Grade Level:



MIDDLE AGES: Social Studies 8 Kathryn DavisS.A Karla Kirmis F.A Isobel WillardUNIT PLAN OVERVIEW:Student Make-up:30 Students (3-5 ESL students)Number and Length of Classes:10 classes/ 80 minutesCorresponding Textbook:Across the Centuries -Houghton Mifflin Social StudiesCorresponding Chapter(s):Chapter 10 and 11 Critical Unit Question:How was society changing in the middle ages and how were the consequences of these changes significant?Unit Assessment: -The comic and rationale assignment will be a summative assessment using ‘Understanding by Design’ method. This will challenge students to think critically into an aspect of medieval society and relate it to the larger context. This project will ask students to develop research and library skills along with challenging them in skills of creativity and formal writing. -A unit test will be a summative assessment using ‘Understanding by Design’ method. The test will ask students to best answer the critical unit question though multiple choice, short and long answer questions. -Worksheets, in-class activities and participation in discussions will make up daily formative learning assessments. These will focus on writing timed paragraphs (for test preparations) and reading a variety of sources, including primary sources, for relevant information. Unit Goals:Content Knowledge: 1. Identify factors that influence the rise of feudalism. 2. Develop an understanding of how social hierarchy influences social, economic and political aspects of life. 3. Investigate the causes and consequences of daily experiences of life for different people in the Middle Ages. Critical thinking: 1. Demonstrate that events in history are not inevitable, but are informed by historical causes and consequences. 2. Rank factors that made significance impact of medieval society. Information Gathering and Reporting: Use library and textual aids to locate sources of information in which the student will summarize ideas into their own words. Students will create a bibliography.Personal and Social Values: Takes pride in presenting high quality academic and creative work. Individual and Collective Action: Engaged in class discussions and activities, and is respectful to other student’s class contributions.PLO Focus:Identify factors that influence the development and decline of world civilizations Compare daily life, family structures, and gender roles in a variety of civilizations Gather and organize a body of information from primary and secondary print and non- print sources, including electronic sourcesInterpret and evaluate a variety of primary and secondary sources Locate and describe current and historical events on mapsUnit Rationale: From the fall of the Western Roman Empire to the Age of Discovery is the rich historical period of the Middle Ages, and while this denotes a broad historical period (about 1000 years) it is one that offers an insight into how new technologies and political systems can change society. Throughout this unit students will gain an understanding of the social structure that existed in the Middle Ages, namely the concept of feudalism and the discrepancy between kings/nobles and serfs/peasants. Student will be able to add this knowledge to their existing concepts of being part of a society and the differences and commonalities between citizenship then and now. Moreover, students will be exposed to early economic systems through the analysis of town and village life, the impact of trade and commerce through the examination of the crusades, and the transmission of goods and ideas though contact with Vikings, Moors and Islamic peoples. These insights gained from medieval evidence will help students see how modern identity is formed through a series of causes and consequences. Over the course of this unit students will work through the critical question, how was society changing in the Middle Ages and how were the consequences of these changes significant? Underpinning this unit challenge are key themes of authority, power, and social hierarchy, all of which are intricately linked. This unit attempts to develop historical understanding through the concept of cause and consequence and more specifically attempts to demonstrate that events in history are not inevitable but informed by what came before them. For example the class will examine how Charlemagne’s need to save literature and promote literacy would later inform the renaissance. Furthermore, students will fine-tune valuable historical skills including analysing primary and secondary sources, developing topics for unit summative assessment and evaluating sources for meaning and reliability. LESSON PLAN GRID:Lesson TitleCritical QuestionLesson- Specific ObjectivesMethods/ActivitiesResourcesAssessment StrategiesLesson 1Introduction/ Early middle ages.Date: Feb 2What defines the middle ages and why did it start out in the dark?-Identify a problem, an issue, or an inquiry-Access how much students already know about the middle ages -Understanding of periodization (Ancient, Medieval and Modern)-Examine what brought about the Middle Ages -Introduce the unit inquiry question: How was society changing in the middle ages and how were the consequences of these changes significant? Get everyone to write the question down!Think/ pair/ share brainstorm: What do you think about when you hear the ‘middle ages’? (10 mins)- Students play Tabla Lusoria board game (30 mins)-Teacher led discussion using the overhead into why the early Middle Ages is called the Dark Ages (20 mins)-Students make a Coat of Arms (20 mins)-Overhead Projector-Transparencies. -Tabla Lusoria Board game and instructions from middleages Teacher Guide-Teacher created graphic organizer on the beginning of the Middle Ages -Paper and pencil crayons to create a coat of arms -Textbook Pages: 256-258Formative:-Participation in brainstorm. -Participation in the introductory game -Participation in creating a coat of arms. Lesson 2The invasions and Charlemagne’s EmpireDate: Feb 4Did Charlemagne make the Church more powerful or did the Church make Charlemagne more powerful?-Discuss major themes of the unit-Analyze the historical causes of Charlemagne’s power in relation to the church and consequences of Charlemagne’s power. -Identify factors that influence the rise and decline of an empire. -Examine the power of the Church during the Middle Ages -Watch YouTube clip: Charlemagne (10 mins)-Class Brainstorm: What are the major themes in this clip? What does this clip tell us about the Middle Ages? (10 mins)-Teacher Led Discussion- how Charlemagne came to power, how be became very powerful and how did he influenced society- using maps of Europe and a graphic organizer for students to take notes. (25 mins)-Seat work: In pairs students work on a teacher made worksheet, which encourages students to read the text (20 min)- Finish for homework. -Class discussion: How did Charlemagne improve learning, protect literacy, and the quality of the church in Medieval Europe (10 mins)-Overhead Projector -YouTube clip: Charlemagne graphic organizer: Charlemagne, the Church and his influence- used to take notes during discussion-Teacher-made worksheet on Charlemagne. -Transparencies of worksheets. -Optional: Textbook Pages: 258-260Formative:-Participation in brainstorm-Completion of worksheet on Charlemagne- use for homework check next day. Lesson 3 The VikingsDate: Feb 6Did the invasions, including the Vikings, lay the groundwork for a new social and political system? -Assess the impact of conflict and conquest on civilizations-Describe who and what a Viking did and the consequences of Vikings in Medieval times. - Locate and describe major world landforms, bodies of water, and political boundaries on maps -Analysis new technology and ideas brought about by the invasions. -Go over Charlemagne worksheet/ Homework check (10 mins)-Watch for YouTube at “The blood of Viking” video with a corresponding worksheet (45 mins)-Seat work- student will work on movie worksheet/ assignment (15 mins)- Finish for homework- for marks-Class discussion on how people feared the Vikings and how their conquests helped to influence the development of feudalism (use graphic from page 260 in textbook). Discuss how many new ideas were brought about by the Vikings (10 mins)- Film: The blood of a Viking” YouTube at “The blood of Viking” video-Teacher created note-taking worksheets/assignment for students.-Visual aids on transparencies for class discussion -Overhead projector -Textbook Pages: 260-261Formative:-Movie worksheets for the students due next class- to be handed in. Lesson 4 Battle of Hastings and the Bayeux Tapestry Date: Feb 11Was the Battle of Hasting a turning point in the Middle Ages?-Assess the historical significance of the Battle of Hasting as it laid the foundation of feudalism. -Practice paragraph writing under test like conditions. -Demonstrate awareness of artistic expression as a reflection of the culture in which it is produced-Analysis a primary source to gain historical understanding, -Vikings cross word Quiz (20 mins) -Teacher led discussion on Battle of Hasting (20 mins)-10 minute timed write: Was the Battle of Hasting a turning point? (10 mins)-Teacher will introduce the Bayeux Tapestry and give context (5 mins)-In groups’ students’ analyse the Bayeux Tapestry using guiding question and a worksheet: What does this art form tell us about the time and society it was created in? How can we judge this? How does this art form reflect the technological innovations of the time? (25 mins)- Finish for homework. -Viking quiz made by the teacher using cross word eclipse -Overhead Projector - Note- taking worksheet for students to fill out during the discussion on the Batter of Hasting -Students provide a piece of paper for the writing assignment. -An image of the Bayeux Tapestry for each student to analysis. -Handout with scaffold questions on the Bayeux Tapestry. -Textbook Pages: 260-261Formative -In class paragraph writing. -Students are to finish the questions on the Bayeux tapestry- Homework Check Lesson 5FeudalismDate: Feb 13How did feudal hierarchies change everyday life? -Define hierarchy -Define Feudalism-Describe various ways individuals and groups had influence over social, political and economic structures in society-Assess how hierarchies are situation within political power structures. -Analyze how the manor reflected the goals of feudalism at the micro- level. -Go over questions on the Bayeux Tapestry. (10 mins)- Homework check. -Class brainstorm: What is a hierarchy? (10 mins)-Seat work- Students will read about the organization of life under feudalism and its creation of hierarchies in medieval society. (20 mins)-In small groups students will discuss the reading. (5 mins)-Teacher will discuss what the Manor is and its significance to feudalism using the overhead projector. Students will follow about using a worksheet and adding notes (15 mins)-Class will look at a map of a manor- Students will be asked to draw their own map of a manor and reflect on how the manor emphasises both hierarchies and self-sufficiency (20 mins)-Reading handouts for the students- provided by S.A. -Teacher made worksheet on the manor-Overhead projector-Transparencies of the worksheets.-Student’s own paper to draw their own manor-Textbook Pages: 263-264Formative:-Homework Check-Participation in brainstorming and group discussion-Participation in creating their own manor exercise. Lesson 6The CharactersDate: Feb 17Who flourished in the Middle Ages and who suffered? -Define social class-Compare daily life, family structures, and gender roles of people from different classes- Examine how social class influenced daily life among all people-Assess why it is so hard to change social classes-Analyze the consequences of social class on presents. -Class brainstorm: What is social class? Where do we see social class today? (5 mins)-Teacher led discussion on people from different social classes and how their lives were influences by power (10 mins)-Watch Terry Jones BBC Medieval Times episode 1 on Peasants. (20 mins) -Teacher made assignment, which includes matching descriptions of characters to pictures and critical reflection: How would one change their life? What were the consequences of change? (25 mins) Finish for homework-Hand out unit project: The Comic and Rationale (10 mins)-Overhead projector-Transparencies of worksheets. -Terry Jones BBC Medieval Times episode 1 on Peasants -Teacher- made assignment: matching character descriptions to pictures and critical question assignment. (Based on an existing worksheet I have been given from a teacher)-Textbook Pages: 263-268Formative:-Participation in class discussion-Participation in seat work- worksheet is due for homework. Lesson 7Library Day/ Work PeriodDate: Feb 20Library day to rather resources and work on Comic/ Rationale Assignment. -Gather and organize a body of information from primary and secondary print and non- print sources, including electronic sources -Plan, revise, and deliver written and oral presentations -Go over character matching assignment- Homework check-Students get the period to work on their Comic and Rationale assignment in the library. -A copy of the assignment for the teacher-librarians-The library (must book ahead)- Liberians will help students find resources on their topic.-Help of teacher librarians and teacher Formative:-Homework Check -Participate marks (out of 5) for library day. Based on library effort and etiquette Lesson 8Village and Town lifeDate: Feb 24How did the trade in the village disrupt the feudal system?-Define guild. -Compare daily life, family structures, and gender roles of people in towns in the middle ages. -Compare basic economic systems and different forms of exchanges.-Identify the factors that lead to trade and a commercial way of life.-Describe how commerce and trade worked in the Middle Ages and its impact of feudalism -Compare basic economic systems and different forms of exchanges.-Teacher led Discussion on how village and township life disrupted the feudal system. Whose power was being undermined? (20 mins)-The Essence of Money: YouTube clip: barter game to show students trade was powered by commerce- a new commercial way of life was developing in towns. Show students how money starts to resemble power and its consequences on feudalism (45-60 mins)-Write a reflection on your experiences in the game and the consequences of village life to feudalism. Students should use textbook page 269 to help answer this question. This will be an entrance slip for next class.-Graphic organizer for students to use while taking notes -Overhead projector-Transparencies -The Essence of Money: YouTube clip: to how to play the game for students. -Teacher made barter game based off this game: Pages: 269Formative:-Participation in the class game. -Student reflection on the barter game due next class- hand in for marks. Lesson 9The Church and the Byzantine Empire Date: Feb 26What lay behind the all-powerful Church? -Describe how religion influenced peoples daily lives in the middle ages -Demonstrate understanding of the tension between the church as a powerful business and its spiritual purposes.-Work collaboratively with other students -Gain an understanding of the geographic area of the Byzantine empire -Students’ hand in their entrance slips. -In groups get half the students to create mind maps that address: What are some of the ways the governments control the lives of citizens. Get the other half to address some of the ways the churches govern the ways religious people live their lives. (10 mins) -Teacher asks for answers to brainstorm and creates a list (10 mins)-Teacher led discussion on the aspects of society the church dominated and the consequences of this domination. (15 mins)-Students will work on a teacher made worksheet on the powers of the Church (30 mins). -While students are doing the worksheet teacher will come around to check what the student’s topic and sources are for unit project. - Teacher lead wrap up discussion- focused on the Byzantine Empire using maps (10 mins) Students will get handout and asked to read pages 289-294 and take 3-5 notes for homework.-Chart paper for students to brainstorm on.-Overhead projector -Transparencies -Graphic Organizer for teacher led discussion on the church. -Worksheets on the church for students to work on. -Handout with map on the Byzantine Empire -Textbook Pages: 282-294Formative:-Student reflections from the barter game are collected.-Participation in brainstorming activity. -Students are asked to read 295-302 and take notes for next class - Idea and Sources for unit project are dueLesson 10The Crusades and IslamDate: Mar 2How did the experience of crusaders open up new worlds and ideas to medieval people?-Explain the causes and consequences of the crusades-Analysis the effect of commerce on trade routes, settlement patterns, and cultural exchange. -Explain the role of the Church in the crusades -Teachers will continue/ finish discussion from last day on the Byzantine empire. (10 mins)-Think/ pair/share: Using an image of a crusader (from textbook page 298- What does this image tell us about the Crusades/ crusaders? (10 mins)-Teacher led discussion on Crusades using visuals (20 mins) similar to lecture: The Crusades create a chart on causes and consequences of the crusades in groups- using notes and textbooks (25 mins)-Class inquiry discussions: What did the new ideas and items brought from the crusades mean to Europe? How did their worldview change? (15 mins)-Go over format of the test (5 mins)-Overhead projectorTransparency of image on 298, and maps of the crusades. -Chart on Causes and ConsequencesFormative:-Participation in think/pair/share-Completing chart on cause and consequence of crusades. - Worksheet on Islam using an information sheet provided on Islam- for homework.Summative:- Unit Project: The Comic and the Rationale is due Lesson 11Con’t from last class and the Magna Carta Date: Mar 4How did the creation of the Magna Carta shift power relations and pave the way for a new social system?-Develop a basis understanding of the Islam religion-Describe why and how the Magna Carta came into being -Relate the Magna Carta to present-day law. -Explain the development and importance of government systems -Describe the various ways individuals and groups can influence legal systems and political structures-Teacher lead discussion on Islam (10 mins)-Student worksheet on Islam using an information sheet provided on Islam (25 mins)-Teacher-led discussion on the Magna Carta. (10 mins)-In class writing activity: The Magna Carta guaranteed lords certain rights under the law that even the king had to obey. Draw up a classroom Magna Carta. (20 mins)-Class discussion on the implications the Magna Carta has on modern day. It was a spark that inspired legal systems. However it didn’t change things for 98% of the population. (10 mins)-Go over format of the test (5 mins)-Worksheet on Islam from middleages Teacher Guide-Textbook Pages: 295-302-Handout of the key facts of the Magna Carta- students can add to this by taking notes. - Students provide a sheet of paper for writing assignment-"Magna Carta".?HistoryLearningSite.co.uk.?2014. Web-Overhead projector-Transparencies of visuals and key Magna Carta facts-Textbook Pages: 270Formative:-Homework check Lesson 12Unit Review/ Test Date: Mar 6N/AN/A-Review game: Students are handed out either a vocabulary term or definition. Students need to find their match- once students have found their matching pair they have to decide the significance of their vocabulary term. They will stand together and they will read out their term and definition and explain the significance (25-30 mins). -Teacher will hand out test and have everyone read it over before they begin- students can ask questions. Students write test (45-50 mins)-Students who finish early will be asked to write mark KWL chart on the middle ages. -Matching glossary terms and definitions. -Teacher made unit test.10 multiple choice (2 mins per question)3 Short answer (5 mins per question)1 long answer (10 mins) Summative:-Unit TestAssessments: Type of AssessmentWeight: (Total of 100 marks)Unit Test Summative40 marks Comic and Rationale Summative40 marks Viking Worksheet Formative 5 marks Viking QuizFormative 5 marksHomework Check Formative 5 marks Barter Game reflectionFormative 5 marks BELOW: SUMMATIVE UNIT PROJECT AND 2 LESSONS WITH RESOURCES-A Medieval Comic Strip and Rationale-Part 1: The ComicOn the piece of 11 by 17’’ paper provided you are to make a comic strip about an event or aspect of life in the Middle Ages that is historically significant (See the rationale below!). 27660608128000Examples could be:Charlemagne getting crowned by the ChurchA peasants life in a manor The battle of HastingsA knight on a crusade The Vikings invasions You may split up the sheet however you like as long as you include at least four boxes on your page. Below is an example of how you might split up your comic. Comic Strip TitlePart 2: The RationaleYour rationale should be 1.5-2 pages. It needs to have an introduction, which includes a thesis statement, at least two paragraphs and a conclusion. Your rationale should answer the questions below, however do NOT just list the questions and answer them, instead use them to guide your paragraphs. You will need to include 2 sources excluding your textbook to help inform your rationale; therefore you will need to include a bibliography. We will have one class in the library. In your rationale you need to:Explain what and whose story your comic strip tells Why you think this event or aspect of life is historically significant to the Middle Ages. What larger story does this comic fit into? What does it highlight about society?How did this event or aspect of life come into being? What were its causes?What were the consequences of the event or aspect of life depicted in the comic strip? Ex. What were the consequences of the Crusades or the Viking invasions? Marking Rubric: Please read before you begin and before you hand in your assignment***Please note:While humor is helpful in creating comics it is not necessary for this assignment (as you can see in the rubric) humor is not marked. Also, I recognize that we are not all talented artists, however we all have the ability to produce creative and neat work that shows effort. Your artistic talents are also not marked, but your effort will be. DUE: MARCH 2 (Topic and Sources due Feb 24- hand in on piece of paper)Total mark: /40Comments: Unit Critical Challenge: How was society changing in the middle ages and how were the consequences of these changes significant?Summative Assessment Objectives:1. Demonstrate that events in history are not inevitable, but are informed by historical causes and consequences. Comprehend that historical actions are situated within the context of the time. Depending on the students choice of topic they will be eitherIdentify factors that influence the rise of feudalism. Develop an understanding of how social hierarchy influences social, economic and political aspects of life. Investigate the daily experiences of life for different kind of people in the Middle Ages. Use library and textual aids to locate sources of information in which the student will summarize ideas into their own words. Present high quality academic and creative work. Lesson 5: MIDDLE AGESUnit Critical Question: How was society changing in the Middle Ages and how were the consequences of these changes significant?Subject: Social Studies 8Lesson Number:5 of 12Time:80 minutesCritical Question/ Challenge for the Lesson: How did feudal hierarchies change everyday life?PLO focus for this lesson: -Describe various ways individuals and groups can influence legal systems and political structures.-Assess the impact of contact, conflict, and conquest on civilizations.Content Objectives: -Define hierarchy-Discuss the causes of feudalism. -Describe various ways individuals and groups had or lacked influence over social, political and economic structures in society.-Analyze how the manor reflected the goals of feudalism at the micro- level.Skill Objective:-Demonstrate that events in history are not inevitable, but are informed by historical causes and consequences.Materials/equipment needed:-Cause and Consequence charts for students-Reading handouts for the students-Student worksheets on the manor-Overhead projector-Transparencies of all the worksheets.-Student’s own paper to draw their manor-Pencil Crayons -Textbook Pages: 263-264Assessment Plan: Formative:-Homework Check -Participation in brainstorming and group discussion-Participation in seatwork: creating their own feudal manor. ===========================================================================Introduction:Teacher ActivitiesStudent ActivitiesTime-Homework check. -Go over questions on the Bayeux Tapestry- will write the answers on the overhead projector so students can correct or add to their work-Teacher will read Piers the Plowman poem, written by William Langland in late 1300’s (page 262 in textbook) what is this poem saying?-Class brainstorm: What is a hierarchy? Teacher will create a mind map of ideas on the overhead projector. -Class will go over homework questions from last day by offering their answers. Students can correct or add to their work.-Students will raise hand to suggest ideas of what hierarchy is. 5-10 mins10 minsBody of Lesson: Teacher ActivitiesStudent ActivitiesTime-Teacher led discussion: What were the causes of feudalism we have discussed?Charlemagne’s deathInvasions by Viking and others- people believed they needed protection and landowners needed defense. The battle of hasting King William the conqueror- ruled in FranceWhat were the consequences? How did the feudal system affect the everyday lives of people in Europe?Hierarchies- rank authority (fiefs, vassals, knights)- oath of fealty.Bound by loyalty to the kingHarsh conditions for peasants Vassals paid homage Castles- built for safety Women had little formal power but a lot of influence. Strong devotion to the church -Teacher will write notes on the overhead projector with a transparency of the cause and consequence chart. - Students will write down notes on a teacher created causes and consequence chart-Student will answer questions posed to the class during discussion 15 mins-Teacher will hand out reading on the organization of the manor. -Students will read handout on the organization of the manor -Think/pair/share how does the manor represent social hierarchies and self-sufficiency? 15 mins5 mins-Teacher will go over the manor and discuss how the manor reflected the goals of feudalism at the micro- level. Protection from invasions was offered by the lord Control of/ devotion to the church- most manors had a church Strong ranking system- created social hierarchies. Will use the overhead projector. Students will follow adding notes to their charts if they see fit. 5 mins-Class will look at a map of a manor together and point out significant aspects.-Teacher will handout some notes on the manor for students to use when drawing their manor. Students will be asked to draw their own map of a manor and reflect on how the manor emphasizes both hierarchies and self-sufficiency. 20 minsClosure:Teacher ActivitiesStudent ActivitiesTimeClass brainstorm- In your opinion, which is the most important class of people in the manor?-Participation in brainstorm 5 minsReflection / follow-up/ next steps:=================================================================================RESOURCES FOR LESSON:Student Chart on Feudalism Causes and Consequences:What are the Causes and Consequences of Feudalism in Medieval Society?Causes of Feudalism Consequences of Feudalism on daily Medieval life Students Reading Exercise: (reading borrowed from teacher)Students will get this hand out and can use it when creating their own manor: The ManorThe king’s land was divided amongst his nobles into manors.The nobles usually lived in a castle on the Manor. Each Manor usually had farming land, woodlands, common pastures and at least one villageEach Manor was therefore almost completely self- sufficientThe noble in charge of the Lord of the Manor set aside land for himself that was used to farm for profit. These were called Demesne.The Lord of the Manor usually had a manager called a Bailiff who was responsible for the day-to-day activities of the Manor.A number of freemen paid a fixed rent, either in money or produce, for the use of the Manor’s land.The Freeholders and serfs were used to work the land and were responsible to the Lord of the Manor. They usually lived in small serf holdings on the Manor. Under feudalism the lords and nobles of the land had certain rights over Medieval Serfs and Peasants which included the right of jurisdiction, which gave judicial power to the nobles and lords and the right of hunting.There is usually a small Church located on the Manor. Map of a Manor to go over with students before they draw their own:-131064010287000Lesson 9: MIDDLE AGESUnit Critical Question: How was society changing in the Middle Ages and how were the consequences of these changes significant?Subject: Social Studies 8Lesson Number:10 of 12Time:80 minutesCritical Question/ Challenge for the Lesson: How did the experience of crusaders open up new worlds and ideas to medieval people?PLO focus for this lesson: -Assess the impact of contact, conflict, and conquest on civilizations.-Describe how societies preserve identity, transmit culture, and adapt to change. Content Objectives: -Explain the causes and consequences of the crusades-Describe the role of the Church in the crusades -Analysis the effect of commerce on trade routes, settlement patterns, and cultural exchange. Skill Objective:-Demonstrate that events in history are not inevitable, but are informed by historical causes and consequences.Materials/equipment needed:-Overhead projector-Transparency of notes from Byzantine reading-Transparency of image of a crusader from page 298 of textbook. -YouTube clip: Medieval Europe and the Crusades, Christianity and Islam ? v=W8n0qAH7nzI -Transparencies of maps/ visuals of crusades-Worksheet chart on causes and consequencesAssessment Plan: Formative:-Participation in think/pair/share-Completion of cause and consequence chart in pairsSummative:-Unit Project: The Comic and the Rationale is due===========================================================================Introduction:Teacher ActivitiesStudent ActivitiesTime-Teacher collects unit project. -Discussion on Byzantine Empire reading from last day. Teacher will highlight the key points. -Think/pair/share: What can we infer about the crusades/ crusaders from the image of the Crusader on 298 of your textbook? Write down as many ideas you have about the crusades as possible. -Hand in unit projects -Students will discuss the key topics they found in the reading with the class and add to their notes the key points laid out by the teacher. -Students, individually and in pairs will try to infer what the crusaders we about based on an image of a crusader. The will write it down in their notebooks. 10 mins10 minsBody of Lesson: Teacher ActivitiesStudent ActivitiesTimeYouTube clip: Medieval Europe and the Crusades, Christianity and Islam ? v=W8n0qAH7nzI-Students watch short YouTube clip that introduces the crusades. -Student will discuss themes they see in the YouTube clip in pairs. 5 mins-Teacher led inquiry discussion on Crusades using visuals: Notes for teacher:1095-1291- a series of holy wars fought by Christians. Show Map of Europe, Middle East and JerusalemJerusalem: source of 3 monotheistic religions: 1. Judaism, Christianity and Islam- a lot of people covered to Islam and became mostly Muslim. Whose land was this?600 CE: Jerusalem belongs to Arabs.1095: New group of Arabs become in control and does not allow religious diversity- The Pope in Europe (Pope Urban II) has a huge problem with this! Jewish people are not longer allowed to worship in a way they want to.Pope calls to the people in Europe to retake the land of Jerusalem Pope guarantees that participation in crusades will give you a spot in heaven Knights are power hungry: loving idea of practicing their skills- they want to fightPeasants can make a name for themselves, change their social statusONLY males!All men wore a white shirt with a red cross that showed you were fighting in the name of Christianity (Show image of shirt)Whole point is to retake holy land from the Muslims. Where they successful?There were about 9 crusades in total span of 200 years: each separate and either successful or not successful in terms of the Christian perspective. 1st crusade is successful: they do retake Jerusalem from the Muslims- 50 years of Christian control. 2nd and 3rd crusades: not successful, either losing land or not gaining any. Jerusalem belongs to Muslims nowChristian leader: Richard the Lion-heartedMuslim leader: Saladin Both very well respected, they both fought well and were brave leaders.4th crusade: Christians go to Jerusalem using boat from the venetians- but the Christians can afford the boat. The Venetians say they can have the boat as long as they attack their enemy (a Christian city called Zara)- this makes the Pope MAD! And kicks all the crusaders out of the church. But they go on to attack Constantinople- still attacking Christians- not the point of the crusades and were not successful.5-9 crusades- not successfulKnown for barbaric against Muslims and even ChristiansWars waged in the name of religionPope and Europe do not admit that they lost- but they stop asking for people to join the crusades-Students will take notes and ask/ answer questions. -Students will have a graphic organizer to follow along with teacher. 15 mins-Teacher will hand out worksheet charts to the pairs of students: It is not so important what happened in each crusade but the overall historical causes and consequences. -Teacher will circulate the room to make sure that everyone is on task/ is available to answer questions.Causes:Muslims controlled Holy LandPop Urban II calls for Christians to join CrusadesByzantine Empire (Christian) afraid of Muslim invasionConsequences:Trade increases between Middle East and EuropeCrusaders have more information about Islamic religion-however mostly fear and resentment. Bring Ideas and knowledge home. Crusaders bring new goods to EuropeMany crusaders died. Kings gained more land and more power after the crusades because the knight’s land is given back. -In pairs students create a chart on causes and consequences of each of the four crusades on 11’’ by 17’’ paper (provided by the teacher) and discuss question: How did the crusades benefit Europe? -Students can use notes, worksheets and textbooks to answer.25 minsClosure:Teacher ActivitiesStudent ActivitiesTime-Class inquiry discussions: Although they lost control of the Holy Land what did the Christians gain from the contact with the Muslims during the crusades? What did the new ideas and items brought from the crusades mean to Europe? How did their worldview change? -Go over format of the test -Participate in class discussion-Take notes on the format of the test 10 mins5 minsReflection / follow-up/ next steps:=================================================================================RESOURCES FOR LESSON:-Transparency of keynotes from Byzantine reading: Homework from last class. (Notes are not yet created). -Transparency: A moment in time- A Crusader, from page 298 from the textbook. -YouTube clip: Medieval Europe and the Crusades, Christianity and Islam ? v=W8n0qAH7nzI -Transparencies of maps/ visuals of crusades teacher led discussion:-Graphic Organizer for Note taking for teacher led discussion:Years of the Crusades:What were the Crusades?What 3 religions were in Jerusalem?Who was the Pope who started the Crusades?Why was he MAD?What did he do?What did he promise?Where the crusades successful?1st Crusade2nd and 3rd Crusade4th Crusade5-9th CrusadeWho were the Leaders?Of the Christians: Of the Muslims:How do we characterize or think of the Crusades today?Although they lost control of the Holy Land what did the Christians gain from the contact with the Muslims during the crusades? What did new ideas and items brought back from the crusades mean to Europe? -Worksheet chart on causes and consequences of Crusades:CAUSES of the Crusades CONSEQUENCES of the Crusades How did the Crusades benefit Europe? Questions I still have about the Crusades: ................
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