Please Note: After considering the level of the students in this class, while it may be challenging to begin with, I have decided to stick with my original decision to require each student to make their own notes for the backs of their history cards. They may use a bullet point approach, jotting down short sentences or even phrases that trigger their memory about the significance of the person or event the card represents. The information they choose should help them to summarize the lesson. (I have a sample card back below; theirs does not have to be as detailed as the example.)
Another Note: In class, I instructed them to read chapter 4, but in light of the work with the cards and maps, I am no longer assigning that for the weekend.
The front of the card should hold the title of the chapter of the lesson. Of course, for the card backs, students may opt to write a short paragraph summary if they prefer. You know your student's ability level, and the goal is to work with them to gain gradual independence. (Spelling need not be an issue at this point if it is too overwhelming to incorporate that here.)
Vol.III A (that A to the left represents the first semester) 1
- House of Lancaster ruled England for years after Hundred Years' War; line of kings named Henry ~ (IV, V, and VI) and trouble started with Henry VI ~ because he was mentally troubled.
- House of York wanted to do something about the unable King Henry VI.
- In 1455, first battle in War of the Roses at Battle of St. Albans; Yorks won, but Parliament kept King Henry VI and created a "Lord Protector" position for the duke of York.
- Further battles ensued for 30 years, trading kings off and on the throne between the 2 houses.
- Henry Tudor united the warring sides keeping the Tudor name and becoming Henry VII, marrying the daughter of dead Edward IV (of the Yorks).
- The unification of the 2 houses was symbolized by the joining of the red and white roses that had before separately represented them, thus giving the War its name "The Wars of the Roses."
(1455 - 1485)
Students should write their cards 1-3 at this point, for homework. We will not take the time to do this in class, but we will use the cards in class to review with them at times. The work of writing them is an important part of helping them summarize the lesson. As they form the habit, it will become easier and even train their mind as they go through the lesson to be thinking of what is important for a summary.
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MAP ASSIGNMENT
Using one of the map copies they received in class, students should do the following:
A) Outline the countries of England, Italy, Spain, and the Mediterranean Sea with fine tipped markers.
B) Label the cities of London, Rome, and Madrid.
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On the other copy, use the link of Europe in 1560 to label the following:
A) England, Scotland, Ireland -----------and the cities of London, Edinburgh, and Dublin.
B) Portugal, Castile, Aragon ------------and the cities of Lisbon, Madrid, and Barcelona.
C) France and Paris.
D) The Holy Roman Empire-------------and the city of Vienna.
E) Milan, Republic of Venice, Papal States, Tuscany, and the Kingdom of Naples----------and their cities:
(Milan, Venice, Rome, Florence, and Naples.)
F) North Sea, Bay of Biscay, Mediterranean Sea, Adriatic Sea, and Ionian Sea.
WE WILL DISPLAY OUR BEAUTIFUL MAPS ON THE WALL IN THE CLASSROOM.
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