State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>16.D.2(W): Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).
Contents of Box: Life on a Manner poster, Life in the Middle Ages: The Countryside by Hinds, Kathryn, Medieval History time chart poster, The Medieval Town poster
Resources: Hinds, Kathryn. (2001). Life in the Middle Ages: The Countryside. New York: Benchmark Books
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 249
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 130
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 131
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OBJECT BOX 2: THE CHURCH
NCSS Thematic Strand: V – Individuals, Groups, and Institutions
State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).
>18.B.2b: Describe the ways in which institutions meet the needs of society.
Activity: The teacher will read passages from Art and Civilization: Medieval Times and then lead a discussion as to why the church was so important in the lives of individuals during the Middle Ages. The students will be reminded of the remoteness of manors and now interaction with other communities in such cases was not common, thus propagating generational isolation that required a system of order supplied by the church. Then the students will be placed into small groups to discuss and list any institutions in their community that have a heavy influence on their lives. Each group will share their list with the rest of the class. After the teacher guides a short discussion about the lists, each student will be asked to write a short paragraph about whether or not they believe that institutions such as those discussed from the lists should in fact be an influence on the community. The students should also give examples of positive and/or negative effects of the institution.
Contents of Box: The Medieval Church poster, Art and Civilization: Medieval Times by Bardi, M., Di Pasquale, G.
Resources: Bardi, M., Di Pasquale, G. (2002). Art and Civilization: Medieval Times. New York: Peter Bedrick Books/McGraw-Hill
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 132
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OBJECT BOX 3: NOBILITY
NCSS Thematic Strand: VI – Power, Authority, and Governance
State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>IL.16.B.3c(W): Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.
State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).
Activity: Volunteers will be asked to read passages from Good Masters! Sweet Ladies! Voices from a Medieval Village. The teacher will then ask the students what was different about being of noble birth as compared to being a common peasant. The teacher will then lead a discussion about the obligation and responsibility of governance over a population and then the threats from abroad during the Middle Ages. After the discussion the teacher will group the class into four teams to play a basic game of the King Maker board-game. As homework, each student will be asked to write a few paragraphs trying to persuade their audience as to whether it was more advantageous to be a noble or peasant during the Middle Ages.
Contents of Box: King Maker board-game, Good Masters! Sweet Ladies! Voices from a Medieval Village by Schlitz, Laura Amy
Resources: Schlitz, Laura Amy. (2007). Good Masters! Sweet Ladies! Voices from a Medieval Villiage. Cambridge: Candlewick Press
SIUC Morris Library - 3rd floor IMC 3-D GAMES 271
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OBJECT BOX 4: CASTLES
NCSS Thematic Strand: VIII – Science, Technology, and Society
State Goal: IL.16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
>16.E.5a(W): Analyze how technological and scientific developments have affected human productivity, human comfort and the environment.
Activity: In groups of three or four, the students will be given ample time to explore the interactive PC game. After all of the students have been acquainted with the game, the teacher will lead them in a discussion as to the different features of a castle and their respective functions. The student will be asked to consider the advancements or building techniques of the time period, yet the limitations of such technology as compared to modern day. The students will then be put in pairs in which they will design and draw a castle that must stay true to the building technologies discussed from the Middle Ages. The students will also be asked to label special features on their castles and what function they serve. Each pair of students will share their drawing with the rest of the class, after which the drawings will be displayed on a bulletin board.
Contents of Box: Castle Explorer game (software)
Resources: SIUC Morris Library - 3rd floor IMC - IMC00198 271 (enquire at help desk)
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OBJECT BOX 5: KNIGHTS
NCSS Thematic Strand: X – Civic Ideals and Practices
State Goal: IL.18: Understand social systems, with an emphasis on the United States.
>18.B.2a: Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).
Activity: After reading the book Knights the teacher will lead a class discussion about what they learned from it and the other visual aides. Then the teacher will have the students participate in a mock jousting tournament. Two students will face each other at a sizeable distance apart so that they will be able to approach each other at a decent pace. Have each student tape an inflated balloon to his/her upper arm, just below the shoulder. Using Styrofoam swimming pool noodles have students joust, trying to knock off each other’s balloon. Set standard for winning a match, and keep track of students in a tournament bracket. Foil paper can be worn for fun. After the game is over, the teacher will ask the students to consider what a knight meant to a community during the Middle Ages and what his service to the Lord required of him. The teacher will discuss how matters of loyalty trumped personal satisfaction.
Contents of Box: Knights by Steele, Philip, Knight Puppet, Giant Knight Puzzle, Knights and Knighthood poster
Resources: Steel, Philip. (1998). Knights. New York: Kingfisher
SIUC Morris Library - 3rd floor IMC Poster Collection - HIS 129
SIUC Morris Library - 3rd floor IMC 3-D SOCI 378
SIUC Morris Library - 3rd floor IMC 3-D STORY AID 337
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