and other historical documents and events. That being said,they have the opportunity to draw on their individually constructedknowledge to complete the project in a medium that is also of theirchoice. Students have the ability to access the project and content ontheir own terms.

•

Product and Process : Numerous processes to complete the project. The student's ability to choose their medium and final project formatmeans that each process to complete it is determined by them andtheir abilities.

• Environment: The share-out and explanations of the transmediationprojects should be done as a whole class. A sense of communityshould be established to ensure that students feel safe and willing toshare.



Wyse 15

Critical Thinking Skills• Bloom's Taxonomy

Students will be implementing all the categories of Bloom's Taxonomy: knowledge, comprehension, application, analysis,synthesis, and evaluation. Students will evaluate the content theyhave learned throughout the unit and find judgments about values

of ideas, materials they could use for the project, and what theyconnected to the most. During the planning and construction of theartifact, students will be using their comprehension of the contentto analyze it, compare it, find metaphorical or symbolic ways torepresent it. Finally students will apply and synthesize the contentwhen they created their transmediation projects.

How does this help students to become culturally diverse citizensin a democratic society and interdependent world?

•

Transmediation is a process that requires the student to deeplyprocess and internalize what they have learned. This type of deepthinking and reflection is imperative for students to become culturallydiverse citizens in democratic society and interdependent world. Forexample, students who have experience with critically thinking aboutwhat they learn would have skills to know, comprehend, analyze,synthesize and evaluate critical issues in today's society and world.

• Doing a transmediation project requires the students to make

connections to the content. Our interdependent world requiresindividuals to make connections between countries, states,communities, races, religions, people, and more.

Transmediation PBA RubricMasterful/Mature

Must have 7-8

Criteria for Artifact and Oral Explanation

• The main idea is clearly communicated and visible

• Strong use of a sign system

• Strong Personal Connection or metaphorical

connection between the artifact and the content

• Strong Connection to essential question: How does

power shape the world?

• Multiple levels of complexity and meaning

• Clear articulation of the rationale for the constructio

• Clear articulation of understanding of the content

• Materials and/or form displays understanding of the

content

Examples of Transmediation Artifacts might include:



Wyse 16

1. Song - create a song that displays sorrow, impact of th

Black Death and how it caused a power vacuum.

2. Costume - Create a costume that displays the classes

feudal Europe.

3. Poster - could demonstrate the feudal structure

4. Construction: invention, cross, plaque, balance etc

5. Written News Article - This could be announcing the

news of Martin Luther's 95 Theses

*Not limited to these artifact ideas, please be creative!

In-depth/SkilledMust have 6 criteria

Able/AwareMust have 5 criteria

Developing/UnreflectiveMust have 4 criteria

Novice/LiteralMust have 1-3 criteria



Wyse 17

Prior Knowledge:• Teachers should use known stories such as Disney stories, King Arthur,

or Robin Hood to help students realize how much they know about theMiddle Ages and Renaissance. Helping students access theirknowledge will be beneficial by making the KWL chart moresubstantive.

• Mind Map: Teachers can have students come to the board and record

anything they know about the Middle Ages and Renaissance in short 1-

2 word phrases. The class as a whole can discuss the words andphrases to help others understand their meaning. Students can thenpoint out connections between the words and phrases by drawingarrows connecting them. An example of this activity is in the front of this Backward Design Curriculum.

• To access student's prior knowledge a KWL or Know, Want to know,

and Learned chart should be done. Teachers can do this in severalformats: individually, in pairs, groups, or whole class. Whatever the



Wyse 18

format may be, teachers should collect or record the KWL chart toexamine students prior knowledge and use it to help guide the unit.

1. In the "know" section have student record everything they knowabout the Middle Ages and Renaissance. This list could include:castles, lords ladies, stories, movies, knights, knowledge aboutEurope, fashion, jousting, science, kings, queens, horses and

more.2. In the "Want to know" sections students can record questions or

topics they wish to explore during the unit. Examples of thismight include: How does someone become a knight? or How bigare real castles?

3. Throughout the unit, have students revisit the KWL chart torecord any gained knowledge or new "Want to Knows."

• Parking Lot: This activity is a great way for student to keep track of what they know, want to know, and have learned in a very visualway. Essentially this activity combines the traditional parking-lot

strategy with a KWL organization format. This activity give studentthe opportunity to think about what they know of the Middle Agesand Renaissance. Students could be allowed to talk with others oras a whole class before. Give each student several sticky notes of two different colors. On one color the student can write what theyknow and on the other write what they know. Students can postthem in a central location for the entire class to see. Throughoutthe unit, students can move the sticky notes of what they want toknow to what they know and have learned.

Hook: Medieval vs. Modern Games• http://www.modaruniversity.org/Games.htm

• This website provides several games from the middle ages and

renaissance. The teacher can look over the website, printdirections, gather supplies needed to play, and create stationsaround the room. Some of the games include: bowling, card gamesand jacks.

Provide guiding questions such as:

As you play, think about the modern games they remind you of.

How are they similar?

How are they different?

Can you describe the kind of people that might have played thesegames?

How could we modernize some of these games if they aren't already?

• With these questions in mind, let the students explore the gamesand connect with the past and the people that lived during those

http://www.modaruniversity.org/Games.htm




Wyse 19

times. The rationale of this activity is to allow students to makeconnections to the past and have fun doing it. The idea is that thiswill spark interest in the students for the coming unit.

Teaching / Learning Activities

1.Invitations: Invitations could be use regularly during any portion of

this unit. It is recommended, however, that a particular set of invitations on historical figures be done fairly early in the unit.Renaissance artists, scientific revolutionaries, monarchs, explorers,merchants and more could be used as invitations themes to helpcategorize the many historical figures of the Middle Ages andRenaissance. Doing invitations early, and in this fashion will allowstudents to immerse themselves in these historical figures and beginwork for their Oral Presentation. Students could use this time to

browse the variety of historical figures, or if they find the figure theywith to research, they are able to start their research immediately.Guiding questions in each invitation should help gear students'thinking toward power: who had it during the time of thehistorcal figure, was it challenged?, how was it challenged?,what was happening at the time that called for a challenge topower? etc.

• Differentiation for Invitations: By their very nature, invitationsare differentiated and provide accommodations andconsiderations for every learner. The content in an invitation is

accessible through many access points: text, videos, pictures /illustrations, music, and almost any other medium. That they aredone in very small groups allows for collaboration. Collaborationis another access point for all learners. The students also have achoice as to what medium they will use to create their artifact forthe invitation.

2.Human Timeline: While students are exploring their historical

figures and events. Its important for them to know the order of eventsand when their historical figures lived. This activity can be approached

as an inquiry activity in which students use the information theyknow about their historical figure and the events surroundingtheir lives to problem solve. This activity allows students tocollaborate, share ideas, and work together to meet a goal: put their historical figures and events in chronological order. This willinvolve lots of problem solving and critical thinking as well as avision of cause and effect. With this unit being studied through thelens "power" this activity is a great spring board to explore when, howand why power was challenged when it was.



Wyse 20

Differentiation for the Human Timeline: This is a kinestheticactivity that allows access to content for the learner that benefitsfrom moving. This activity is also beneficial to visual learnersbecause they'll be able to see the series of events and historicalfigures, the causes and effects and more. Learners that need to

problem solve through talk will benefit, because students will benegotiating who/what goes where and why. This is an activity inwhich everyone can participate and learn.

3.da Vinci Inventions: Use the book below to create stations for

students to explore work of Leonardo da Vinci. With minimal materialsstudents can work as teams and build cutting edge inventions thatempowered people to do things that had never been done before.Students will be problem solving during construction bymaking negotiations on what should be done when and how.

Students can test their inventions, make improvements, andshare their history and impact with the class during a congress orshare out. Provide guiding questions for students that will gear theirthinking toward power and how the invention changed the powerdistribution in the Middle Ages / Renaissance. For example: Machinefor Storming Walls. The ability to storm walls would make an opponentmore powerful than the other.

Anderson, M. (2006). Amazing Leonardo da Vinci Inventions You canBuild Yourself . White River Junction, VT: Nomad Press.

Differentiation for da Vinci Inventions: Students will be able tochose what invention they work on. That choice allows fordifferentiation and provides access points. Students will beworking as team in a collaborative setting. Shared reading andexperimenting will allow all students to experience all aspects of the inventions creation and the inquiry surrounding its historyand impact on the world.

4.Guest Speaker: Art Historian / Museum Visit: Contact an art

museum or a local college or university and schedule a guest speaker.Ask the guest speaker to help you support the students' exploration of the art of the Middle Ages and Renaissance. Great changes happenedin art during this time. Students will have the opportunity to see thosechanges and advancements first hand. Students will be able tocompare and contrast the style and mediums as well asanalyze the connection the art has to the historical peoplesand events. Guiding questions can help students makeconnections between the art and who was in power, why they were inpower, and what they did with that power.



Wyse 21

Differentiation for Guest Speaker: Art Historian/ Museum Visit: Itis always beneficial to all learners to participate in authenticlearning. Visiting a museum, or having an Art Historian bring inauthentic work will allow all students to grasp more difficultconcepts with concrete, authentic artifacts. Students can work in

groups to compare and contrast which will help to create moreaccess points for all learners.

5.Research: Research can be done in various ways: independently,

pairs, small groups, large groups etc. Use this opportunity to helpstudents wade through content in both breadth and depth. Minilessons on research strategies such as using sticky notes, organizinginformation, places to look for answers, the importance of trackingquestions and more can greatly increase student success. Studentswill problem solve to find the best research method for them.

Provide tools and materials to support students' research processes.Provide guiding questions that address connections to power, content,and assessments.

Differentiation for Research: Research can be done by numerousformats and by different means. Students can use narratives,non fiction books, encyclopedias, websites, other students andmore! All of these modes provide multiple access points for allkinds of learners. Collaboration in groups will allow students toshare their research which is inclusive.



Wyse 22



Wyse 23

Preamble: John, by the grace of God, king of England, lord of Ireland, duke of Normandy and Aquitaine,

and count of Anjou, to the archbishop, bishops, abbots, earls, barons, justiciaries, foresters, sheriffs,

stewards, servants, and to all his bailiffs and liege subjects, greetings. Know that, having regard to God

and for the salvation of our soul, and those of all our ancestors and heirs, and unto the honor of God and

the advancement of his holy Church and for the rectifying of our realm, we have granted as underwritten

by advice of our venerable fathers, Stephen, archbishop of Canterbury, primate of all England and

cardinal of the holy Roman Church, Henry, archbishop of Dublin, William of London, Peter of

Winchester, Jocelyn of Bath and Glastonbury, Hugh of Lincoln, Walter of Worcester, William of

Coventry, Benedict of Rochester, bishops; of Master Pandulf, subdeacon and member of the household of our lord the Pope, of brother Aymeric (master of the Knights of the Temple in England), and of the

illustrious men William Marshal, earl of Pembroke, William, earl of Salisbury, William, earl of Warenne,

William, earl of Arundel, Alan of Galloway (constable of Scotland), Waren Fitz Gerold, Peter Fitz

Herbert, Hubert De Burgh (seneschal of Poitou), Hugh de Neville, Matthew Fitz Herbert, Thomas Basset,

Alan Basset, Philip d'Aubigny, Robert of Roppesley, John Marshal, John Fitz Hugh, and others, our

liegemen.

1. In the first place we have granted to God, and by this our present charter confirmed for us and

our heirs forever that the English Church shall be free, and shall have her rights entire, and her

liberties inviolate; and we will that it be thus observed; which is apparent from this that thefreedom of elections, which is reckoned most important and very essential to the English Church,

we, of our pure and unconstrained will, did grant, and did by our charter confirm and did obtainthe ratification of the same from our lord, Pope Innocent III, before the quarrel arose between usand our barons: and this we will observe, and our will is that it be observed in good faith by our

heirs forever. We have also granted to all freemen of our kingdom, for us and our heirs forever,

all the underwritten liberties, to be had and held by them and their heirs, of us and our heirsforever.

2. If any of our earls or barons, or others holding of us in chief by military service shall have

died, and at the time of his death his heir shall be full of age and owe "relief", he shall have his

inheritance by the old relief, to wit, the heir or heirs of an earl, for the whole barony of an earl by£100; the heir or heirs of a baron, £100 for a whole barony; the heir or heirs of a knight, 100s, at

most, and whoever owes less let him give less, according to the ancient custom of fees.

3. If, however, the heir of any one of the aforesaid has been under age and in wardship, let him

have his inheritance without relief and without fine when he comes of age.

4. The guardian of the land of an heir who is thus under age, shall take from the land of the heir nothing but reasonable produce, reasonable customs, and reasonable services, and that without

destruction or waste of men or goods; and if we have committed the wardship of the lands of any

such minor to the sheriff, or to any other who is responsible to us for its issues, and he has made



Wyse 24

destruction or waster of what he holds in wardship, we will take of him amends, and the landshall be committed to two lawful and discreet men of that fee, who shall be responsible for the

issues to us or to him to whom we shall assign them; and if we have given or sold the wardship

of any such land to anyone and he has therein made destruction or waste, he shall lose thatwardship, and it shall be transferred to two lawful and discreet men of that fief, who shall be

responsible to us in like manner as aforesaid.

5. The guardian, moreover, so long as he has the wardship of the land, shall keep up the houses,

parks, fishponds, stanks, mills, and other things pertaining to the land, out of the issues of thesame land; and he shall restore to the heir, when he has come to full age, all his land, stocked

with ploughs and wainage, according as the season of husbandry shall require, and the issues of

the land can reasonable bear.

6. Heirs shall be married without disparagement, yet so that before the marriage takes place thenearest in blood to that heir shall have notice.

7. A widow, after the death of her husband, shall forthwith and without difficulty have her

marriage portion and inheritance; nor shall she give anything for her dower, or for her marriage portion, or for the inheritance which her husband and she held on the day of the death of thathusband; and she may remain in the house of her husband for forty days after his death, within

which time her dower shall be assigned to her.

8. No widow shall be compelled to marry, so long as she prefers to live without a husband; provided always that she gives security not to marry without our consent, if she holds of us, or

without the consent of the lord of whom she holds, if she holds of another.

9. Neither we nor our bailiffs will seize any land or rent for any debt, as long as the chattels of

the debtor are sufficient to repay the debt; nor shall the sureties of the debtor be distrained so

long as the principal debtor is able to satisfy the debt; and if the principal debtor shall fail to paythe debt, having nothing wherewith to pay it, then the sureties shall answer for the debt; and let

them have the lands and rents of the debtor, if they desire them, until they are indemnified for the

debt which they have paid for him, unless the principal debtor can show proof that he isdischarged thereof as against the said sureties.

10. If one who has borrowed from the Jews any sum, great or small, die before that loan be

repaid, the debt shall not bear interest while the heir is under age, of whomsoever he may hold;and if the debt fall into our hands, we will not take anything except the principal sum contained

in the bond.

11. And if anyone die indebted to the Jews, his wife shall have her dower and pay nothing of thatdebt; and if any children of the deceased are left under age, necessaries shall be provided for them in keeping with the holding of the deceased; and out of the residue the debt shall be paid,

reserving, however, service due to feudal lords; in like manner let it be done touching debts due

to others than Jews.

12. No scutage not aid shall be imposed on our kingdom, unless by common counsel of our kingdom, except for ransoming our person, for making our eldest son a knight, and for once



Wyse 25

marrying our eldest daughter; and for these there shall not be levied more than a reasonable aid.In like manner it shall be done concerning aids from the city of London.

13. And the city of London shall have all it ancient liberties and free customs, as well by land as

by water; furthermore, we decree and grant that all other cities, boroughs, towns, and ports shall

have all their liberties and free customs.

14. And for obtaining the common counsel of the kingdom anent the assessing of an aid (except

in the three cases aforesaid) or of a scutage, we will cause to be summoned the archbishops,

bishops, abbots, earls, and greater barons, severally by our letters; and we will moveover cause

to be summoned generally, through our sheriffs and bailiffs, and others who hold of us in chief,for a fixed date, namely, after the expiry of at least forty days, and at a fixed place; and in all

letters of such summons we will specify the reason of the summons. And when the summons has

thus been made, the business shall proceed on the day appointed, according to the counsel of such as are present, although not all who were summoned have come.

15. We will not for the future grant to anyone license to take an aid from his own free tenants,

except to ransom his person, to make his eldest son a knight, and once to marry his eldestdaughter; and on each of these occasions there shall be levied only a reasonable aid.

16. No one shall be distrained for performance of greater service for a knight's fee, or for any

other free tenement, than is due therefrom.

17. Common pleas shall not follow our court, but shall be held in some fixed place.

18. Inquests of novel disseisin, of mort d'ancestor, and of darrein presentment shall not be held

elsewhere than in their own county courts, and that in manner following; We, or, if we should beout of the realm, our chief justiciar, will send two justiciaries through every county four times a

year, who shall alone with four knights of the county chosen by the county, hold the said assizesin the county court, on the day and in the place of meeting of that court.

19. And if any of the said assizes cannot be taken on the day of the county court, let there remain

of the knights and freeholders, who were present at the county court on that day, as many as may

be required for the efficient making of judgments, according as the business be more or less.

20. A freeman shall not be amerced for a slight offense, except in accordance with the degree of the offense; and for a grave offense he shall be amerced in accordance with the gravity of the

offense, yet saving always his "contentment"; and a merchant in the same way, saving his

"merchandise"; and a villein shall be amerced in the same way, saving his "wainage" if they have

fallen into our mercy: and none of the aforesaid amercements shall be imposed except by theoath of honest men of the neighborhood.

21. Earls and barons shall not be amerced except through their peers, and only in accordance

with the degree of the offense.

22. A clerk shall not be amerced in respect of his lay holding except after the manner of theothers aforesaid; further, he shall not be amerced in accordance with the extent of his

ecclesiastical benefice.



Wyse 26

23. No village or individual shall be compelled to make bridges at river banks, except those whofrom of old were legally bound to do so.

24. No sheriff, constable, coroners, or others of our bailiffs, shall hold pleas of our Crown.

25. All counties, hundred, wapentakes, and trithings (except our demesne manors) shall remain

at the old rents, and without any additional payment.

26. If anyone holding of us a lay fief shall die, and our sheriff or bailiff shall exhibit our letters patent of summons for a debt which the deceased owed us, it shall be lawful for our sheriff or

bailiff to attach and enroll the chattels of the deceased, found upon the lay fief, to the value of

that debt, at the sight of law worthy men, provided always that nothing whatever be thenceremoved until the debt which is evident shall be fully paid to us; and the residue shall be left to

the executors to fulfill the will of the deceased; and if there be nothing due from him to us, all the

chattels shall go to the deceased, saving to his wife and children their reasonable shares.

27. If any freeman shall die intestate, his chattels shall be distributed by the hands of his nearest

kinsfolk and friends, under supervision of the Church, saving to every one the debts which thedeceased owed to him.

28. No constable or other bailiff of ours shall take corn or other provisions from anyone without

immediately tendering money therefor, unless he can have postponement thereof by permissionof the seller.

29. No constable shall compel any knight to give money in lieu of castle-guard, when he is

willing to perform it in his own person, or (if he himself cannot do it from any reasonable cause)

then by another responsible man. Further, if we have led or sent him upon military service, heshall be relieved from guard in proportion to the time during which he has been on service

because of us.

30. No sheriff or bailiff of ours, or other person, shall take the horses or carts of any freeman for transport duty, against the will of the said freeman.

31. Neither we nor our bailiffs shall take, for our castles or for any other work of ours, wood

which is not ours, against the will of the owner of that wood.

32. We will not retain beyond one year and one day, the lands those who have been convicted of

felony, and the lands shall thereafter be handed over to the lords of the fiefs.

33. All kydells for the future shall be removed altogether from Thames and Medway, andthroughout all England, except upon the seashore.

34. The writ which is called praecipe shall not for the future be issued to anyone, regarding any

tenement whereby a freeman may lose his court.

35. Let there be one measure of wine throughout our whole realm; and one measure of ale; andone measure of corn, to wit, "the London quarter"; and one width of cloth (whether dyed, or



Wyse 27

russet, or "halberget"), to wit, two ells within the selvedges; of weights also let it be as of measures.

36. Nothing in future shall be given or taken for a writ of inquisition of life or limbs, but freely it

shall be granted, and never denied.

37. If anyone holds of us by fee-farm, either by socage or by burage, or of any other land byknight's service, we will not (by reason of that fee-farm, socage, or burgage), have the wardship

of the heir, or of such land of his as if of the fief of that other; nor shall we have wardship of that

fee-farm, socage, or burgage, unless such fee-farm owes knight's service. We will not by reason

of any small serjeancy which anyone may hold of us by the service of rendering to us knives,arrows, or the like, have wardship of his heir or of the land which he holds of another lord by

knight's service.

38. No bailiff for the future shall, upon his own unsupported complaint, put anyone to his "law",without credible witnesses brought for this purposes.

39. No freemen shall be taken or imprisoned or disseised or exiled or in any way destroyed, nor will we go upon him nor send upon him, except by the lawful judgment of his peers or by the

law of the land.

40. To no one will we sell, to no one will we refuse or delay, right or justice.

41. All merchants shall have safe and secure exit from England, and entry to England, with the

right to tarry there and to move about as well by land as by water, for buying and selling by the

ancient and right customs, quit from all evil tolls, except (in time of war) such merchants as are

of the land at war with us. And if such are found in our land at the beginning of the war, theyshall be detained, without injury to their bodies or goods, until information be received by us, or

by our chief justiciar, how the merchants of our land found in the land at war with us are treated;and if our men are safe there, the others shall be safe in our land.

42. It shall be lawful in future for anyone (excepting always those imprisoned or outlawed in

accordance with the law of the kingdom, and natives of any country at war with us, and

merchants, who shall be treated as if above provided) to leave our kingdom and to return, safe

and secure by land and water, except for a short period in time of war, on grounds of public policy- reserving always the allegiance due to us.

43. If anyone holding of some escheat (such as the honor of Wallingford, Nottingham, Boulogne,

Lancaster, or of other escheats which are in our hands and are baronies) shall die, his heir shall

give no other relief, and perform no other service to us than he would have done to the baron if that barony had been in the baron's hand; and we shall hold it in the same manner in which the

baron held it.

44. Men who dwell without the forest need not henceforth come before our justiciaries of theforest upon a general summons, unless they are in plea, or sureties of one or more, who are

attached for the forest.



Wyse 28

45. We will appoint as justices, constables, sheriffs, or bailiffs only such as know the law of therealm and mean to observe it well.

46. All barons who have founded abbeys, concerning which they hold charters from the kings of

England, or of which they have long continued possession, shall have the wardship of them,

when vacant, as they ought to have.

47. All forests that have been made such in our time shall forthwith be disafforsted; and a similar

course shall be followed with regard to river banks that have been placed "in defense" by us in

our time.

48. All evil customs connected with forests and warrens, foresters and warreners, sheriffs andtheir officers, river banks and their wardens, shall immediately by inquired into in each county

by twelve sworn knights of the same county chosen by the honest men of the same county, and

shall, within forty days of the said inquest, be utterly abolished, so as never to be restored, provided always that we previously have intimation thereof, or our justiciar, if we should not be

in England.

49. We will immediately restore all hostages and charters delivered to us by Englishmen, as

sureties of the peace of faithful service.

50. We will entirely remove from their bailiwicks, the relations of Gerard of Athee (so that infuture they shall have no bailiwick in England); namely, Engelard of Cigogne, Peter, Guy, and

Andrew of Chanceaux, Guy of Cigogne, Geoffrey of Martigny with his brothers, Philip Mark

with his brothers and his nephew Geoffrey, and the whole brood of the same.

51. As soon as peace is restored, we will banish from the kingdom all foreign born knights,crossbowmen, serjeants, and mercenary soldiers who have come with horses and arms to the

kingdom's hurt.

52. If anyone has been dispossessed or removed by us, without the legal judgment of his peers,from his lands, castles, franchises, or from his right, we will immediately restore them to him;

and if a dispute arise over this, then let it be decided by the five and twenty barons of whom

mention is made below in the clause for securing the peace. Moreover, for all those possessions,

from which anyone has, without the lawful judgment of his peers, been disseised or removed, byour father, King Henry, or by our brother, King Richard, and which we retain in our hand (or

which as possessed by others, to whom we are bound to warrant them) we shall have respite until

the usual term of crusaders; excepting those things about which a plea has been raised, or aninquest made by our order, before our taking of the cross; but as soon as we return from the

expedition, we will immediately grant full justice therein.

53. We shall have, moreover, the same respite and in the same manner in rendering justice

concerning the disafforestation or retention of those forests which Henry our father and Richardour broter afforested, and concerning the wardship of lands which are of the fief of another

(namely, such wardships as we have hitherto had by reason of a fief which anyone held of us by

knight's service), and concerning abbeys founded on other fiefs than our own, in which the lordof the fee claims to have right; and when we have returned, or if we desist from our expedition,

we will immediately grant full justice to all who complain of such things.



Wyse 29

54. No one shall be arrested or imprisoned upon the appeal of a woman, for the death of anyother than her husband.

55. All fines made with us unjustly and against the law of the land, and all amercements,

imposed unjustly and against the law of the land, shall be entirely remitted, or else it shall be

done concerning them according to the decision of the five and twenty barons whom mention is

made below in the clause for securing the pease, or according to the judgment of the majority of the same, along with the aforesaid Stephen, archbishop of Canterbury, if he can be present, and

such others as he may wish to bring with him for this purpose, and if he cannot be present the business shall nevertheless proceed without him, provided always that if any one or more of the

aforesaid five and twenty barons are in a similar suit, they shall be removed as far as concerns

this particular judgment, others being substituted in their places after having been selected by therest of the same five and twenty for this purpose only, and after having been sworn.

56. If we have disseised or removed Welshmen from lands or liberties, or other things, without

the legal judgment of their peers in England or in Wales, they shall be immediately restored to

them; and if a dispute arise over this, then let it be decided in the marches by the judgment of

their peers; for the tenements in England according to the law of England, for tenements inWales according to the law of Wales, and for tenements in the marches according to the law of

the marches. Welshmen shall do the same to us and ours.

57. Further, for all those possessions from which any Welshman has, without the lawful judgment of his peers, been disseised or removed by King Henry our father, or King Richard our

brother, and which we retain in our hand (or which are possessed by others, and which we ought

to warrant), we will have respite until the usual term of crusaders; excepting those things aboutwhich a plea has been raised or an inquest made by our order before we took the cross; but as

soon as we return (or if perchance we desist from our expedition), we will immediately grant full

justice in accordance with the laws of the Welsh and in relation to the foresaid regions.

58. We will immediately give up the son of Llywelyn and all the hostages of Wales, and thecharters delivered to us as security for the peace.

59. We will do towards Alexander, king of Scots, concerning the return of his sisters and his

hostages, and concerning his franchises, and his right, in the same manner as we shall do towards

our owher barons of England, unless it ought to be otherwise according to the charters which wehold from William his father, formerly king of Scots; and this shall be according to the judgment

of his peers in our court.

60. Moreover, all these aforesaid customs and liberties, the observances of which we have

granted in our kingdom as far as pertains to us towards our men, shall be observed b all of our kingdom, as well clergy as laymen, as far as pertains to them towards their men.

61. Since, moveover, for God and the amendment of our kingdom and for the better allaying of

the quarrel that has arisen between us and our barons, we have granted all these concessions,

desirous that they should enjoy them in complete and firm endurance forever, we give and grantto them the underwritten security, namely, that the barons choose five and twenty barons of the

kingdom, whomsoever they will, who shall be bound with all their might, to observe and hold,

and cause to be observed, the peace and liberties we have granted and confirmed to them by this



Wyse 30

our present Charter, so that if we, or our justiciar, or our bailiffs or any one of our officers, shallin anything be at fault towards anyone, or shall have broken any one of the articles of this peace

or of this security, and the offense be notified to four barons of the foresaid five and twenty, the

said four barons shall repair to us (or our justiciar, if we are out of the realm) and, laying thetransgression before us, petition to have that transgression redressed without delay. And if we

shall not have corrected the transgression (or, in the event of our being out of the realm, if our

justiciar shall not have corrected it) within forty days, reckoning from the time it has beenintimated to us (or to our justiciar, if we should be out of the realm), the four barons aforesaid

shall refer that matter to the rest of the five and twenty barons, and those five and twenty barons

shall, together with the community of the whole realm, distrain and distress us in all possible

ways, namely, by seizing our castles, lands, possessions, and in any other way they can, untilredress has been obtained as they deem fit, saving harmless our own person, and the persons of

our queen and children; and when redress has been obtained, they shall resume their old relations

towards us. And let whoever in the country desires it, swear to obey the orders of the said fiveand twenty barons for the execution of all the aforesaid matters, and along with them, to molest

us to the utmost of his power; and we publicly and freely grant leave to everyone who wishes to

swear, and we shall never forbid anyone to swear. All those, moveover, in the land who of

themselves and of their own accord are unwilling to swear to the twenty five to help them inconstraining and molesting us, we shall by our command compel the same to swear to the effect

foresaid. And if any one of the five and twenty barons shall have died or departed from the land,

or be incapacitated in any other manner which would prevent the foresaid provisions beingcarried out, those of the said twenty five barons who are left shall choose another in his place

according to their own judgment, and he shall be sworn in the same way as the others. Further, in

all matters, the execution of which is entrusted,to these twenty five barons, if perchance thesetwenty five are present and disagree about anything, or if some of them, after being summoned,

are unwilling or unable to be present, that which the majority of those present ordain or

command shall be held as fixed and established, exactly as if the whole twenty five hadconcurred in this; and the said twenty five shall swear that they will faithfully observe all that is

aforesaid, and cause it to be observed with all their might. And we shall procure nothing fromanyone, directly or indirectly, whereby any part of these concessions and liberties might berevoked or diminished; and if any such things has been procured, let it be void and null, and we

shall never use it personally or by another.

62. And all the will, hatreds, and bitterness that have arisen between us and our men, clergy and

lay, from the date of the quarrel, we have completely remitted and pardoned to everyone.Moreover, all trespasses occasioned by the said quarrel, from Easter in the sixteenth year of our

reign till the restoration of peace, we have fully remitted to all, both clergy and laymen, and

completely forgiven, as far as pertains to us. And on this head, we have caused to be made for

them letters testimonial patent of the lord Stephen, archbishop of Canterbury, of the lord Henry,

archbishop of Dublin, of the bishops aforesaid, and of Master Pandulf as touching this securityand the concessions aforesaid.

63. Wherefore we will and firmly order that the English Church be free, and that the men in our kingdom have and hold all the aforesaid liberties, rights, and concessions, well and peaceably,

freely and quietly, fully and wholly, for themselves and their heirs, of us and our heirs, in all

respects and in all places forever, as is aforesaid. An oath, moreover, has been taken, as well on

our part as on the art of the barons, that all these conditions aforesaid shall be kept in good faithand without evil intent.



Wyse 31

Given under our hand - the above named and many others being witnesses - in the meadowwhich is called Runnymede, between Windsor and Staines, on the fifteenth day of June, in the

seventeenth year of our reign.

Resources

Cole, A. (2000). Eyewitness: Renaissance. New York, NY: DorlingKindersley Publish Inc.

• This text can be used as an a resource for students learning about the

Renaissance. This non-fiction contains information about renaissanceculture, historical figures, political events, cultural changes, art,science, and more. Written by an art historian, the text is historicallyaccurate and shows the influence art had on the renaissance. Itincludes superb color reproductions of art, paintings, sculptures, andsketches. It is thought provoking and informative.

Anderson, M. (2006). Amazing Leonardo da Vinci Inventions You can BuildYourself . White River Junction, VT: Nomad Press.

• This text contains information about da Vinci's inventions. Studentscan learn about da Vinci and how he created ingenious inventions. There are also instructions on how to construct his inventions. Thistext could be used as a guide for an inquiry project, where studentreconstruct an invention using similar tools that da Vinci used.

Shearer, R. G. (0996 ). Famous Men Of The Renaissance & Reformation.Lebanon, TN: GreenLeaf Press.

•

This informative text will lend itself well to this unit's PBA: BiographicalOral Report. Students can browse the pages to find a historical figurethat seems interesting to them, then use the text to do more in depthresearch on that figure. The text as a whole gives both biographicaland historical information that can be used throughout the unit.

Tierney, T. (2000). Renaissance Fashions. Mineola, NY: Dover Publications.

• This text is a supplemental text for students interested in the dress,dance, and music of the renaissance. Its pages allow for students todecorate traditional dress as they would like. It could be especiallyuseful for students when creating their costume for their biographical

oral report.

Willard, N. (1991). Pish, Posh, Said Hieronymus Bosch. Orlando, FL:Harcourt Brace & Company.

• This fun literary piece introduces the students to Hieronymus Bosch

through the eyes of his house keeper. Hieronymus Bosch could be ahistorical figure to study for the Biographical Oral Report, or anotherRenaissance artist to inquiry about during the unit. This book is a



Wyse 32

wonderful way to introduce students to the imagination and innovationof art during the Renaissance.

Kelly, T. (2005). Who Was Leonardo da Vinci? New York, NY: Grosset &Dunlap Publishers.

• This fun and informative text is a biography of Leonardo da Vinci. Not

only does it tell about his life, achievements, impact on the world andpersonality, it also tells about what life was like during his time. It is anin depth look at a great historical figure and could be used as anchorsource for a student studying da Vinci for their Biographical OralReport.

Stanley, D. (2003). Michelangelo. New York, NY: HarperCollins Publishers.

• This book is full of colorful images of Michelangelo's artwork as will as

biographical information about the artist. Students could use this asan anchor text while studying the art of the Renaissance or as an indepth look at the artist for a PBA. The text is also useful for the entire

unit because it gives background information about the artist and whatlife was like during the Renaissance in Florence and Rome.

Mason, A. (2001). In The Time Of Michelangelo. East Sussex, UK: CopperBeech Publishing.

• This book takes a look at life during the Renaissance in Italy. It depicts

many beautiful pictures of Michelangelo's artwork and gives a plethoraof biograpical information that could be used for PBA research.

Canto, L. (1995). The Renaissance: The Invention of Perspective. New York, NY: Chelsea House Publications.

• This book explores the vast changes and innovations of art during the

Renaissance. It tells biographical information about PhillipBrunneleschi, the artist and architect that coined the technique of perspective in art. This technique revolutionized art and made the 2Dlook 3D for the first time.

Sansevere-Dreher, D. (2005). Explorers Who Got Lost . New York, NY: TorBooks / Tom Doherty Associates.

• This informative text about explorers introduces the importance of

trade to medieval and renaissance life. It explains that it was trade

that changed economy and was directly related to power andcompetition between provinces in Europe. Students can use this asnot only an anchor book for the unit that directly addresses severalstandards, but also as an anchor source for a PBA.

Hazen, W. (2005 ). Middle Ages: Everyday Life. Culver City, CA: Good YearBooks.

• The Renaissance took hundreds of years to spread through Europe.

This book takes a look at life for Europeans before the Renaissance to



Wyse 33

help students understand the impact of the Renaissance in culture, life,art, science, and religion.

Leon, V. (1998). Outrageous Women of the Middle Ages. Hoboken, NJ:Wiley.

• It is important to understand the role and evolution of women

throughout history. This book takes critical look at the role of womenand those women who broke the mold in the Middle Ages. Studentscan use the information to help them construct a more holisticunderstanding of the middle ages as well as use it for a PBA for a morein depth study on women in history.

Wise-Bauer, S. (2007). The Story of the World: History for the ClassicalChild: The Middle Ages: From the Fall of Rome to the Rise of theRenaissance. Charles City, VA: Peace Hill Press.

• This meaty book is packed with great information about European

history. It is especially great because it tells history as a story, onecontinuous story. It involves cause and effect, critical thinking, severalhistorical figures, events, wars, culture, change, scientificadvancement and more. Students can use this as an anchor resourcethroughout the unit as well as finding in depth information for a PBA.

Vennema, P. (1998). Bard of Avon: The Story of William Shakespeare. New York, NY: HarperCollins Press.

• It is important to look at the literature of the time. WhileShakespeare's work might not be appropriate developmentally for 6thgrade, learning about him as a person and examining interestingexcerpts of his work is advantageous. Students can use this text tolearn about one of the most influential writers the world has ever seen. The information can be used for a PBA.

Maier, P. L. (2004 ). Martin Luther: A Man Who Changed The World. St.Louis, MO: Concordia Publishing House.

• Martin Luther is a historical figure that can be used for a Biographical

Oral Report. He quite literally stands at the threshold between themiddle ages and the Renaissance. Understanding this life, hisreformation, and revolutionary ideas can help students understand the

cultural shift that occurred during his time and the impact of theRenaissance.

Bailey, K. (2007). Vasco Da Gama: Quest for the Spice Trade. New York,NY: Crabtree Publishing.

• Understanding trade in Europe during the time of the Middle Ages and

the Renaissance is vital for understanding the power structures,government and the rise of the middle class. This text gives thereader plenty of information about the spice trade and the explorers in



Wyse 34

search of new places in the world with which to trade. This can beused as an anchor source for in depth research on explorers.

Gravett, C. (2008). Eyewitness: Castles. New York, NY: Dorling KindersleyPublish Inc.

• This book takes a look at castles all over Europe. Students can use this

text to realize the impact of the castle, its use, and structuralimportance. This text is useful in understanding the feudalgovernmental system of Europe during the time. Students are able togain information to help them construct what everyday life was likeliving in and around a castle from the perspectives of the lords andladies who owned it, to the peasants that lived around it.

Gavett, C. (2007). Eyewitness: Knights. New York, NY: Dorling KindersleyPublish Inc.

• Students can use this text to learn about Knights and their role in

society during the middle ages and the Renaissance. Students will

learn about chivalry and the Knight's code of conduct as well as thesocial and political responsibilities that went with the profession.

Websites

Renaissance Project:http://nanunet.lhric.org/AMBarrMiddleSchool/Grade6/renmedprojects/renaissanceproject.htm

• This website was constructed by middle school teachers. It is structured to provide guidance through a

study of inquiry into the Renaissance. It has guiding questions, resources, activities, and a plethora of

resources and information available to students. As it stands, this website can be used in the classroom

Learner.orghttp://www.learner.org/interactives/renaissance/resources.html

• This website is a great resource for students to use to find general and specific information about the

middle ages and the renaissance. Students can use this website to do online research for PBAs and other

activities thorughtout the unit.

Luminariumhttp://www.luminarium.org/renlit/renaissanceinfo.htmhttp://www.luminarium.org/medlit/mltexts.htm

•

This website has several primary sources of literature from the Middle Ages and the Renaissance. Itincludes poetry and music as well. Students can use this during the unit to find out about the arts and

culture of the Middle Ages and Renaissance.

Renaissance Dancehttp://memory.loc.gov/ammem/dihtml/diessay2.html

• This website explores the different kinds of dances practices during the middle ages and Renaissance.

Students can explore and expirement these dances for the entire unit or use the information for a PBA.

The Plague

http://nanunet.lhric.org/AMBarrMiddleSchool/Grade6/renmedprojects/renaissanceproject.htm

http://www.learner.org/interactives/renaissance/resources.html

http://www.luminarium.org/renlit/renaissanceinfo.htm

http://www.luminarium.org/medlit/mltexts.htm

http://memory.loc.gov/ammem/dihtml/diessay2.html

http://nanunet.lhric.org/AMBarrMiddleSchool/Grade6/renmedprojects/renaissanceproject.htm

http://www.learner.org/interactives/renaissance/resources.html

http://www.luminarium.org/renlit/renaissanceinfo.htm

http://www.luminarium.org/medlit/mltexts.htm

http://memory.loc.gov/ammem/dihtml/diessay2.html



Wyse 35

http://www2.iath.virginia.edu/osheim/plaguein.html

• This website examines the Black Death during the Middle Ages and its effect on society and culture during

that time as well as into the Renaissance. This website also talks about the structure of studying history in a

non-linear way.

Copernicushttp://www.windows2universe.org/people/ren_epoch/copernicus.html

• This website explores the life of Copernicus. It explores Copernicus' revolutionary ideas that changed theway people think about the earths position in the solar system. This website can be used during the unit for

general exploration of the middle ages and the renaissance. It can also be used for students wanting to do

in depth research on Copernicus for a PBA.

Shakespearehttp://search.eb.com/shakespeare/esa/660002.html

http://www.pbs.org/shakespeare/educators/resources.html#elementary

• These websites explores the life and work of William Shakespeare. Exploring his work will help students

understand life, the arts, and entertainment aspects of the Middle Ages and the Renaissance. Students can

use these websites for literary learning throughout the unit as well as an in depth study of Shakespeare for

students interested in him for their Biographical Oral Report or Transmediation Project.

Gameshttp://www.modaruniversity.org/Games.htm

• This website contains dozens of games played during the Middle Ages and Renaissance.

Teachers can use these games as hooks to gain the interest of the students into the unit, or

student can explore the evolution of games throughout history.

References

Finnan, C. (2009-2010). A Focus on Upper Elementary Teacher Preparation:

Developmentally Appropriate Practice and Standards Shaping Our

Programs. SRATE Journal. Vol. 19, no.1.

Scales P. C., Sesma, A., & Bolstrom, B. (2004). Coming Into Their Own: How

Developmental Assets Promote Positive Growth in Middle Childhood.

Minneapolis, MN: Search Institute.

Primary Document:

The Magna Carta (1215): retrieve from: http://www.constitution.org/eng/magnacar.htm


http://www.windows2universe.org/people/ren_epoch/copernicus.html

http://search.eb.com/shakespeare/esa/660002.html



http://www.constitution.org/eng/magnacar.htm


http://www.windows2universe.org/people/ren_epoch/copernicus.html

http://search.eb.com/shakespeare/esa/660002.html



http://www.constitution.org/eng/magnacar.htm



Wyse 36

wyse - bd on power - complete

Documents