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Scenario for Language Arts Class

 Scenario for Language Arts Class

 Scenario for Learning Center & Labs

 Scenario for Guild Masters

 Summary

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The students arrive in language arts class ready to begin an investigation of the Renaissance as preparation for a Shakespearean literature unit. They are eager to begin working on acquiring knowledge in reference to the Renaissance period during which Shakespeare lived, worked and performed. The first week will be spent in the following activities:
 
The First Week in the Language Arts class:
 
The Second Week in the Langugae Arts class / Learning Center / Computer Labs:
 
Applying for the guild card is not an easy task. By the time of the Renaissance there were 21 important guilds. Members of the seven great guilds were the richest and most influential businessmen:
 
  1. The Arte de Calimala (guild of workers in wool)
  2. The Arte della Lana (guild of wool merchants)
  3. The Arte dei Giudici e Notai (guild of judges and notaries)
  4. The Arte del Cambio (guild of bankers)
  5. The Arte della Seta (guild of silk weavers)
  6. The Arte dei Medici e Speziali (guild of physicians and pharmacists)
  7. The Arte dei Vaiai e Pellicciai (guild of furriers)
 
The 14 lesser guilds were also something of a force, politically, if not financially. These lesser guilds, ususally called the craft guilds, included:
 
  1. Butchers
  2. Shoemakers
  3. Blacksmiths
  4. Builders
  5. Secondhand Dealers
  6. Wine-dealers
  7. Innkeepers
  8. Sellers of Salt, Oil, and Cheese
  9. Tanners
  10. Armorers
  11. Ironworkers
  12. Girdlemakers
  13. Woodworkers
  14. Bakers
 
Gentlemen were involved with one of the seven liberal arts:
 
  1. Grammar
  2. Logic
  3. Music
  4. Rhetoric
  5. Arithmetic
  6. Geometry
  7. Astronomy
 
Students are presented with a listing of the guilds available. It is explained to them that they will eventually need to play the role of both an apprentice trying for his/her journeymen's rank and first job and the role of a master reviewing the work of the apprentice in prepartion for hiring. Because of this two-pronged approach and the duality of the roles to be taken on by the students, they will be asked to form groups of 4. Within each group, students will team into pairs. The entire groups then have to decide to which guild they wish to become apprenticed for the remainder of the project. A guild can only be chosen once by any group of 4 within each class period. It is also explained to the students that within their group of 4, the two pairs must keep the knowledge that they will acquire a secret until the presentations at the end of the unit. This "secrecy" reflects what actually took place during the Renaissance as competition between guilds was very high and no guild wished to give away secrets from his master's house.
 
(It should be noted that if at all possible, partnerships with other classes in remote locations will be established with 2 from our school and 2 from the remote school forming a team of 4 for a particular guild).
 
Once a guild is selected, the students have to go to the Guild Hall site on the school's webserver and print out the appropriate apprentice membership card from their guild's pages. They are now ready to "go forth" and seek a master guildsman of their choosing.
 
The master guildsmen are composed of staff members who, holding the position of master for several guilds if necessary, are given information by the lead teachers of the project beforehand. This enables them to be prepared to ask tough questions of those students approaching them for inclusion into a particular guild. This master/apprentice relationship will continue throughout the project, with students recieving proper "marks" upon their apprenticeship cards for each visit to their "master".
 
Other mater/apprenticeship relationships will be established with real-life experts in their particular fields which correspond to the nature of each guild. E-mail and tele-conferencing will occur which will enable students to access this outside resources.
 
Weeks 3-5:
 
The students are now ready to spend the next three weeks in the computer lab and learning center investigating the skills and various aspects of their chosen guild or liberal art through use of the school website, searching the internet, utilizing material in the learning center, and investigating appropriate CD-ROMs. They will also utilize the other resources available to them within the school such as the art lab, the home economics facilities, the science labs, etc. This will enable them to showcase their talents at the Guild Hall in order to procure employment under prospective employers who have come to hire the needed talent for various projects such as:
 
 
During the 5th week, students will brainstorm in groups and as a class what each of these projects entail (type of craftsman and liberal arts people would you need to complete them). From this brainstorming chart plus the Apprentice Questions handout, the students will compose rubrics which list the criteria by which they will be judged by prospective master guildsmen and/or liberal arts gentlemen. These rubrics will be used to judge whether an apprentice or intern is ready to enter the real world as a journeyman and be taken on by a prospective employer. Since the students will be creating these rubrics, we have listed only those parts of their projects which must be included on the List of Requirements sheet.
 
Each student will play both the role of a prospective employer as well as employee. This will take place over a two day period as the culminating activity for the unit. One day, half the students will display and demonstrate the skills and knowledge they have obtained concerning their chosen guild or liberal art. The other half of the students will take on the role of prospective employers and armed with the student created rubrics, will evaluate the quality of work done by students, giving reasons for their decisions.
 
The scripts, products, and primary and secondary research sources of those passing from apprenticeship to working status will be added to the school's website by volunteer students in the following summer, to share with upcoming classes and the world-wide community.


Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office, Friends of Fermilab, United States Department of Energy, Illinois State Board of Education, and North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL).
 
Authors: Bonnie Panagakis, Chris Marszalek, Linda Mazanek
School: Twin Groves Junior High School, Buffalo Grove, Illinois 60089
Created: October 18, 1997 - Updated: December 6, 1997
URL: http://www-ed.fnal.gov/lincon/f97projects/cmarszalek/scenario.html