The Medieval World And Beyond
The Medieval Worldand BeyondSample LessonBrings Learning Alive!
Sample LessonThe Medieval Worldand BeyondIgnite students’ passion for historyand bring learning alive in your classroomtoday! Using the highly acclaimedTCI Approach, teach a complete TCI lessonwith the materials in this booklet.See page 17.Teachers’ Curriculum Institute
Teachers’ Curriculum InstituteP.O. Box 1327Rancho Cordova, CA 95741Customer Service: 800-497-6138www.teachtci.comCopyright 2005 by Teachers’ Curriculum Institute.Permission is granted to copy reproducible materials only.No other part of this publication may be reproduced withoutwritten permission from the publisher.Printed in the United States of AmericaISBN# 1-58371-396-42 3 4 5 6 7 8 9 10 09 08 07 06
WelcomeTCI Brings Learning Alive!History Alive! The Medieval World and Beyond is part of the TCI coreprogram family and is available for use in your classroom today. Webelieve that this complete sample lesson—though just a snapshot ofthe program—will help you experience the TCI Approach in an excitingand engaging way.This comprehensive program, with all the essential components toachieve a student-centered classroom, does the following: Uses multiple intelligence teaching strategies that engageall learners. Connects learning to students’ prior knowledge and experience. Challenges students to process new knowledge through higher-orderthinking skills. Supports reading in the social studies classroom throughconsiderate text. Focuses on critical thinking and understanding. Helps you create a cooperative, tolerant classroom wherestudents take responsibility for their own behavior. Improves students’ test scores while increasing their content literacy.Bert BowerJim LobdellAll the core materials that you need to teach the featured sample lessonare included in this booklet. These include resources for teachers (theLesson Guide, with the Guide to Reading Notes and assessment masters)and for students (the Interactive Student Notebook, the Student Edition,and other reproducible materials).TCI is committed to bringing learning alive for all learners. If you haveany questions about how to use these materials in your classroom orimplement the program at your school, please call TCI Customer Supportat 800-497-6138.FoundersBert BowerJim LobdellHistory Alive! The Medieval World and Beyond 3
Full-Year Core Curriculum for Middle SchoolEnhance your students’ learning with the teaching practices of the highlyacclaimed TCI Approach. History Alive! The Medieval World and Beyondcombines hands-on activities with a readable Student Edition to provideyou with a comprehensive and effective way to teach medieval world history.Teacher ResourcesItem No. 375-1samThis full-year program includes all the materialsyou need for engaging instruction. Lesson Guides include thoughtfully prepared,step-by-step procedures for each activity. Student Edition includes comprehensive content,easy-to-read text, and dynamic photos that adddepth to the material. Interactive Student Notebook triggers contentmemory. Full-color Transparencies and Placards allowfor students’ visual discovery. Sounds of History CD provides dramaticrecordings and musical selections to fullyengage students in activities. Digital Teacher Resources CD-ROM contains anAssessment Bank and digital versions of theLesson Guides, Interactive Student Notebook,transparencies, and audio materials. These digitalversions allow you to customize assessmentsand transparencies for individual classroom andstudent needs.Special Features Geography Challenge lessons at the beginningof each unit allow students to apply theirgeography skills. Timeline Challenge lessons at the end of eachunit provide students with a comprehensivevisual reference for time and place throughouttheir study of the medieval world. Online Resources help students extend learningbeyond the lessons, with additional resourcesthat include biographies, literature, primarysources, Internet projects and links, and enrichment essays related to medieval world history.4 History Alive! The Medieval World and BeyondStudent EditionItem No. 376-XsamThis Student Edition is a colorful, consideratetext that builds content literacy. Along with eachStudent Edition you will also receive gratis oneInteractive Student Notebook.Interactive Student NotebookItem No. 390-5sam (package of 5)You may order additional copies of History Alive!The Medieval World and Beyond InteractiveStudent Notebook as needed in packages of 5.For more information and currentpricing, contact Customer Serviceor visit TCI on the web today!Phone: 800-497-6138Fax: 800-343-6828Web: www.teachtci.comEmail: info@teachtci.com
What’s in This Sample Lesson BookletThe TCI Approach6Learn about the powerful structure and the instructionalpractices that underlie the lessons in History Alive! TheMedieval World and Beyond.Program Contents8View the scope of History Alive! The Medieval World and Beyondand consider how students explore medieval world history through35 lessons, organized into eight units of study.Program Components16Take a closer look at the Teacher Resource materials thatsupport your implementation of the TCI Approach.How to Teach This Lesson17Use a graphic organizer to see how to weave together thepieces of this sample lesson.Sample Lesson 25: Daily Life in Tenochtitlan18Lesson Guide (for teachers) 18Assessment (reproducible masters) 23Information Masters (reproducible student material) 26Guide to Reading Notes (for teachers) 30Options for Students with Special Needs 32Interactive Student Notebook (reproducible student material) 35Preview 35Reading Notes 36Student Edition (reproducible student material) 38Transparency (reproducible master) 48Note: For this sample lesson booklet, the full-color Student Edition andTransparency have been rendered as black-and-white masters so that youcan easily copy them for classroom use. If you have any of these componentsin their original color format, you need not copy the masters provided here.History Alive! The Medieval World and Beyond 5
The TCI ApproachThe TCI Approach consists of a series of instructionalpractices that allow students of all abilities to experiencekey social studies concepts.THEORY-BASED ACTIVE INSTRUCTIONSTANDARDS-BASED CONTENTDynamic lessons build mastery of state and national social studies standards. Integrates hands-onactive learning, achieving a consistent pattern of high-quality social studies instruction while beingmindful of standards.PREVIEW ASSIGNMENTA short, engaging assignment at the start of each lesson helps you preview key concepts and tapstudents’ prior knowledge and personal experience.MULTIPLE INTELLIGENCE TEACHING STRATEGIESCONSIDERATE TEXTCarefully structured reading materials enable students at all levels to understand what they read.Recognizes that a successful reading of expository text involves four stages: previewing the content,reading, taking notes, and processing the content, or reviewing and applying what has been learned.GRAPHICALLY ORGANIZED READING NOTESComprehensive graphic organizers, used to record key ideas, further help students obtain meaningfrom what they read. Graphic organizers help students see the underlying logic and interconnectionsamong concepts by improving their comprehension and retention in the subject area.PROCESSING ASSIGNMENTAn end-of-lesson Processing assignment, involving multiple intelligences and higher-order thinkingskills, challenges students to apply what they learned. It helps students to synthesize and apply theinformation they have learned in a variety of creative ways.MULTIPLE INTELLIGENCE ASSESSMENTCarefully designed tests encourage students to use their various intelligences to demonstrate theirunderstanding of key concepts while preparing them for standardized tests.6 History Alive! The Medieval World and Beyond
T H E O R Y- B A S E D A C T I V E I N S T R U C T I O NLessons and activities are based on three well-established theories:Multiple Intelligences According to Howard Gardner’s revolutionary theory, every student isintelligent—just not in the same way. Because everyone learns in a different way, the bestactivities tap more than one kind of intelligence. Gardner has described these seven intelligences: verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic,interpersonal, and intrapersonal.Cooperative Interaction Elizabeth Cohen’s research has led her to conclude that cooperativegroupwork leads to learning gains and to higher student achievement. Cohen has found that ifstudents are trained in cooperative behaviors, placed in mixed-ability groups, and assigned rolesto complete during a multiple-ability task, they tend to interact more equally. This increasedstudent interaction leads to more learning and greater content retention.Spiral Curriculum Educational theorist Jerome Bruner championed the idea of the spiralcurriculum, in which students learn progressively more difficult concepts through a process ofstep-by-step discovery. With this approach, all students can learn once a teacher has shownthem how to think and discover knowledge for themselves.M U LT I P L E I N T E L L I G E N C E T E AC H I N G S T R AT E G I E SMultiple Intelligence Teaching Strategies incorporate six types of activities:Visual DiscoveryStudents view, touch, interpret, and bring to life compelling images, turning what is usuallya passive, teacher-centered activity—lecturing—into a dynamic, participative experience.Social Studies Skill BuilderThis strategy turns the traditional, rote tasks usually associated with skill-based worksheetsinto more dynamic, interactive activities.Experiential ExerciseThese short, memorable activities make abstract ideas or remote events accessible andmeaningful by tapping into intrapersonal and body-kinesthetic intelligences.Writing for UnderstandingWriting for Understanding activities give all learners, even those with lesser linguistic skills,something memorable to write about.Response GroupsThis strategy helps students grapple with the ambiguities of issues in social studies, recognizethe complexity of historical events, and discuss the consequences of public policies.Problem Solving GroupworkThis strategy teaches students the skills necessary to work together successfully in smallgroups, both in the classroom and later in life.History Alive! The Medieval World and Beyond 7
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Program ComponentsLesson Guide Taps students’ multipleintelligences with interactiveclassroom activities Provides simple step-by-stepprocedures for each activity Contains reproduciblestudent and teacher materials Lists required materials Includes easy-to-useassessment toolsInteractiveStudent Notebook Engages student interestwith Preview pages Enhances studentunderstanding throughReading and Activity Notes Helps students master newconcepts and skills withProcessing assignmentsSounds of History CD Stimulates learning withmusical recordings, dramaticreadings, and audio effects Enhances the dramaand realism of manystudent activitiesDigital TeacherResources CD-ROMTransparency BookStudent Edition Integrates reading withmultiple intelligence activitiesin the classroom Offers well-structured andmanageable chapters tohelp all students succeed Defines key vocabularyin margins Provides graphic organizersat the beginning of eachchapter for students’ usethroughout the lesson Enhances text withmeaningful historical images Provides considerate text forstudents at all levels Provides vibrantcolor transparencies Builds and enhancesvisual literacy skills Offers a meaningfulglimpse into other timesand other placesPlacard Set Provides dozens of full-colorlaminated picture cards Corresponds tohands-on activities Taps students’ visualskills during activelearning sessions16 History Alive! The Medieval World and Beyond Contains an Assessment Bankand digital versions of theLesson Guides, InteractiveStudent Notebook, transparencies, and Sounds ofHistory audio materials Enables teachers tocustomize assessmentsand transparencies
How to Teach This LessonDaily Life in TenochtitlanIn this lesson, students complete a Writing for Understanding activityto explore daily life in the Aztec capital of Tenochtitlan. After readingand recording information about three aspects of Aztec daily life,students trade information and drawings in a mock Great Market.They then write an illustrated journal as if they were living inTenochtitlan to show what they have learned about daily life there.The following pages contain all the printed materials you need toteach this lesson from History Alive! The Medieval World and Beyond.Follow these steps:Lesson Guide 1Read Lesson Guideto learn how to teachall parts of lesson.Duplicate materialsas needed. StudentEdition4InteractiveStudentNotebookHave students readStudent Edition duringclassroom activity anduse Interactive StudentNotebook to recordreading notes.InteractiveStudent TransparenciesNotebook2Lesson Guide 3Use Preview inInteractive StudentNotebook, with relatedTransparency, tostimulate interest atbeginning of lesson.Lesson GuideLesson Guide 5Use materials inLesson Guide toprepare for Writingfor Understandingactivity. Distribute handoutsfrom Lesson Guideto set students up forsuccess in writing anillustrated journal.6Use assessmentin Lesson Guideto measure whatstudents havelearned.History Alive! The Medieval World and Beyond 17
Lesson25Daily Life in TenochtitlanOverviewIn this lesson, students complete a Writing for Understanding activityto explore daily life in the Aztec capital of Tenochtitlan. After readingand recording information about three aspects of Aztec daily life, studentstrade information and drawings in a mock Great Market. They then writean illustrated journal as if they were living in Tenochtitlan to show whatthey have learned about daily life there.ObjectivesStudents will describe the class structure of Aztec society, including slaves. research and teach other students about the daily lives of the Aztecs,including marriage, family life, food, markets, religious practices, andrecreation. create an illustrated journal to show what they have learned about thedaily life of Aztecs in Tenochtitlan. research and organize ideas for an illustrated journal that expressestheir ideas clearly, demonstrating an understanding of grammar,structure, and the forms and genres of writing.Materials History Alive! The Medieval World and BeyondInteractive Student NotebooksTransparency 25Information Masters 25A and 25B (1 transparency of each; optional)Student Handout 25 (1 card per student plus 1 transparency)sticky notes (2" x 11 2" )glue stickscolored pencils or markers18 Lesson Guide
Lesson25PreviewProject Transparency 25: The Great Market of Tenochtitlan andhave students work in pairs to complete Preview 25 in their InteractiveStudent Notebooks. Review the directions with them. Afterward, havevolunteers share their answers to the three questions, particularly theirhypotheses about the daily lives of the Aztecs.Graphic Organizer1 Have students read Section 25.1 in History Alive! TheMedieval World and Beyond. Review the boldfaced key terms with them.Have students identify what they think they will learn about in this chapter. (Note: You may want to have students use the Prereading Handout inLesson Guide 1 to conduct a prereading of the chapter. [Not required forsample lesson. The Prereading Handout is one of the ways this programsupports students in reading expository text.])2 Introduce the graphic organizer. Have students examine the illustration in Section 25.1. Ask, What does this look like? How might thisbasket be used in a market like the one you saw in the transparency?What items from the image of the marketplace might you place in thisbasket? Explain that the Aztecs used woven baskets to collect and storeall manner of things. In the activity that follows, students will use thisgraphic organizer to collect important information about Aztec daily life.Reading for UnderstandingHave students read Section 25.2 to help them understand howAztec society was structured. Check for understanding by asking, What were the five classes in Aztec society? What were some of the important responsibilities or privileges ofeach class? What is similar about the classes in Aztec society and those in Mayansociety? What is different? In which class of Aztec society would you have wanted to live? Why?Writing for UnderstandingExplain that in this activity, students will create an illustratedjournal from the perspective of someone living in the Aztec capital ofTenochtitlan. To gather the necessary information, they will first workwith a partner to research three aspects of daily life. Then they will “visit”the Great Market of Tenochtitlan and trade for additional information.Lesson Guide19
Lesson25Phase I: Researching Three Aspects of Aztec Daily Life1 Place students in pairs. Have half of the pairs gather on each side ofthe classroom. It is very important to have an equal number of pairs oneach side of the room. If necessary, create one, two, or three groups ofthree students each to accomplish this.2 Assign pairs their first topic to research in History Alive! TheMedieval World and Beyond. Give pairs on one side of the room (“oddpairs”) their first research topic, marriage (Section 25.3). Assign pairs onthe other side of the room (“even pairs”) their first research topic, familylife (Section 25.4). Carefully review the directions for Reading Notes 25.Encourage students to look at the image of the Great Market in theirbooks for ideas for their drawings; you might also project Transparency25 again. Explain that when a group finishes their notes for their firsttopic, they should bring them to you for checking.3 Check students’ work. When pairs bring up their first set of ReadingNotes, use Guide to Reading Notes 25 to make sure the notes are complete and accurate and the drawing of the market item is clear andappropriate. Then assign pairs their next research topic. For odd pairs,assign the topic of food (Section 25.5) and then religious practices(Section 25.7). For even pairs, assign the topic of markets (Section 25.6)and then recreation (Section 25.8).4 Have pairs draw additional copies of their market items. Once allpairs have researched their three aspects of daily life, distribute half adozen small sticky notes to each pair. Have students make two moredrawings of each of the three market items in their Reading Notes on thesticky notes. The drawings should be clear and colorful. They will usethese extra drawings to trade with other students later in the activity.Phase II: Trading to Learn About Three More Aspectsof Aztec Daily Life1 Move the desks to create a large open space in the middle of theroom, and project Transparency 25 again. (Note: Consider what youmight do to enhance the “market” atmosphere, such as laying colorfulrugs on the floor for students to sit on or creating an area with foods thatmight be sold in an Aztec market, such as tomatoes, chilis, avocados, andchocolate.) Have pairs sit together on the floor around the edges of theopen space. They should have their Reading Notes “basket” and extradrawings in front of them.2 Review the directions on Information Master 25A: Trading at theGreat Market of Tenochtitlan. Consider projecting a transparency of them.20 Lesson Guide
Lesson253 Have students trade drawings and Reading Notes informati
Interactive Student Notebook. Interactive Student Notebook Item No. 390-5sam (package of 5) You may order additional copies of History Alive! The Medieval World and BeyondInteractive Student Notebook as needed in packages of 5. For more information and current pricing, contact Customer Service or visit TCI on the web today! Phone: 800-497-6138
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History Alive! The Medieval World and Beyond explores the legacy of civilizations from Europe, Africa, and the Middle East to Asia and the Americas. Students will learn about Europe during medieval times, Islam in medieval times, the culture and kingdoms of West Africa, Imperial China, Japan during medieval times, civilizations of the Americas,
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