The students select an individual from the Middle Ages, and then research that particular person's daily activities and dress. This lesson is designed to increase student interest by allowing choice in a topic to research.

LIBRARY MEDIA SKILLS OBJECTIVES
The student will:
-identify the kind of information required to complete research on an individual living during the Middle Ages.
-locate information related to the identified information need.
-record notes about the daily life of a selected individual living in the Middle Ages.

CURRICULUM OBJECTIVES:
This activity may be incorporated into a social studies unit on the Middle Ages.

MOTIVATIONAL OBJECTIVES:
The student will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability.
-achieve satisfaction in research accomplishments.

Resource List
Notetaking Sheet
Table of Options

 

Credits:

School Library Media Activities Monthly Adapted for SOS by Kori Gerbig School of Information Studies Syracuse University

Sources:

School Library Media Activities Monthly January 2003; 19:5; 20-22 http://www.schoollibrarymedia.com http://www.crinkles.com

 

INSTRUCTIONAL ROLES:
-The classroom teacher manages the research process and assists students in making decisions about the individuals they might research. The library media specialist works with students as they collect information. The activity requires at least three sessions.

ACTIVITIES AND PROCEDURES FOR COMPLETION:
-After the historical period has been introduced, the teacher discusses the many roles people played in the culture of the times. The hierarchy of the culture may be discussed and the many kinds of jobs people would have had to feed, clothe, and keep the communities working.

-The teacher explains that students will have an opportunity to look in depth at a typical individual during the time period chosen. The region also would make a great difference. Review maps to show what areas might be considered. The types of jobs would make a difference in the way the individuals looked and how they spent their days. Finally, the students might want to consider a special time of year. Brainstorm each of these sets of choices. Provide students with examples in books or pictures.

-As students begin to narrow their choices, provide them with a note taking sheet that will be redone later as the final product. The students may change their minds after visiting the library media center.

-In the library media center, the library media specialist introduces books and materials that have been selected for the unit. A review of how to best access the materials is provided. The library media specialist explains that as students research their selected individual, they may find many other materials. They should think about the four categories that they have identified. How do the categories help them in looking for information? When they use the catalog, they may find resources in more than one way. For example, initially students might look for the heading Middle Ages. They will find that there are many subheadings.

-The teacher or library media specialist discusses what the students might consider recording on their sheet. For example, the students must zero in on just one day in the selected individual's life. What might the person do at 7:00 am, 12:30 pm, etc.? Share a book like “Till the Year's End” and discuss how students might get clues from such works.

-Students work on their note taking sheets. When they have finished the notes, they may decide on what their individual might have worn. The students discuss their findings with the teacher. New worksheet forms are distributed. The student fills in the final form with the categories, and illustration of the individual, and activities for the different periods of the day.

FOLLOW-UP:
-The student may use the note sheet to write a report or fiction story about the selected individual.

-After the student has identified the kind of information required to complete research on an individual living during the Middle Ages, he or she successfully locates information related to the identified information need and records notes about the daily life of a selected individual living in the Middle Ages. The teacher and library media specialist may set up a sample rubric for what they consider adequate information on an individual person.

School Library Media Activities Monthly
January 2003; 19:5; 20-22
http://www.schoollibrarymedia.com
http://www.crinkles.com