Dear SEP Families,
This class was not just about teaching historical information pertaining to the Middle Ages, but rather presenting information that enabled students to make discoveries and interpretations of their own. Two concepts guided the class through the process: interpretation and reflection. Two essential questions anchored these concepts: (1) Does history exists only through interpretation? and (2) How can “making” convey a meaning that reflects the history and culture of an era?
The class displayed a unique and genuine interest of history and really grasped the concepts. Students continuously asked questions to better understand the concepts--exactly what historians and designers/creators need to do!
Students made many discoveries about medieval life. For example, we looked at the period known as the Dark Ages and attempted to answer the question, what made it “Dark.” Students discovered that this time period was full of creativity as well as growth even though the period is typically characterized by a relative scarcity of historical and other written records, at least for some areas of Europe.
The bulk of the class revolved around “making” medieval things using limited supplies. Therefore, the design process was examined and used. Students used the design process for every item they made. They asked questions, imagined end results, planned a design, created a product, and improved the product. It was amazing to see how each student designed and made something different, even though the challenge was the same. For example, when building a simple catapult using few supplies, there was not a single catapult that matched another in design.
Challenges presented themselves on a daily basis. I constantly heard questions throughout the design process. Many questions included the word, “how” – How do I do this? How do I attach this and still make it work? How does this work? These are great questions to ask in order to make the best product possible.
The biggest thing students learned was the connection between making things back then and making things today. The process more or less did not change. The uses of simple machines are just as important today as they were during medieval life.
I have enjoyed getting to know your student. Thank you, and enjoy the rest of your summer!
This class was not just about teaching historical information pertaining to the Middle Ages, but rather presenting information that enabled students to make discoveries and interpretations of their own. Two concepts guided the class through the process: interpretation and reflection. Two essential questions anchored these concepts: (1) Does history exists only through interpretation? and (2) How can “making” convey a meaning that reflects the history and culture of an era?
The class displayed a unique and genuine interest of history and really grasped the concepts. Students continuously asked questions to better understand the concepts--exactly what historians and designers/creators need to do!
Students made many discoveries about medieval life. For example, we looked at the period known as the Dark Ages and attempted to answer the question, what made it “Dark.” Students discovered that this time period was full of creativity as well as growth even though the period is typically characterized by a relative scarcity of historical and other written records, at least for some areas of Europe.
The bulk of the class revolved around “making” medieval things using limited supplies. Therefore, the design process was examined and used. Students used the design process for every item they made. They asked questions, imagined end results, planned a design, created a product, and improved the product. It was amazing to see how each student designed and made something different, even though the challenge was the same. For example, when building a simple catapult using few supplies, there was not a single catapult that matched another in design.
Challenges presented themselves on a daily basis. I constantly heard questions throughout the design process. Many questions included the word, “how” – How do I do this? How do I attach this and still make it work? How does this work? These are great questions to ask in order to make the best product possible.
The biggest thing students learned was the connection between making things back then and making things today. The process more or less did not change. The uses of simple machines are just as important today as they were during medieval life.
I have enjoyed getting to know your student. Thank you, and enjoy the rest of your summer!
Resources for Continued Learning
Books that your student might find interesting:
Websites with great information about the Middle Ages and Making:
Places you can visit related to the Middle Ages:
Thank you for being a part of SEP 2016 Session 3!
- Life in a Medieval City by Joseph and Frances Gies
- Life in a Medieval Castle by Joseph and Frances Gies
- Castle by David Macaulay
- Cathedral: The Story of Its Construction by David Macaulay
- Crispin: The Cross of Lead by Avi
- The Canterbury Tales (Puffin Classics) by Geraldine McCaughrean (Adapter), Geoffrey Chaucer (Author)
Websites with great information about the Middle Ages and Making:
- Annenberg Learner http://www.learner.org/interactives/middleages/
- NOVA Online – Medieval Siege http://www.pbs.org/wgbh/nova/lostempires/trebuchet/
- Ducksters http://www.ducksters.com/history/middle_ages_timeline.php
- DIY https://diy.org/
- PBS Kids – Design Squad http://pbskids.org/designsquad/
- Kids Think Design http://www.kidsthinkdesign.org/index.html
Places you can visit related to the Middle Ages:
- The Walters Art Museum – Baltimore, MD - The thousands of treasures range from mummies to arms and armor, from old master paintings to Art Nouveau jewelry. The Walters' Egyptian, Greek, Roman, Byzantine, Ethiopian and Western Medieval art collections are among the finest in the nation.
Thank you for being a part of SEP 2016 Session 3!
