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The Middle Ages: Feudal Life

The Middle Ages: Feudal Life

Ancient Civilizations: Maya Global rating average: 0.0 out of 50.00.00.00.00.0 These websites are about the Mayas and their culture. There are lesson plans, maps, timelines, quizzes, and cartoons. There is information about their culture, government, religion, and more. Includes a link to eTheme resources on Native Americans: Maya and Ancient Western Civilizations. Grades Links Maya Kids This fun site has information about the Mayas, their culture, and where they lived. Education Standards Request State Standards

Globalization101.org | globalization | globalisation | what is globalization | globalization dilemmas | globalization debates | pros cons globalization | global issues | international relations | international issues British Life and Culture in the UK - Woodlands Junior School medieval Wouldn't it be terrific to travel back in time to explore a castle and see knights in shining armor and beautiful princesses? Just think of all the magnificent sights and heroic tournaments you would witness! But what was it "really" like to live in Medieval Times? In your quest you will discover the world of the feudal system and explore Medieval castles. Your serfdom will begin by watching a few short video clips from the movie Ever After. Are you ready to learn what is kept in a keep, how a morning star is used, or what (besides water) can be found in a moat? Throughout your quest, keep in mind the "big question" you are seeking to answer: What was life "really" like in Medieval Times, and what do we know now that could have made their lives better? Can you believe everything you read on the Internet? After you have completed the activity, go to the Task section to begin your quest. Created by Joan Weathers 6th Grade Teacher North Daviess Elementary School email me

Free Middle School Social Studies Lesson Plans Kidipede - History for Kids home page NEW! Kidipede's pages organized according to California state standards Teachers' guides for what to do in class (religion, philosophy, environment...) Scavenger hunt through the site for certain information (lists of things to search for here) Have the students put together questions for their peers to answer. Create a History Museum with each kid making an artifact; invite their parents for museum night. Put together a class newspaper about China (for instance), with creative sports pages, food pages, political news and religious news. Put together what was happening all over Europe, Asia and Africa in a particular time period (use the maps section). Have students take different sides of a war (the Crusades, the Punic Wars, the American Revolutionary War, the Persian Wars, the Peloponnesian War, the Hundred Years' War) and hold peace talks to try to settle their differences. Do hands-on craft projects like spinning or and weaving a piece of cloth.

King Arthur, the Myth King Arthur, the Mythby David Nash Ford Some people believe that King Arthur is so inextricably tied up in Celtic Mythology that he must, in origin, have been, not a man at all, but a god. Like so many other characters featured in the Mabinogion, Arthur in his earliest form, appears almost entirely mythical. He and his companions have superhuman strength and abilities, and consort with giants and other mythological creatures. In the early Welsh poem "Preiddeu Annwfn", Arthur visits the Celtic Underworld, Annwfn, and his adventures closely parallel those of the cauldron-seeking god, Bran the Blessed. Even in Geoffrey of Monmouth's "History of the Kings of Britain," and Sir Thomas Malory's "Le Morte D'Arthur," upon being fatally wounded in battle, Arthur is carried to the mystical Avalon, apparently the Underworld home of the Celtic god, Afallach. The name Arthur itself appears to derive from the Celtic word Art, meaning "bear". Three Bear-gods are known from the Celtic world. See Also:

The Renaissance Connection, from the Allentown Art Museum Home [CRF: Educating About Immigration] Celtic Britain - history and culture Julius CaesarThe British Isles first come in contact with the general current of history in the year 55 B.C. In that year Julius Caesar, then engaged in the subjugation of Gaul, thoughf fit to cross the Channel with a military force, doubtless in the hope of finding that he could add to his resources for the achievement of his personal empire. He spent only a short time in the island, and returned again the next year with larger forces. But he found the prospect less promising than he had anticipated; and having no wish to extend the boundaries of the Roman dominion except as a means to more important ends, he again retired without making any serious attempt at subjugation; and for the next hundred years the Romans left Britain alone. It is generally agreed that the dominant races and languages were Celtic, akin to those of Gaul.

Not Everyone Lived in Castles During the Middle Ages Activity 1. Priests and Monks Review the types of medieval people studied in Activities 1 and 2. Begin group research of this topic by reading together the text found at Religion available through Learner.Org. Now read about medieval monks at Monks and Nuns available through Learner.Org's Middle Ages. Remind the students of the illuminated images they viewed in Activities 1 and 2. The multiple prayer services took place in the church at the abbey, although those monks who were out in the fields simply kneeled and prayed where they were. Assessment Discuss with the students what they have learned about the monks. Activity 2. After reviewing the topics covered in Activity 1, explain that the wealthy people studied thus far represented only a very small fraction of medieval society. Farming You can get a good idea of how the peasants spent their time by viewing the following images from the Book of Hours discussed earlier: Call upon students to describe the activities in each scene. Royalty

History Link 101 Taylor Alexis by Taylor Talley on Prezi

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