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Title-
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| Founding of the Great Universities and the Thirst for Classical Learning |
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Background-
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1. Universities:
Bologna
Paris
Oxford
Padua
Cambridge
2. Pope Nicholas V
3. Vatican Library
4. Humanities
5. The Gentleman
6. Renaissance Movement
7. Scientific Revolution
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Expected Outcome Of This Lesson Plan-
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1. Students will become aware of the need for universities in this time and be able to describe how/why they were formed
2. Students will have an understanding of the founding universities and what they based their academics
3. Students will see how the progression of the Renaissance movement lead to the Scientific Revolution |
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Teacher Objectives-
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1. Discuss how universities were established
2. Describe what the universities based their academics on
3. Outline the popular universities of twelfth and thirteenth centuries
4. Explain how the progression of the Renaissance movement lead to the Scientific Revolution |
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Resources-
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1. Supply photos of universities in a Powerpoint presentation outlining each university. The outline will include dates, how the university was formed, academic structure, important key facts, and relationships between universities.
2. Construct a flow diagram of information that lead to the Scientific Revolution. The diagram will include the collection of lost manuscripts, the development of the Vatican Library in Rome, the transformation of the current universities' curriculum, and the development of humanities. It will, in general, provide an overall description of the Renaissance movement.
3. Show a video of the universities of the that time giving valuable information about each university. The video will be taken from non other than the amazing "Team Engineers" from Angela Hodge's MATH 478 class. |
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Teaching Methods-
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1. Lesson Introduction-
(1-2 minutes)
"Good morning class. Today, we are going to discuss the founding of universities of the twelfth and thirteenth centuries and the amazing impact these universities had. Believe it or not, at one time the students willingly sought out knowledgeable individual to learn. Students were not forced to go to school but rather had a DESIRE to learn."
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2. Lesson Progression-
1. Open up Powerpoint presentation and begin going through the slides and lecturing the information to the students.
a. Bologna
-Founded in 1158
-The focus of study was jurisprudence
-Most of the students were mature men and had high civil position (explain how students are privileged to be given the opportunity to learn at a young age)
b. Paris
-Founded in 1200
-It was the standard for universities among northern Europe
-The focus of study was theology and philosophy
-The church had the large portion of authority as did the professors
-Students were generally young, poor men ages 12-14
c. Oxford
-Founded in 1214
-It is the oldest university of the English speaking world
2. The Powerpoint presentation will continues with Padua and Cambridge, however, no information will be given. Proceed to PRACTICE 1. Have students form groups, researching the two universities. Randomly chose a group to present the information they have obtained to the rest of the class.
3. After information has been given about Padua and Cambridge, show the movie about the universities to help the students review.
4. Show the flow diagram and lecture on how each step further progressed to the Scientific Revolution.
5. Close the Powerpoint presentation and begin PRACTICE 2. Randomly call on the students asking questions concerning the flow diagram taking note of any areas that students are having difficulty comprehending the material.
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3. Guided Practice-
1.Have students form groups, researching the two universities. Randomly chose a group to present the information they have obtained to the rest of the class.
2. Randomly call on the students asking questions concerning the flow diagram taking note of any areas that students are having difficulty comprehending the material.
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4. Student Practice-
1. Students will be assigned a single paragraph essay describing one of two topics:
a. How and why universities were formed
b. The events that contributed to the Scientific Revolution
The students will be given 10 minutes to complete and must be handed in during class. I will randomly chose a couple of the paragraphs and read them to measure progress. After class I will read and grade all of the papers to further assess the students understanding of the material.
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5. Learner Accommodations-
1. Todd is easily distracted by his cell phone and by his neighbors. To accommodate for this, I assigned seats for all the students placing Todd in the front of the class and away from the usual students that distract him (Emily, Mitch, and Jameson) During class, I will call on Todd to be sure he is paying attention.
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6. Assessment-
1. Ask the students if they preferred the interaction that I had chose for this material.
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7. Lesson Closure-
1. Have the students pick a university of their choice (from this time period) and do further research at home and do a single page double-spaced paper reflecting their research.
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Measuring Student Progress-
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1. How was the timing of the lecture?
2. Did all the students seem to enjoy the interaction or was it too 'forceful'? |
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