The Late Middle Ages in England - An Introductory Lesson in Class Nine


Book Description

Seminar paper from the year 2003 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: gut (2+), University of Dusseldorf "Heinrich Heine" (Heinrich-Heine-Universität Düsseldorf), course: Hauptseminar: Teaching English Literature from Medieval Times to the Early Renaissance, language: English, abstract: The following piece of work entirely dedicates itself to the era of the Late Middle Ages. My model lesson does not concentrate on a particular aspect of this era, but gives an overview of a lot of topics. It can therefore be regarded as a multifunctional preparatory lesson: the first step into the overall thematic is portrayed and lots of occasions are given to find different fields to reflect upon. I prefer this open – but fixed – thematic because my target is not to provide the pupils with an overdose of facts. I want to offer them a general idea, an outline of the Middle Ages and would rather like them to understand the mentality of this time than to learn too many facts and dates by heart. According to the authors of the SMART-study, my approach is right: “the need to provide an overview, a framework, a sense of unity and coherence [is characterized as] centrally important”. Apart from that, I pursue the aim of enabling the children to read medieval literature. The knowledge of the medieval way of thinking is an important condition in order to study written works dating from this era. It is interesting that we are looking back to ancient times because of two reasons: on the one hand, we want to get an impression of the living conditions which formed the background of medieval literature. On the other hand, “medieval history and literature [...] [are] simply essential to a proper understanding of our own [stress: Ga.Sch.] society, which is not only heir to, but to a large degree the creation of, the Middle Ages”. Consequently, this epoch actually does not need any justification, its significance even in today’s life makes it obvious enough why we should deal with this topic at school. We live in a society which is coined by the Middle Ages, and this has to be mirrored in school life as well – “we cannot study literature or political history [...] in isolation; all of our studies are ultimately studies of the entire culture of the Middle Ages”3. That implies that the Middle Ages, their diversity and mysteriousness, their inventions and effects on our present time, are just part of our general knowledge, and one cannot avoid to be confronted with them. In my essay I will design a fictitious English lesson in a ninth class of a Grammar School. [...]




Medieval England


Book Description

Medieval England presents the political and cultural development of English society from the Norman Conquest to the end of the Wars of the Roses. It is a story of change, progress, setback, and consolidation, with England emerging as a wealthy and stable country, many of whose essential features were to remain unchanged until the Industrial Revolution. Edmund King traces his chronicle through the lives of successive monarchs, the inescapable central thread of that epoch. The momentous events of the times are also recreated, from the compiling of the Domesday Book, through the wars with the Scots, the Welsh, and the French, to the Peasants' Revolt and the disastrous Black Death.




The Later Middle Ages


Book Description

Originally published in 1981, The Later Middle Ages bridges the gap between modern and medieval language and literature, by introducing the social and intellectual milieu in which writers like Chaucer, Malory and Margery Kempe lived. It provides a unified and coherent account of the culture of late medieval England, and of the problems involved in viewing it, in relation to English literature. The book covers the history of ideas and education, art and architecture, and changes in the social, economic and political structure.




Teach with Magic


Book Description

Learn from the Engagement Masters Education is a battle for attention. Whether you are a teacher trying to reach a classroom full of students or a parent trying to prepare your child for the world to come, getting our audience to just listen can be a real challenge. When students have access to personalized entertainment sitting in their pockets, anything that doesn't jump out and grab their attention right away is easily drowned out. But there is a place where even today all those modern distractions melt away--Disneyland. When you're there, you're not only in a different world, you're in Walt Disney's world. Whether you are Peter Pan flying over London in Fantasyland or a rebel fighter struggling against the First Order in Galaxy's Edge, you are 100% engaged. Sights, sounds and even smells ensure that your brain is locked into the experience. If we can bring those techniques into our teaching, we can create engaging experiences for our students, grab their attention, and boost their learning. You'll improve your teaching and create a place students want to visit. In this book we'll learn from the world's greatest engagement masters--the Disney Imagineers. Through narrative visits to attractions throughout Disneyland and Disney California Adventure, you'll experience a visit to the park as we share memories and see how the Imagineers make it all work. We'll be guided by Imagineering icon Marty Sklar's Mickey's 10 Commandments of Theme Park Design as we turn our classrooms into the most engaging places on Earth!




ICSE History & Civics for Class IX (A.Y. 2023-24)Onward


Book Description

This book entitled "I.C.S.E. HISTORY AND CIVICS" is strictly based on the latest revised syllabus prescribed by the Council for the Indian School Certificate Examination for the students of Class IX. This book forms Paper I of the subjects Civics and History. It has been divided into two sections. Section A deals with the Civics portion of the syllabus and Section B deals with the History portion of the syllabus. This book aims • to provide an understanding of the working of the Indian government necessary for the student to grow into a responsible, enlightened citizen in a Secular democracy. • to enrich the understanding of those aspects of Indian historical development which are crucial to the understanding of contemporary India. • to awaken a desirable understanding in pupils of the various streams which have contributed to the development and growth of the Indian nation and its civilisation and culture. • to develop a world historical perspective of the contributions made by various cultures to the total heritage of mankind. The main features of this book are : • A simple style with a clear narrative and critical appreciation of all facts and events. • Numerous facts with dates and years, maps, pictures and illustrations given to make the content vivid and interesting. Latest pictures and information provided on each topic. • Lesson At a Glance, summarizes the entire lesson to help the students grasp the main points of the lesson. • Multiple Choice Questions, Short Answer Questions and Structured Essay 'Type Questions, at the end of each and every chapter, will test how far the students have understood the lesson. • A Sample Project has also been added in this new edition. • Questions have been added chapterwise under the heading Question Bank for the benefit of students. The solutions can be accessed through QR Code given at the end of each Chapter. I hope that the present volume shall find favour with both the teachers and the students like my other books published by Goyal Brothers Prakashan. Suggestions for improvement are welcome from teachers, students and other readers of this book. Author










The Athenaeum


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The Examiner


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