Lesson Plan: Revival of Towns by Samuel Pabon Jr.

8/8/2019 Lesson Plan: Revival of Towns by Samuel Pabon Jr.

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LESSON PLAN

DESCRIPTION

Content Area: World Studies/Language Arts

Title: The Revival of Towns (Chapter One)

Text: World Studies (2nd ed.): BJU Press

Grade Level: 7th Grade

Author: Samuel Pabn Jr.

Chapter One

Section Title Main Concept Pages Time Frame

1. How a Town was Formed

Location was important to the

formation of towns as traders looked

for a permanent stopping place on their

trade circuit.

2-7 1-2 days

2. Towns and TradeAs trade flourished and expanded, the

use of money increased.8-12 2 days

3. Towns and IndustryGuilds were organized to regulated

increased trade and industry. 12-13 1-1.5 days

4. Living in a Town

Life in towns brought new problems;

guilds attempted to meet some needs

while the churchs new order, friars,

met other needs.

14-15 1-1.5 days

5. The Symbol of the

Towns Spirit

The Gothic cathedral reflected the

change in life and attitude in the town.16-19 1-2 days

Total Suggested Days (including 1 day for review and 1 day for test) 8-11 days

LESSON PLAN 1

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STANDARDS

Florida Sunshine State Standards: Social Studies (Grade 7):

1. SOC-7-A.5: Extend and refine knowledge of ways major historical developments

have influenced selected groups over time.

2. SOC-7-A.7: Extend and refine understanding of ways geographical factors have

influenced selected groups.

3. SOC-7-A.10: Know examples of significant achievements in art and architecture.

4. SOC-7-A.11: Extend and refine knowledge of roles of political, economic, and social

institutions in the development of selected civilizations.

National Educational Technology Standards for Students (2007):

1. Standard 1: Students demonstrate creative thinking, construct knowledge, and

develop innovative products and processes using technology.

2. Standard 2: Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and contribute

to the learning of others.

3. Standard 3: Students apply digital tools to gather, evaluate, and use information.

Common Core Standards: English Language Arts (Grade 7):

1. ELA-W.7.4: Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

2. ELA-W.7.5: With some guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on how well purpose an audience have been addressed.

LESSON PLAN 2


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3. ELA-W.7.6: Use technology, including the Internet, to produce and publish writing

and link to and cite sources as well as to interact and collaborate with others,

including linking to and citing sources.

OBJECTIVES

Section One Objectives: Students will be able to:

1. Summarize the four stages of town development.

2. Determine the best site for a town from a list of choices.

3. Identify France on a world map.

4. Determine which map type (topographical, political, or climate) to use in order to

find specific information.

Section Two Objectives: Students will be able to:

1. Explain how broader trade affected the use of money.

2. Contrast a barter economy with a cash economy.

Section Three Objectives: Students will be able to:

1. Explain the three steps to becoming a guild member.

2. Predict the effect of guilds on the economy.

Section Four Objectives: Students will be able to:

1. Analyze the effect guilds had on society.

2. Distinguish the duties of friars and other monks.

Section Five Objectives: Students will be able to:

1. List the features of Gothic architecture.

2. Distinguish between Gothic and Romanesque architecture.

LESSON PLAN 3




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Chapter Motivator

Review what students already know about history up to the Middle Ages, and review

the basis for early economy, society, and religion. (agriculture-based economy and

society, idolatry) Ask the students questions from those found on page 3 of the

Teachers Edition (Book 1).

Activities

1. At the end ofSection One, have students create a blog post about the fictional history

of the founding of a medieval town. They should pretend to be the town historian

writing fifty years after the town received its charter from the lord of the manor (not

fifty years after the beginning of the town). Students need to include the following in

their posts:

a. the name of the town

b. the name of the lord who founded the manor

c. the date of the charter

d. who was present at the original ceremony

e. a drawing of the ceremony or a map of the town to be scanned and embedded

within their blog post.

2. At the end ofSection Two, explain to students that a Haiku is a three-line poem.

The first and third lines contain five syllables, and the second line contains seven

syllables.

a. Show students the website: http://www.SepiaTown.com and have them click on

some of the historical images from the Paris section.

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b. Give students the following Blogging Prompt: Write a haiku about one of the

historical images of Paris on the Sepia Town website. The poem should express

appreciation, and/or wonder. The poem is to be posted on the students EduBlog

account.

3. BetweenSections Three and Four, schedule a master carpenter to come in and

explain to the students what steps he/she had to go through in order to achieve his/her

degree of accomplishment. Perhaps make some comparisons between historical

guilds and modern unions.

4. At the end ofSection Five, provide directions and have students complete the

webquest based on information that is found on the Paris 26 Gigapixels website.

Homework

1. Have the students answer the Section Review questions, at the end of each section

of the textbook, in their notebooks for homework.

2. After completing all of the activities, have students provide feedback to EduBlog

posts made by at least three individual students. Provide a few minutes in class for

students that do not have access to computers and/or the internet outside of school.

Closure

Foreshadow the next chapter by encouraging students to predict what happens to

society as people become more secure economically.

Use the information that is found in the margin on page 19 of the Teachers Edition

(Book 1) to reveal that humanism resulted as the people of the Middle Ages

experienced new economic growth.

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ASSESSMENT AND EVALUATIONS

Chapter Review

Use the idea on page 20 of the Teachers Edition (Book 1) to prepare a game similar

to Jeopardy using the categories from the introductory chapter of the textbook.

Divide the class into thirds. Students from each group will take turns standing up to

receive a statement from the teacher.

The first student to slap his desk (bells or clickers may be used too) must answer in

the form of a question. See page 20 for the rest of the directions.

Chapter Test

The chapter test, as provided by the curriculum vendor, will be a combination of:

multiple choice

true/false

matching

essay

LESSON PLAN 7




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References

Edublogs. (n.d.).Home. Retrieved from http://edublogs.org

Kolor. (2010).Paris 26 gigapixels. Retrieved from http://www.paris-26-gigapixels.com

Koontz, T., Sidwell, M., Bunker, S. M. (1999). World studies: Teachers edition. (2nd ed.).

Greenville, SC: Bob Jones University Press.

Macaulay, D., Berg, C. (1985). Cathedral[video file]. Retrieved from

http://video.google.com/videoplay?docid=-2779368158643932037

SepiaTown.com. (2010). Sepia town: From here to then. Retrieved from

http://www.sepiatown.com

LESSON PLAN 8



Lesson Plan: Revival of Towns by Samuel Pabon Jr.

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