Add User Reference

    • Search for users
    • Click an avatar to add a reference to the current cursor's position in the content editor

    Search something...
    Add Link

    Primary source photograph showing a closer shot of the joining ceremony.

    This story details the horrors of the KKK in 1915.

    Name: Jacob Stover
    Subject/Grade: 7th grade World History
    Mississippi State Standard: “Assess the Middle Ages and the emergence of nation-states in Europe. (Strands: Civics, Geography, History, Economics)"

    State Objective: "Summarize the events of the Crusades and explain their lasting effects on Europe."

    Lesson Launch “Headlines” Strategy: Making thinking visible “headlines” thinking routine

    Lesson Launch Objective: Students will analyze the primary source image and create a theory on the main purpose(s) of the Council of Clermont.


    Materials: Total of three primary sources used in slideshow;

    1. Painting from Jean Colombe (1430-1493)

    2. Letter from Alexious I Komnenus to Robert Flanders (~1093) - (This may be omitted if time is short)

    3. Speech from Pope Urban II at the Council of Clermont (1095).

    Procedures (Narrative Form):
    Step One “Set up”: The teacher will introduce the new unit of the crusades by using the painting depicting the Council of clermont. The teacher will give the students about one minute to look over the image displayed. After the one minute is up the teacher will then begin to ask a series of questions (1 minute passed). The first question will be “What did you notice about the image?” The teacher will record the answers on the board as the students give them (2nd minute passed). After about ten or so observations have been made, the teacher will ask students to help organize the observation list from most important to least important for understanding the image

    (five minutes passed). The question will be like this: “If you had to list what is most important to understanding this image to what is least important, how would you list them?” The students will debate and wrestle with the sorting of observations/information. Once the new sorted list is made. The teacher will have each student read on their own the letter of Alexious I Komnenus (7 minutes passed). Then the teacher will ask them: “does this change your outlook on the image shown before? And how is it?” The teacher will have students record their thoughts on a piece of paper (8 minutes passed) After this the teacher will have them read the excerpt of Pope Urban II speech at the Council of Clermont (10 minutes passed). Step Two “write a headline”: Once they have read this the students will be asked to “Write a headline on Jamboard for The Council of Clermont that captures an important aspect or core idea that we want to remember.” Step 3 “share the thinking”: On a jamboard the teacher will make sure students include their name at the bottom of their headline before they post it. Step 4 “invite further sharing” The students will comment on one headline each that isn't their own (12 minutes passed). Students will be allowed to question other headlines and ask what evidence backs up their thinking. Teacher will conclude the lesson launch with a recap of what we learned about The Council of Clermont and its relationship to the beginnings of the first crusade.

    Sequence of Questions being asked throughout the lesson:

    1. What are some things you notice about the image? (What do you see?)

    2. What observations would you deem most important for understanding this source? List

      them most important to least important.

    3. Were your observations accurate about the painting after reading an excerpt of Pope

      Urban II speech?

    4. Did reading Alexious' letter change your outlook on the event depicted in the image?

    1. Write a headline on Jamboard for The Council of Clermont's main theme or purpose.

    2. Comment on peers' headlines and ask questions.

    3. Draw evidence to support and create an accurate headline.

    4. Discuss with class.

    (Material #1) Council of Clermont image - drawn in 1400s:

    Council of Clermont - World History Encyclopedia

    (Material #2) Pope Urban II speech Excerpt: 

    "Although, O sons of God, you have promised more firmly than ever to keep the peace among yourselves and to preserve the rights of the church, there remains still an important work for you to do. Freshly quickened by the divine correction, you must apply the strength of your righteousness to another matter which concerns you as well as God. For your brethren who live in the east are in urgent need of your help, and you must hasten to give them the aid which has often been promised them. For, as the most of you have heard, the Turks and Arabs have attacked them and have conquered the territory of Romania [the Greek empire] as far west as the shore of the Mediterranean and the Hellespont, which is called the Arm of St. George. They have occupied more and more of the lands of those Christians, and have overcome them in seven battles. They have killed and captured many, and have destroyed the churches and devastated the empire. If you permit them to continue thus for awhile with impurity, the faithful of God will be much more widely attacked by them. On this account I, or rather the Lord, beseech you as Christ's heralds to publish this everywhere and to persuade all people of whatever rank, foot-soldiers and knights, poor and rich, to carry aid promptly to those Christians and to destroy that vile race from the lands of our friends. I say this to those who are present, it meant also for those who are absent. Moreover, Christ commands it."

    (Material #3) Letter of Alexious I Komnenus:

    "Therefore, before Constantinople is captured by them, you most certainly ought to fight with all your strength so that you may joyfully receive in heaven a glorious and ineffable reward. For it is better that you should have Constantinople than the pagans because in that [city] precious relics of the Lord, to wit: the pillar to which he was bound; the lash with which he was scourged; the scarlet robe in which he was arrayed; the crown of thorns with which he was crowned; the reed he held in his hands, in place of a scepter; the garments of which he was despoiled before the cross; the larger part of the wood of the cross on which he was crucified; the nails with which he was affixed; the linen cloths found in the sepulcher after his resurrection; the twelve baskets of remnants from the five loaves and the two fishes; the entire head of St. John the Baptist with the hair and the beard; the relics or bodies of many of the Innocents, of certain prophets and apostles…However, if they should be unwilling to fight for the sake of these relics, and if their love of gold is greater, they will find more of it there than in all the world; for the treasure-vaults of the churches of Constantinople abound in silver, gold, gems and precious stones, and silken garments, vestments, which could suffice for all the churches in the world…"

    Sincerely, Byzantine Emporer Alexious I Komnenus

     

    Not used for source analysis, but it is applicable for use by the teacher as it gathers a concise list of facts about Chinese railroad workers and their contributions. May also allow teacher to highlight relevancy to modern day.

    Sourced from: https://www.congress.gov/bill/116th-congress/senate-resolution/681/text

    Link to senate.gov website which gives a brief description of the transcontinental railroad and The Pacific Railway Act of 1862 that authorized it to happen.

    Teacher may assigned this as a secondary source to give students background information and allow them to contextualize the other sources.

    Sourced from:https://www.senate.gov/artandhistory/history/common/generic/PacificRailwayActof1862.htm

    Results per Page

    Testimonials

    • I love that there is new info on the site daily!
      Christi C.
      High School Teacher
    • I had a wonderful time working with the Library of Congress and learning about all of the resources at my fingertips!
      Kathleen S.
      High School Teacher
    • The TPS Teachers Network has an equal exchange of ideas. You know it's not a place where you're being judged.
      Kelly P.
      Preschool Teacher
    • My colleagues post incredibly fine resources and ideas....the caliber of the suggestions and resources make me feel that I take a lot from it. It's a takeaway. And I hope that I can give back as much as I get.
      Neme A.
      Elementary School Teacher
    • Going into this school year, I have a fantastic new resource for my own instruction and to share with my colleagues!
      Alyssa P.
      Elementary School Teacher
    • I am very glad that I discovered the TPS Teachers Network through RQI. Great resources can be hard to find out there on the internet!
      Michael
      High School Teacher

    Overview