Middle age vocab

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Caroline Baum

Education

MRS. MILES’ SOCIAL STUDIES CLASS Middle Ages Vocab

Middle Ages Vocab ,[object Object],[object Object],[object Object]

Middle Ages Vocab ,[object Object],[object Object]

Middle Age Vocab ,[object Object],[object Object],[object Object]

Middle Age Vocab ,[object Object],[object Object]

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The Middle Ages or medieval time is believed to have started with the fall of the Roman Empire in 476 and to have lasted about 1,000 years until about 1450. The beginning of the Middle Ages is called the Dark Ages because the great civilizations of Rome and Greece had been conquered. The adjective feudal was coined in the 17th century, and the noun feudalism, often used in a political and propaganda context, was not coined until the 19th century (Elizabeth A. R. Brown, 1974) . Since at least the 1960s, when Marc Bloch's Feudal Society (1939) was first translated into English in 1961, many medieval historians have included a broader social aspect that includes not only the nobility but all three estates of the realm, adding the peasantry bonds of manorialism and the estates of the Church; this is sometimes referred to as "feudal society" since it encompasses all members of society into the feudal system.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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