We begin the unit by mapping out how we plan to connect to our topics. At the heart of the curriculum units are a driving question that provides a connecting point between the historical topic (What are we studying) and our world (Why should we study this?).
In respect to the topic, history is the telling of a story. The narrative of history is outlined through a setting, characters, conflict, plot and resolution. The relevance of the historical narrative is identified through the theme, which allows us to consider a multitude of applications. The timeline provides a process for thinking through problems (How do we act on our learning?). We begin by defining the problem and methods for our inquiry. We gather sources for our study. We develop solutions and plans for action. Finally we reflect on our actions. |
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A study guide is provided to guide students to important questions and vocabulary for understanding the content of the unit.
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Students examine the trade routes of the Medieval World using an interactive map on Afro-Eurasian Trade Circles. Beginning with an examination of how porcelain was traded provides a window into the economic context of the Middle Ages. That allows students not only to understand how trade was regional, yet nevertheless linked. Also students are asked to evaluate what regions had products of greater value.
Meanwhile in European cities were developing, especially in Italy as they grew wealthy trading these good from the East. |
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https://www.npr.org/2012/01/31/145731770/in-italy-art-as-a-window-into-modern-banking
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Students examine the lives of three significant adventurers during the late Middle Ages: Marco Polo, Ibn Battuta, and Zheng He. They consider the political and cultural situation that made it possible for people to travel large distances. After being introduced to these figures, students will work as a table to determine the purpose for their travels and their legacy upon future generations.
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The class is introduced to discussion groups (also known as literature circles) and the different types of roles that students will take so that each contributes to the discussion with something unique.
Today I structured the discussion of the "The Mapmaker's Best Friend" from the Road to There: Mapmakers and Their Stories by Val Ross. Students are guided through questions that progressively deepen the questioning and discussion of the text by using the framework discussed previously in the QAR chart. Right There
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The technologies that supported map making are explored in this lesson. Students are first introduced to the basics of reading maps.
Then students return to our reading, "The Mapmaker's Best Friend" to appreciate what was accomplished historically through Ptolemy and compare some Medieval maps. https://www.theverge.com/2018/4/3/17190940/john-harrison-google-doodle-clock-sea-watch-longitude-marine-chronometer |
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The class begins by reviewing and summarizing what we have learned about the Middle Ages. Despite the horrors of the Crusades, it was a moment when Europe was exposed to the wealth of the East. It was a time when Europe was deeply impacted by commodities like spices, technologies like the compass and astrolabe, or new learning leading to the Renaissance.
Today we focus on a key turning point for Europe and the beginnings of the Age of Exploration--the Age of Exploration. The class will watch an excerpt (17:40-33:20) from Mankind: The Story of All of Us. |
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Students will collaborate to determine the route and significance of various explorers.
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