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The Black Death – Assignment June 20, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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You are to write (at least) 5 diary entries from a poor person in London in 1665. The plague has just come to the city. You live in a small house with 4 members of your family. One of them comes home ill one night. What will happen?

Include the following:
– What you would know about the Black Death (talk about its history)
– How you would feel, knowing people were dying of the Black Death
– What you would think was the cause
– Symptoms
– What would happen to anyone who became infected (including what would happen to their family)
– What happened to the bodies of the dead
– How many people were dying

For research:

http://www.channel4.com/history/microsites/H/history/plague/index.html
http://www.thehistorychannel.co.uk/site/microsites/theplague/

The Game of Your (Feudal) Life May 23, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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The PLAN:
We’re going to be creating board games based on life during the Middle Ages, under the Feudal System. The game is going to be based on an old board game called The Game of Life. At the beginning of the game each player will need to be given a role, for example:
Noble, Knight or Peasant

Each player will have to move along a set path from birth to death, enduring a number of life events along the way. These events will be defined by squares that players land on and cards they are given.

THE GOAL:

There are two goals:
1) To survive to the end without dying from disease or being killed by barbarians
2) To have more Faith Points than Sin Points to make sure you go to Heaven and not Hell.

HOW TO PLAY:
Each player needs to be given their role. You decide how. The player then moves along a set path, each square of which either rewards or penalises the player.
There are different points that can be earned. Faith or Sin Points, which will determine if you go to Hell; and Wealth or Food Points which will determine if you starve or live well.
Your players should also be able to choose if they want to get children. More children will mean that the player will have more workers but they will also cost them Food/Wealth points.
You will need to decide how these points will be awarded or deducted.

The Cards:
When a player lands on a certain square, they have to take a card from a number of piles. These cards need to reflect events or problems that people in the Middle Ages would have to deal with. For this reason, your cards should be in the following categories.
FAITH (These should be how you earn Faith or Sin Points)
WEALTH (These should be how your earn Wealth Points that will allow you to survive hardships)
HARDSHIPS (These are like CHANCE cards in Monopoly)

The Tricky Bit:
Each card must have options for whatever position the player holds in society. For example:

feudal-life-cards.jpg

You might find that some cards will cause Nobles to benefit but will provide hardship for Knights and Peasants (Or Vice Versa.)

What the game will look like:
Is up to you. Make it as colourful and interesting as you can. You will also need to decide what events you can include that will affect your players and how points are awarded. HAVE FUN!

The Teams:

LEFT
1. Design: Alex, John, Sam
2. Cards: Billy and Glen
3. Instructions and Obstacles: Damien and Randal

RIGHT
1. Design: Stephanie and Amy
2. Cards: Matt, Alan, Jodie and Kristin
3. Instructions and Obstacles: Brad, Zoe and Belinda

The Time of Your (Feudal) Life May 15, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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Write a 1 Page Description of life as a peasant, noble or knight from birth to death. You should describe the hardship or events they have to go through.

Some Useful Google Search terms:
life of a medieval knight, life of a medieval peasant, middle ages, feudal society

Some helpful links:
Life in the Middle Ages
Knight Life
Feudalism at Wikipedia
Knighthood and Feudalism
Vassals

Viking Reflections April 17, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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The most important thing I have learned about Vikings is…

The most interesting thing I have learned about Vikings is…

The most surprising thing I have learned about Vikings is…

Other things I have learned…

I found I learned most when I…

I could have learned more if I…

The environment I learn most in is…

Write up the questions above in full sentence answers in a Word Document. This is to be put on your Digital Portfolio, along with the assignments you have completed.

Once you’ve done this, copy and paste your writing on to a new post on your blog.

Vikings Assignment March 21, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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Here’s the Viking Assignment you should all have finished by the end of today:
yr8_humanities_project_vikings_2007.doc

Internet Referencing February 26, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007, CSC Year 09 SOSE 2007, CSC Year 11 English 2007, CSC Year 12 IP.
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How Not To Use the Internet

A little reminder about how to reference information you’ve found on the internet. You should NEVER COPY AND PASTE straight from a webpage, but you should still let people know where your knowledge has come from. If you don’t do this, you could be guilty of Plagiarism. Plagiarism is when you copy other people’s work without giving them any credit. This is illegal and can lead you to failing your assignment.

WHY CAN’T I COPY AND PASTE?

You can’t copy and paste because the work you hand in should be YOUR work. You need to show that you’ve learned and understood the work you’re doing otherwise there’s no point in doing it.

HOW DO I REFERENCE A WEBSITE?
You can do this in two ways. The main way you’ll want to be referencing a website is in your bibliography. Your bibliography is a page at the end of your assignment where you list all the books, magazines, newspapers and websites you looked at while you were doing it.

To reference a book in your bibliography, you would write it like this:

Author’s Surname, Author’s First Name. ‘Name of the Book’. Publisher: Year Published.

For example, if Joe Bloggs had written a book called “The Magnificent Penguin” which was published by Puffin Books in 2005, you would write it like this:

Bloggs, Joe. ‘The Maginificent Penguin’. Puffin Books: 2005.

To reference a website, you do much the same thing:

‘Name of page’ [Type of resource, eg. Online], the web address, (the date you looked at it.)

For example, this webpage would be referenced like this:

‘Internet Referencing’ [Online], https://mrbartlett.wordpress.com/2007/02/26/internet-referencing/, (26th February 2006.)

HOWEVER, although you often won’t be able to say who the author of a webpage is, when you can, you should.

For example, you can tell that I wrote this webpage, so you should really reference it like this:

Bartlett, Lord. ‘Internet Referencing’ [Online], https://mrbartlett.wordpress.com/2007/02/26/internet-referencing/, (26th February 2006.)

DO I NEED TO SAY WHERE I FOUND PICTURES?
Yes. You can put the web address directly underneath the pictures. Or put a note in your bibliography at the end.

WHAT ABOUT GRAPHS AND FACTS AND FIGURES?

You should do the same as you do with pictures.

WHAT IF I NEED TO QUOTE SOMEONE?
You can ‘cut and paste’ quotes but these need to be put in “” (quotation marks) and you should put a note in brackets telling us the reference.

Additional:
– You should NEVER LIST GOOGLE AS A REFERENCE. Google is a ‘jumping off point’, not a webpage in itself.
– Make sure every assignment has a list of references at the end.

Viking Children! February 21, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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Children Without Childhoods

Because most children of the Viking Age had to work along with their parents, their childhood was very different to the kind of life children today have when they grow up.

A Short Life in Viking Times

The first challenge for a viking child was to survive birth. If they were born sick or disabled, they were taken away and left outside to die.

Boys were given a first name, usually named after ancestors, famous vikings or Gods. The last name identified them as son’s of their father. Hence the name of the famous Viking Lief Eriksson meant Lief, the son of Erik. Girls often used the name of their mother or grandmother or one of the female Viking goddesses.

Even after being selected to live, Viking children still suffered greatly. Diseases for which there were no treatments or cures killed many children.

It has been estimated that about one in five children died before their fifth birthday. Nearly as many did not reach age twenty. Few Vikings lived beyond their fiftieth birthday.

In industralised countries of the world today where food and medical care are plentiful, life expectancy has almost doubled from Viking times. Most of the increase has come in just the past one hundred years.

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Learning Life’s Skills at An Early Age

At ten years of age, Viking children were considered to be adults. During their childhood, they didn’t attend school. By the age of five, Viking children were expected to work to support the homestead. Children were required to learn the jobs of the adults. Since most Vikings were farmers, both boys and girls were expected to keep the family farm going.

Survival during the Viking Age depended on learning these skills early and learning them well. The skills learned by Viking children depended on their gender. Girls were taught jobs related to running a household. Boys were expected to learn how to manage the farm and how to make the items required for everyday life. Until they were fifteen years old, boys and girls lived very different lives.

Viking Boys

Until they were five years old, most Viking boys were raised and cared for by their parents and grandparents in the Viking extended family. At the age of five, many boys were sent to the home of an uncle or a respected member of the community who could teach them all the skills required of a Viking man.

For the next five or so years, these boys learned all the skills they needed to be successful farmers and warriors. By working side-by-side with adults, the boys learned how plant and care for crops, raise livestock like cattle, sheep and goats and trade goods produced by the family.

Boys were taught to be skilled warriors in the use of a sword, spear and battle-axe. They learned how to make their Viking weapons and how to fight hand-to-hand, the Viking’s favourite way to fight. Viking boys were also taught how to navigate ships using the stars and coastal landmarks. Because they would spend sometime away from home when they became men, boys were expected to recognize important lifesaving plants.

Vikings were master shipbuilders. Because most communities owned a knarr and drakkar, all Viking boys were required to learn how to construct and repair these ships. Most homes also had a small smithy, the Viking name for a blacksmith building. Boys were taught how to fashion tools for making and repairing household furniture, storage barrels and chests. Some of them would become skilled artisans and make the jewelry the Vikings delighted in wearing.

Some Viking boys even learned how to read and write the rune characters of the Viking alphabet. Those that mastered this task carved the runes into weapons, memorial stones and personal belongings. Vikings who could write and read runes were believed to have magical powers and were well respected in Viking society.

Viking Girls

Viking girls remained at home with their mothers and grandmothers. Running a Viking household was a big job. It was considered very important work and girls learned the required skills from an early age.

Girls were taught how to prepare meals for the entire family. It was often inside work, done in a unhealthy darkened and smoky house. They were expected to make yarn from wool and flax, to weave wool and linen to create fabric, and use that fabric to make clothing. Since managing the farm became a woman’s responsibility while her husband was away trading or on a raid, girls were taught how to tend animals. Many of these animals lived near the house. Some of the animals shared the same living space as the Viking family members. If a girl was strong enough and wanted to, she would be taught how to handle a sword and fight like a warrior. There are many stories of female Viking warriors in the Norse sagas. One of the most famous is Freydis, the sister-in-law of Lief Eriksson, who also traveled to Vinland.

(the above information is taken from http://www.cdli.ca/CITE/v_childhood.htm)

QUESTIONS
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1. Complete both of these:
Viking Boys and Girls Venn DiagramViking Kids vs. Modern Kids Venn Diagram

2. Imagine you are a Viking Child and write a diary entry for a Viking Child of your own age. What is your name? What do you do with your day? Be as accurate as possible. (200 words)

Viking Boats! February 20, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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raiders.jpg

Look at the two pictures below and then answer the questions, based on what you already know about vikings. You’ll also find it useful to look at pages 32 and 33 in your textbook. The questions (and answers) should be posted on your blog when you’re finished, along with the appropriate picture. If you like, you can colour in the picture using Paint and post it along with the answers.

Viking Longship

Viking Knarr Ship

Longship Questions:
You will need the picture of the longship to help you answer these questions

1. What features of the longship would allow it to go fast?
2. Why would speed be important for a Viking longship?
3. What was the main power source for the longship? The sail or the oars? Why?
4. Which features of the ship made it useful for landing raids?
5. What clues on the ship tells you that it was used for war?
6. How many people would have been on board? What were their roles?
7. Do you think that the picture is of a longship at sea or in harbour?
8. Is the prow (front) or the stern (back) nearest you in the picture?
9. In what ways were longships like and unlike sailing boats today?


Knarr Ship


You will need the picture of the knarr ship to help you answer these questions

1. Why are there no oarholes in the middle of this ship?
2. Do you think that speed was very important to the sailors of the knarr?
3. Why do you think that the hull of the knarr is wider than the longship?
4. What was the main power source for the knarr? The sail or the oars?
5. The knarr was used for long voyages. Where do you think the crew would sleep?
6. Where would the cargo be kept while the ship was at sea?
7. How many crew members would the ship need? What did they all do?
8. What would the sailors have eaten on board? Was there any hot food?

Some questions and pictures taken from National Maritime Museum website

Vikings!!! February 6, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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homeship.gif

Our first assignment is on Vikings, those scary scandinavian savages. You’ll need to create a powerpoint presentation that you will give in class next week.

The questions you will need to answer are the ones we came up with in class:

  1. Where did Vikings come from?
  2. When did they live?
  3. What did they wear?
  4. What did they look like?
  5. How did they hunt?
  6. What weapons did they use?
  7. How were they taught/trained?
  8. What language did they speak?
  9. What sort of boats did they use?
  10. Were there different types of vikings?
  11. What was a viking’s typical day like?
  12. What did they eat?
  13. Did they wash or did they smell?

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You’ll need to come up with and answer TWO questions on your own.

Your presentation will also need to include:

  • Pictures of Vikings
  • A Map of where Vikings lived and where they sailed to

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Some useful sites to research Vikings:

http://www.bbc.co.uk/schools/vikings/

http://en.wikipedia.org/wiki/Viking

http://www.bbc.co.uk/history/ancient/vikings/

Vikings Discovered America!
Viking Childhoods

Once you’ve finished, you can try this out:

BBCHistoryViking Quest