shannon wilson

Materials Worksheet #5

Title: Pistoia, “Ordinances for Sanitation in a Time of Mortality”

Your name: Shannon Wilson

Name of Site: Fordham.edu

 Link to Resources: http://www.fordham.edu/halsall/med/pistoia.html

Source (Author–if available): The small executive council made up of the Anziani or Elders of the People and the Standardbearer of Justice.

Identify the teaching topic of the materials–be specific: Sixth grade Social Studies. To read how different communities dealt with the issue of the Black Plague and what specific ordinances they required from their citizens.

Give a brief description of how the materials would be used: Students will be divided into small groups. These groups will read assigned sections of the Ordinance and answer specific questions about the Ordinance. The questions are provided.

Explain why you would use this material with your students. How will the material help your students learn the topic? This exercise helps the students to learn how communities dealt with the issue of the Plague. Because there was no mass communication at this time, it was up to each town to deal with the problem of the Plague. This can show students how rules were handed down to citizens, what the procedures were for dealing with the dead, and what was expected of those that were mourning. The monetary penalties for ignoring these rules are included also. This will help the students understand how difficult it would have been to come up with sanctions for a town during this time period. A discussion of how we deal with health issues now and how we get information out to the public now can follow the discussion of these ordinances.

Materials Worksheet #4

Title: A Plague Simulation: Pilgrimage or Voyage Game

Your name: Shannon Wilson

Name of Site: The Black Plague

 Link to Resources: http://scorescience.humboldt.k12.ca.us/fast/teachers/Plague/teacher.htm#OFF-LINE

Source (Author–if available): Cory Wisnia; Ray Wiltsey Middle School, Ontario/Monclair School Dist SCORE-Science

Identify the teaching topic of the materials–be specific: Sixth grade Social Studies. Simulation of how the Plague was spread through trade routes.

Give a brief description of how the materials would be used: Students will play this game as part of their learning about how the Plague was spread. The game takes some preplanning on the teacher’s part but is well worth it. The students are travelers that follow a route and go from town to town. They roll a die at each town they visit. This roll determines how many beans they will pick out of the bag. White beans are safe, red beans mean the Plague, and speckled beans mean Cholera. Following a map of European trade routes, they will continue on their journey, possibly spreading the Plague, possibly dying, until their journey ends. They will mark on a larger map how far they got before they “died.”

Explain why you would use this material with your students. How will the material help your students learn the topic? This simulation shows students how the Plague was spread. When the whole class is doing this it becomes quite obvious how it can spread from place to place. The students are following their trade route maps, interacting with one another, recording their process along the way, and seeing how easy it was to spread the Plague. This game is a fun way to show students how this terrible disease was spread and how it affected different parts of Europe.

Materials Worksheet #3

Title: A Secondary Source: A Description of the Plague

Your name: Shannon Wilson

Name of Site: The Black Death: Bubonic Plague

 Link to Resources: http://scorescience.humboldt.k12.ca.us/fast/teachers/Plague/Plague.html

Source (Author–if available): Aaron R. (ricej@ed.byu.edu) a Timpview High School student
in partnership with the David O. McKay School of Education

Identify the teaching topic of the materials–be specific: Sixth grade Social Studies. Secondary source offers information about the plague.

Give a brief description of how the materials would be used: This would be given to the students to put in the folders that they are keeping for the unit. This would be used to compare with the primary source they have just read. We would read this account aloud and then they would break into small groups to discuss it. A list of prompts would be given to them to facilitate discussion.

Explain why you would use this material with your students. How will the material help your students learn the topic? This is a handout that they would keep in their folder for the unit. It is very informative and does a good job of compiling facts about the plague onto one sheet. It would be used as a reference document throughout the unit and for the students to compare it with the primary source given. They would discuss this in their small groups and compare the facts to the primary source.

Materials Worksheet #2

Title: A Primary Source: A Description of the Plague

Your name: Shannon Wilson

Name of Site: Boise State University; History of Western Civilization

 Link to Resources:   http://www.boisestate.edu/courses/westciv/plague/07.shtml

Source (Author–if available): This account is from Michael Platiensis (1357), quoted in Johannes Nohl, The Black Death, trans. C.H. Clarke (London: George Allen & Unwin Ltd., 1926), pp. 18-20.

Identify the teaching topic of the materials–be specific: Sixth grade Social Studies. Primary source offers an account of the plague.

Give a brief description of how the materials would be used: This would be given to the students to put in the folders that they are keeping for the unit. We would read this account aloud and then they would break into small groups to discuss it. They are to look in their journals where they wrote what they thought they knew about the plague and compare it to this account. A list of prompts would be given to them to facilitate discussion.

Explain why you would use this material with your students. How will the material help your students learn the topic? It is important to use a variety of sources. This is a primary source. Assuming that the students know the difference between a primary and a secondary source, I would present them with different types of sources throughout the unit. This handout is engaging enough to keep their attention and the fact that it is a firsthand account gives it more weight. They would compare this to a secondary source and compare and contrast the two accounts.

Content Area Materials Overview Worksheet

Title: Opening video segment for engaging students on the black plague.

Your name: Shannon Wilson               

Name of Site: YouTube

Link to Resources: http://www.youtube.com/watch?v=grbSQ6O6kbs stop video clip at 1:47!

Source (Author): Graham Chapman, John Cleese, Terry Gilliam, Eric Idle, Terry Jones, and Michael Palin.

Identify the teaching topic of the materials–be specific. Identify the population of the students (grade, course): This is a video clip intended for 6^th grade students in their study of the plague. It is an opening engagement clip, intended to peak their interest and gain attention. The entire unit falls under the NCSCS Competency Goal 4 for 6^th grade. “The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe.” The use of a video clip falls under the NCSCS Skill Competency Goal 2, Objective 2.02 and 2.03, which states that students will “explore print and non-print materials and utilize different types of technology.”

Give a brief description of how the materials would be used: This clip would be shown at the beginning of the unit as a way of gaining student’s attention and adding some humor to the classroom. It is intended as a gateway to the unit. The clip needs to be stopped at 1:47 though because there is a curse word coming up that does not pertain to the clip. After the clip is shown, I would ask the following questions:

• What did you think of the clip? Is this how you pictured this time period? What did you notice about the conditions of the surroundings in the clip?
• Given what you know about this time period, is this an accurate depiction? Why or why not?

The video clip should be shown again but this time has the students look for particular things that depict the living conditions of that time.

Explain why you would use this material with your students. How will the material help your students learn the topic? I would use this video clip as an engagement tool. Humor is a great way to connect with middle school students and this clip is humorous but also educational. While it is funny, it does have some good depictions of what it was like to live during that time period. This video will help the students by giving them a visual that is engaging and funny but also accurate. It will help the students by getting them ready to start thinking about this time period and the plague.