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Castles Project Lessons

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David Rawlings

on 12 December 2013

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Transcript of Castles Project Lessons

CASTLES PROJECT: Flip Learning
Chepstow School
Title: Why did people build castles?
Don't forget to follow:
@ChepstowHistory
chepstowschoolhistory.blogspot.co.uk
Learning Objectives:
Learning Outcomes:
B: can describe reasons to build a castle;
S: can compare the reasons for castle building to identify their significance;
G: can evaluate the impact each reason had with reference to their wider historical impact.
K: Reasons for building of castles
U: Which reasons had the greatest impact in Europe
S: source investigation, PEE
TRUE OR FALSE?
Viking raiding resulted in people fortifying their homes.
The Huns were from Germany.
Castles didn't exist before the 8th century AD.
The Huns would not attack a fortified settlement.
Vikings probably traveled to America.
2 minutes
What is Flip-Learning?
Learning Objectives:
Learning Outcomes:
Bronze: Can describe flip-learning;
Silver: Can explain the merits of flip-learning;
Gold: Can use evidence to explain why flip-learning helps pupils to progess
K: how to define Flip-learning
U: How Flip-learning will help me to progress
S: Flip-learning
How do you learn best?
Answer these questions in the back of your book:

How do you learn in most of your lessons?
Do you work independently or do you take notes from the teacher?
The traditional pattern of teaching has been to assign students to read a section of a textbook after-school, which will then be discussed the next day in class.
Students would then be assigned an assessment for homework to demonstrate their mastery of the topic.

In flip teaching, the student first studies the topic by himself, typically using video lessons created by the instructor. In the classroom, the pupil then tries to apply the knowledge by solving problems and doing practical work.
The role of the classroom teacher is then to tutor the student when they become stuck, rather than to impart the initial lesson. This allows time inside the class to be used for additional learning-based activities, including use of differentiated instruction and project-based learning.
This video will explain more!
Task: Sign up to Edmodo
Steps:
Go to www.edmodo.com
Sign up for an account
Use the class code: hjg868
When on, follow the link I have shared and complete the questionnaire
Castles Project
We are going to be investigating medieval castles, in order to put together a Dragon's Den style pitch for a castle.
You will be working in groups of 3.
This scheme of work will take us up to half term.
It will be delivered through flip-learning.
You will develop your organisation, communication, source-handling and investigatory skills.
Task:
On your sheet of A4 create a cover page for the Castles Project and stick it on the next clean page in your book.
Success criteria:
Title: Castle Project
Bright and bold
Lots of relevant pictures
Neat - this is a cover page!
Task:
1. In pairs, identify & discuss the main reason for the beginning of castle building in the middle ages.
What is the main reason for why people built castles?
THINK / PAIR / SHARE
Point
Evidence
Explain
We use PEE to write a paragraph that explains and evaluates a point.
PEE
Set out your point in one sentence.
I'm going to demonstrate how
PEE
can be used to help answer the question:
Is the X-Factor a good television programme?
E.g. It could be argued that the X-factor is a good television programme because it is very popular.
Find some evidence to support your point.
E.g. The viewing figures for the X-Factor peaked in 2010 at 14million viewers,and have consistently been above 10 million viewers for the past 5 years.
Explain how your evidence answers the question.
Is the X-Factor a good television programme?
E.g. These high viewing figures show that the X-factor is popular with 1 in 6 British people, therefore it can be said to be a good television programme.
Task:
Use PEE to explain each reason for why castles were built.
Success criteria:
Point - state the reason in one sentence.
Evidence - use evidence from the source to support the reason.
Explain - explain why the reason answers the question.
DEBATE
"Vikings were the main reason for European castle building." Do you agree?
YES
NO
Where should I build my castle?
Learning Objectives:
Learning Outcomes:
B: can explain reasons for the location of a castle;
S: can compare reasons for location and make a judgement on where to build;
G: can justify the selection of a specific location.
K: Reasons to build a castle
U: Compare reasons to identify the most important
S: Evaluation; using PEE to support a historical judgement
Where should I build my castle?
Success criteria:
Task: come up with 4 criteria for choosing where to build a castle.
1.
2.
3.
4.
Minute to win it!
Task:
Using your map assess the suitability of each location for your castle.
Success criteria:
Think about your 4 criteria for where to build a castle.
For each location write a paragraph to explain your decision in detail using
PEE
.
Front of book!
Title: Where should I build my castle?
AfL:
Swap books with your partner.

Using
3 colours
highlight PEE in their paragraphs.

Add WWW and EBI feedback to their work.
DEBATE
Where should I build my castle?
A, B, C or D?
How is my castle run?
Learning Objectives:
Learning Outcomes:
B: can describe the feudal system;
S: can explain and compare the roles played in the feudal system;
G: can make a judgement on the significance of the roles within the feudal system.
K: The feudal system
U: How to make a judgement on the significance of each role in the system
S: Significance & historical judgement
The Feudal System
KING
LORDS
KNIGHTS
VILLEINS
Task:
Evaluate the significance of the roles in the feudal system.
Task:
Explain each role in the system.
Evaluate how important each role was - you'll need to compare the roles.
Use your Flip-learning notes to help your explanation.
Success criteria:
E.g. The King was the head of the feudal system. He owned and ruled all the land in the kingdom. He granted land and titles to Barons in return for their loyalty.

He is important because he is a figurehead and a leader for the kingdom. Without a King the country might be torn apart by disputes between the Lords and Barons.
Heads & Tails:
Fealty
Homage
Villein
Vassal
Vassalage
Fiefdom
Spelling Test:
Can you spell the words the king reads out?
Label the layers of the feudal system.
Task:
Who was the most important in the feudal system?
Use evidence to support interpretations;
Quote the source;
Remember to PEE on your paragraphs;
Include key terms;
Make a judgement on the most important role in the feudal system.
Success criteria:
DEBATE
"The King was the most important in the feudal system?" Do you agree?
YES
NO
1. In pairs match up the evidence to the interpretations.
2. Who was the most important in the feudal system? Write a PEE paragraph to answer this question.
In reality there are 4 interpretations:

1. The King was the most important.
2. The Lords were the most important.
3. The Knights were the most important.
4. The Villeins were the most important.

Although, we should remember that all 4 need to be taken into account when assessing the significance.

E.g. Although the King was the most important, the Lords had a role to play as well.
How will my castle develop over time?
Learning Objectives:
Learning Outcomes:
B: Can describe types of castles over the centuries.
S: Can explain why castles changed with reference to new inventions and begin to assess the most important change.
G: Can evaluate the reasons for changes in castle design by making a supported judgement on the most significance of new inventions.
K: Types of castles
U: Why castles changed over the centuries
S: Chronological understanding; significance & historical judgement
Brief:
Construct a timeline of castle development.
Bronze (L4):
Add developments in types of castle to your timeline.
Draw a picture of each castle.
Stick in book.
Silver (L5):
Explain the change using with reference to new inventions.
Add a speech bubble with your explanation for why design changed.
Gold (L6):
Write a judgement on the most significant change in castle design and the reason for it.
Use the evidence from the new inventions to support your judgement.
Success criteria:
Starter:
Get into your groups!
Sort the cards and match up the correct:
castle - picture - date - new invention
Dingbats:
Say what you see!
What is the best way to attack a castle?
Learning Objectives:
Learning Outcomes:
B: Can describe ways to attack a castle.
S: Can explain how effective ways to attack a castle were.
G: Can evaluate the and identify the best way to attack a castle.
K: Ways to attack a castle
U: Effectiveness of each
S: Significance; interpretations; PEE
Heads & Tails:
Battering Ram
Trebuchet
Sappers
Siege Tower
Siege Ladder
Besieging
Surprise attack
Cannon
Brief:
Which was the best form of attack?
Bronze (L4):
Include a
point
- decide which form of attack was the most effective.
Silver (L5):
Explain why it was the most effective by using
evidence.
Make sure you've linked your evidence back to answer the question.
Gold (L6):
Include a comparison to other forms of attack and why they weren't as effective in your evidence.
Success criteria:
What is the best way to defend a castle?
Learning Objectives:
Learning Outcomes:
B: Can describe ways to defend a castle.
S: Can explain how effective ways to defend a castle were.
G: Can evaluate forms of defence and identify the best way to defend a castle.
K: Ways to defend a castle
U: Effectiveness of each
S: Significance; interpretations; PEE
Top Trumps!
In your groups, cut out and complete the top trump cards.

Score each category out of 10.
You may add some of your own forms of attack and defence to the blank cards!
Brief:
Which was the best form of defence?
Bronze
(L4):
Include a
point
- decide which form of defence was the most effective.
Silver
(L5):
Explain why it was the most effective by using
evidence.
Make sure you've linked your evidence back to answer the question.
Gold
(L6):
Include a comparison to other forms of defence and why they weren't as effective in your evidence.
Success criteria:
Now change groups!
How do I give a good presentation?
Learning Objectives:
Learning Outcomes:
B: Can describe factors for building the castle.
S: Can explain reasons why the design would be effective.
G: Can evaluate the effectiveness of the castle design.
K: Success criteria for a good presentation
U: How to put together a great pitch
S: Organisation & Communication
Task: List 3 things that are wrong with this pitch.
Back of books!
List 3 things that are good about this pitch.
So what makes a good pitch/presentation?
THINK / PAIR / SHARE
Come up with 3 success criteria for a good pitch.
Now add two more.
Task: Use post-it notes to plan your pitch.
You need to pay close attention to the level requirements on the task sheet and your success criteria for a good presentation.
How good was my presentation?
Learning Objectives:
Learning Outcomes:
B: Can identify a suitable level.
S: Can evaluate the success of their presentation using evidence.
G: Can justify their judgement in detail.
K: What level my presentation was
U: How to evaluate the success of my work
S: Evaluation
Socrative Quiz
When you've loaded up your laptop, follow this link to a socrative quiz:
Evaluation
Access student common/History
Watch your presentation
Complete your self-evaluation sheet
Evaluation Task:
Task: write a PEE paragraph to evaluate your success
Success criteria:
Bronze
= Point

- e.g. 'I would give our pitch a level...'

Silver
= Point + evidence - e.g. 'I would give that level because...'

Gold
= Point + evidence + explanation - e.g. 'Therefore, our pitch was clearly that level because...'
Which blob are you?
Full transcript