History Program
TOPIC: Medieval Europe and the Black Death in Asia, Europe and Africa
Stage 4
Year 8
Duration:
10 weeks
Detail:
21 hours/ 25 lessons
(Depth Study: 4b and 6b)
Historical Context of the Overview – Spend two lessons on this overview, this will give the students some knowledge of the world they will be looking at and then will be expanded upon in
subsequent lessons. Teacher introduces and explains the Feudal System using a pyramid structure to show the hierarchy of society, each aspect of the pyramid highlights the proportion of
society who exists at each level. The Feudal system will be revisited throughout the Medieval Europe aspect of this topic.
Provide students with a series of key dates and events in the Medieval world e.g. Gregory the Great becomes Pope, 638: Arab Army captures Jerusalem, 711- Arabs and Berbers invade
Spain, 800 Charlemagne is crowned Holy Roman Emperor, 1066 Battle of Hastings, 1099 The First Crusade, 1117 Oxford University is founded, 1118 Knights Templar are founded to
protect Jerusalem, 1189 Richard I ascends English Throne, 1189 The Third Crusade, 1215 Magna Carta, 1347 Emergence of the Black Death in Europe, 1378 The Western Schism, 1431
Trial and Execution of Joan D’Arc, 1492 Columba’s reaches the New World. This timeline will be used and built upon throughout the course. Using an online tool such as Google Maps
Engine or an A3 World Map have students plot the known world. These timelines and maps will be referred to and developed throughout the course so that students can observe and
understand change overtime and see the development of their knowledge.
Key Inquiry Questions
Historical Skills

How did societies change from the end of the ancient period to the beginning of the modern
age?

Comprehension: chronology, terms and concepts (ACHHS205, ACHHS148,
ACHHS206, ACHHS149)

What key beliefs and values emerged and how did they influence societies?

Perspectives and interpretations (ACHHS212, ACHHS155)

What were the causes and effects of contact between societies in this period?

Empathetic understanding (ACHHS212, ACHHS155)

Which significant people, groups and ideas from this period have influenced the world today?

Research (ACHHS207, ACHHS150, ACHHS208, ACHHS151)

Explanation and communication (ACHHS213, ACHHS156, ACHHS214,
ACHHS157)
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 1
Key Framing Questions for this unit of work -
Conceptual Questions -
Content Questions –
a)
How did Medieval European society change as a result of the Black Death?
a)
How did trade between Europe and Asia affect those societies?
b)
What was the significance of religion on Medieval life?
b)
How did the role of the church and the feudal system change throughout this period?
c)
How has the Medieval world influenced our world today?
c)
What influences did the expansion of Islam have on Medieval European society?
d)
How did the Black Death change peoples understanding of hygiene and medicine?
Outcomes -
Historical Concepts -
A student:
The following historical concepts are integrated into the lesson sequences:

describes major periods of historical time and sequences events, people and societies from the
past HT4-2
Continuity and change: changes and continuities in the Medieval Period

describes and assesses the motives and actions of past individuals and groups in the context of
past societies HT4-3

describes and explains the causes and effects of events and developments of past societies
over time HT4-4

identifies the meaning, purpose and context of historical sources HT4-5

uses evidence from sources to support historical narratives and explanations HT4-6

identifies and describes different contexts, perspectives and interpretations of the past HT4-7

locates, selects and organises information from sources to develop an historical inquiry HT4-8

uses a range of historical terms and concepts when communicating an understanding of the
past HT4-9

selects and uses appropriate oral, written, visual and digital forms to communicate about the
past HT4-10
Cause and effect: what role did the Black Death play in changing Medieval society
Perspectives: different points of view about the Medieval period
Empathetic understanding: why people of the Medieval Period lived and thought as they
did
Significance: the significance of the Medieval period
Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-5, HTLS-6, HTLS-7, HTLS-8, HTLS-9,
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 2
Outcomes -
Historical Concepts -
HTLS-10, HTLS-11, HTLS-12, HTLS-13
Selected Life Skills Outcomes:
A student:

demonstrates an understanding of time and chronology HTLS-2

investigates how people lived in various societies from the past HTLS-3

explores the features of a particular society or time HTLS-4

uses sources to understand the past HTLS-8

selects and uses a variety of strategies to organise and communicate information about the past
HTLS-13
Key Historical Terms & Concepts
Site Study

Feudal system

Treasures of Heaven – British Museum

Monasticism

The Art of Devotion in the Middle Ages

Plague

V&A Medieval

Crusade

Pilgrimage in Medieval Europe

Christendom

Moor

Serf

Infidel

Papacy

Muslim

Manor
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 3
Key Historical Terms & Concepts

Page

Abbey

Abbot

Abbess

Heretic

Heresy

Flagellant

Motte and Bailey

Pilgrimage
Site Study
Resources
Resources –
Books –
Clickview
Aylett, J. (1991). Medieval realms 1066-1500. 1st ed. London: Hodder & Stoughton.

Going Medieval. (2012). David Hunt.
Dawson, I. (1992). The Crusades. 1st ed. Oxford University Press.

History through Literacy. (1998). Fabian-Baber.
Kernaghan, P. (1993). [Schülerbd.]. 1st ed. Cambridge: Univ. Press [u.a.].

Knights and Castles - Life Behind the Drawbridge. (1998). [DVD] Classroom Video.
Langley, A., Brightling, G. and Dann, G. (1996). Medieval life. 1st ed. London: Dorling Kindersley.

Moments in Time: Curse of the Rat. (2003). Discovery Education.
Macdonald, F. and Peppé, M. (1995). How would you survive in the Middle Ages?. 1st ed. London:
Watts.

The Worst Jobs in History: The Middle Ages. (2006). Nigel Walk.

When the Moors Rule Europe. (2005). Timothy Copestake.
Macdonald, F. (2000). Women in medieval times. 1st ed. Lincolnwood (Chicago), ill.: Peter Bedrick
Books.

Journey into the Dark Ages: The Black Death. (2013). Ken Follett's.

Timewatch: The Mystery of the Black Death. (2004). BBC.
Macdonald, F. (2006). Knights, castles, and warfare in the Middle Ages. 1st ed. Milwaukee, WI:
World Almanac Library.
McMeans, J. (2010). Differentiated Lessons and Assessments. 1st ed. Moorabin: Hawker Brownlow
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 4
Resources
Resources –
Education.
Moss, M. and Wood, G. (1986). The crusades. 1st ed. Hove: Wayland.
Nichol, J. and Downton, D. (1981). The Middle Ages. 1st ed. Oxford: Blackwell.
Nicolle, D. (2000). The history of medieval life. 1st ed. London [England]: Chancellor Press.
Riley-Smith, J. (2009). What were the Crusades?. 1st ed. Basingstoke: Palgrave Macmillan.
Steele, P. (2006). The medieval world. 1st ed. London: Kingfisher.
Websites

British Museum

Medieval Life and Times

World History Maps

Make Your own Coat of Arms

Skwirk
Students with special needs:
Adjustments: the adjustments in this unit are suggestions only. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with special
education needs to access syllabus outcomes and content on the same basis as their peers. The types of adjustments made will vary according to the needs of the individual student.
Assessment: Students with special education needs should be provided with a range of opportunities to demonstrate achievement of identified outcomes. Evidence of achievement can be
based on a range of assessment for learning experiences, such as observation during teaching and learning, work samples or planned assessment experiences. They will require adjustments to
assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. In some cases alternative assessment strategies may be needed. In this
unit, an alternate assessment experience may be offered to the Formal assessment task – Museum Exhibition.
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 5
Assessment overview
Assessment for learning
Depth Study 4 & 6
Semester 1
Medieval Europe and the Black Death
Term 1, Week 6
Assessment as learning
Assessment of learning
Weighting: 20%

Students create and present info-graphics – economic
features of Medieval World

Students are able to look at the re-emergence of the
flagellants as a consequence of the black death

Writing of analytical paragraphs about Medieval disease


Student presentation to class about daily life of men,
women and children in Medieval society
Students ask questions that come out of student
presentations

Visual representations – causes and symptoms of the
black death
Students are able to work in a group to prepare
presentations

Source analysis – students create an ebook outlining their
source analysis of the Third Crusade
Students are able to work independently to create a
timeline on the events of the Medieval Period in Europe

Students create coats of arms to demonstrate their
understanding of heraldry
Students work individually to complete an ebook on the
third crusade

Students work independently to interpret and analysis
sources and write an account of the impact of the black
death




Visual presentation of the significant changes in
architecture
Description of Task: Students present a museum exhibition
with an audio commentary of sources relevant to a Medieval
personality. They will present the sources visually and embed
the audio commentary to show their understanding of the role
of the selected personality played during the Medieval Period.
Outcomes: HT4-3, HT4-5, HT4-6, HT4-8, HT4-9
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 6
Content
The way of life in Medieval Europe (social, cultural,
economic and political features) and the roles and
relationships of different groups in society
(ACDSEH008)
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
Begin the topic of Medieval Europe and the Black Death by having students fill out a KWL chart
on Life in the Middle Ages, they will revisit this at the conclusion of the unit of work.

Using the map begun in the overview have students plot significant sites of Medieval
Europe and Kingdoms (Kingdom of England, Norway, Sweden, Kingdom of the Franks,
Leon & Castille and the Holy Roman Empire.) on this map. This map can be referred to
throughout the unit and added to when students start exploring the impact of the Black
Death.

Class is divided into home groups with each look at the daily life:
Students:

identify the extent and key sites of Medieval Europe

describe everyday life of men, women and children in
Medieval European society

outline, key cultural, economic and political features of
Medieval European society

identify the roles and relationships of key groups in
Medieval European society, using a range of sources

-
Men: students compile the activities that each of the three estates would engage in.
Clergy, Nobles and Knights, Peasants OR
-
Women: students compile the activities that Nuns and Noble woman and Peasant
married women would engage in on a daily basis OR
-
Children: students compile the activities that children would engage in. Again students
would need to look at children from different aspects of society, both noble and peasant
children.
-
For each group include life expectancy

Students present findings to
the class
Student groups then present findings back to other home groups
Suggested Adjustment: consideration given to student groupings; assign group roles;
provide text at appropriate levels for student to access

Political: Teacher introduces students to the concept of the feudal system (Skwirk
animation), students create a poster explaining the hierarchy of the system and the role of
individuals living under the feudal system.

Teacher collects coats of
arms and journal entries/
comics on Chivalry

Culture: Heraldry activity. Teacher introduces the concept of heraldry and its importance in
Medieval society. Students design and explain their own coat of arms using the principles
of Heraldry.

Infographics can be displayed
around the classroom and
referred to later in the course
when looking at impact of the
plague.
Suggested Adjustment: verbal explanation of their coat of arms
http://www.makeyourcoatofarms.com/app.asp
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 7
Content
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative

Students write a series of journal entries showing how knights lived by the Code of Chivalry
Suggested Adjustment: present how knights lived in an alternate format such as a comic
using Comic Life

Economic: Students create an infographic (What is an infographic?) on land use in
Medieval Europe. Students are to show the landholdings by the King, his Lords and the
Church. They should also show how the rise of towns affected land ownership over time.

Students design an estate marking: the church, manor, common pasture, fields, ponds
and roads. They are to also include a three-year plan for the three-field crop rotation
system.
Suggested Adjustment: focus on estate marking only
Life Skills Content
Life Skills Teaching and Learning strategies
Assessment of Life Skills
The features of the ancient to modern world and how it is
the same as or different to today

Introduction to unit. Pre-teach key vocabulary of terms that will be used regularly in the unit
such as plague, death etc. use visuals inn conjunction with the written word.
Students:

Build background knowledge by viewing a film or part of a film such as Robin Hood, A
Knight’s Tale or video clips from Horrible Histories.
Observation of student sorting
pictures into past/ present and
jobs people perform

Student lists or verbally recalls items, clothes, transport they saw in the film/video clip that
we do not use today.
compare the similarities and differences between the
present day and the ancient to modern world, using

Student sorts provided pictures or finds pictures on the internet of medieval scenes and
scenes from the present into Past and Present
ICT and other sources as appropriate

Ask student how do they know which picture is from the past and which is from the
present?

Student participates in class group work activity on daily life for men, women and children
as outlined above. Student is given as specific role within the group.

Give student pictures of jobs people did. Ask student to sort them according to who might
have performed the job.

Student participates in class discussion of the feudal system (king, nobles, knights,


use the language of time to describe the ancient to
modern world, eg 'a long time ago', BC/AD, BCE/CE
Outcomes assessed:

demonstrates an
understanding of time and
chronology HTLS-2

uses sources to understand
the past HTLS-8
How people lived in the ancient to modern world
Students:

recognise some features of a particular society

recognise some aspects of everyday life in a particular
society
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 8
Content
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
peasants). Student labels pictures of each or pastes them into a pyramid showing the
highest to the lowest in the feudal system.
Living conditions and religious beliefs in the 14th
century this is a specific focus at the final stage of the
study, including life expectancy, medical knowledge
and beliefs about the power of God (ACDSEH015)
Students:

locate the extent of human settlements in 14th-century
Asia, Europe and Africa

describe the everyday life of men, women and children
in the 14th century and life expectancy at this time

describe what doctors understood about diseases and
their treatment in this period

outline what European people believed about religion
and the power of God in this period

Student participates in class discussion on Heraldry. They are provided with a template of a
coat of arms and design one for themselves. http://www.makeyourcoatofarms.com/app.asp

On the map students created at the start of the unit they are to add the extent of settlement
in 14th Century Asia, Europe and Africa.

See above: link with: describe everyday life of men, women and children in Medieval
European society

Teacher collates a number of images of common Medieval diseases. Project these images
onto a screen/board and have a discussion with the class about the diseases and
commonly understood methods of how these diseases were spread. Then have students
research and record the common Medieval treatment for each of these diseases.

Teacher collections student
work to review their
understand of the living
conditions
Extension activity Have students research and compare these diseases and cures with
modern day diseases. Do the same diseases exist? How are they dealt with today?
Suggested Adjustment: scaffold provided to record research and disease treatment; oral/
visual recording of disease treatment

Students study the connection between Islamic and Western medicine and the rise of
medical schools.

In point form students list the ways in which the Church dominated daily life and explain
how the church was the only institution above the King.

Teacher provides an overview of the ways in which the Church became to be seen as
corrupt and too influential in the 14th Century. Examples: King Phillip having Boniface VIII
arrested and Clement V moving to Avignon. Rise of indulgences.
Life Skills Content
Life Skills Teaching and Learning strategies
Assessment of Life Skills
How people lived in the ancient to modern world


Students:
Student views images of common medieval diseases with class and participates in class
discussion on diseases and how these diseases were spread as above. Questions such as
How do you know this person is sick? Which picture shows a person who is not sick? How
Annotated notes on student’s
contribution to class
discussion.
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 9
Content

recognise some aspects of everyday life in a particular
society/empire using one or more sources, eg stories,
images, multimedia

explore the practices of a particular society/empire,
using ICT and other sources as appropriate, eg roles of
men and women, crime and punishment, warfare and
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
do you know? Which person might be a doctor? How do you know?
responses are noted.
Student’s chosen product on
chosen disease
Student chooses one disease to research: smallpox, dysentery, measles, typhus
Outcomes assessed:

Student chooses one activity to complete on the disease such as a poster about how to
avoid the disease, a brochure on how to care for a person with the disease, a list of rules
for the town to stop the spread of the disease, a digital text on the symptoms and treatment
etc.

investigates how people lived
in various societies from the
past HTLS-3

selects and uses a variety of
strategies to organise and
communicate information
about the past HTLS-13

Students:



defence systems
The dominance of the Catholic Church (ACDSEH052)
are asked. Student
identify ways in which the Catholic Church influenced
life in Medieval Europe
Students examine the role of the Pope in European life and make notes on the changes in
the way that the Pope was appointed. Students explore how Pope Gregory VII’s declaration
that the ‘Pope had authority over Kings as they were God’s representative’ lead to conflict
between the Pope and Kings.
Suggested Adjustment: notes could be provided to students or in the format of a cloze
passage for students to fill in key vocabulary
Life Skills Content
Life Skills Teaching and Learning strategies
The role of one or more significant people or events in a
particular society

Student participates in class discussion on the role of the pope as outlined above. Student
will focus on Pope Gregory VII
Students:

Student finds a picture of Pope Gregory VII and King Henry IV.

identify significant people and/or events of a particular
society, empire and/or development, eg , the spread of
the Black Death,

Student reads case study called, King vs Pope that looks at the conflict between Henry IV
and Gregory VII. Support provided to read/access the text
http://ww2.wyomingcityschools.org/~zollerjw/Q3Files/NB08PapalPower.pdf

investigate one or more significant people and/or
events of a particular society, empire and/or
development, using ICT and other sources as

Student completes the think questions, orally or written.
appropriate
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 10
Content
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
Significant developments and/or cultural
achievements, such as changing relations between
Islam and the West (including the Crusades),
architecture, medieval manuscripts and music
(ACDSEH050)


PowerPoint presentations are
presented to the class as
evidence of learning and
understanding of the changes
in Medieval Architecture
Students:

Teacher provides students with a range of sources depicting various examples of medieval
architecture. Teacher explains the differences between Romanesque and Gothic
Architecture highlighting the major differences.

Students prepare a PowerPoint presentation on the importance of architecture and the
Church in Medieval Europe. Students are to choose an example of a Romanesque and
Gothic Cathedral and using sources explain the developments in architecture during this
period and how Gothic influenced the building of churches. Teachers can use Chartres
Cathedral as an example of both Romanesque and Gothic architecture.

Teacher marks ebooks as
evidence of interpretation and
evaluation of sources as well
as the ability to select
appropriate communication
forms.

identify and describe significant developments and/or
cultural achievements of Medieval Europe in at least
ONE of the following areas: architecture, art, medieval
manuscripts, literature and music

explain the changing relations between Islam and the
West during the medieval era, including the Crusades

using a range of sources, outline what is revealed
about different perspectives on the Crusades
Students create a timeline indicating:
-
the Crusades.
-
Romanesque and Gothic architectural periods
-
Spread of Islam into Europe.
Extension activity: students could use an ICT tool such as Sketchup Make or Minecraft to
design a Gothic Cathedral and explain their design.
Suggested Adjustment: partially completed timeline used; students find examples of
medieval architecture and they comment on the similarities and differences

On the map students started at the beginning of the topic, they indicate the areas of Islamic
territory at the time of the third crusade.

Students are guided through the significance of the Islamic occupation of the Iberian
Peninsula. Students make notes on the influence of the following on the West:

-
The House of Wisdom
-
Translation of Islamic texts in Toledo’s Library
-
How did relations between Islam and the West change throughout the Crusades?
Using sources students create a ebook outlining the Third crusade from both Christian and
Islamic perspectives. Tools such as iBooks author or Comic Life could be used to create
the ebook.
Suggested Adjustment: notes are provided to students, ebook made from one
perspective only
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 11
Content
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
Life Skills Content
Life Skills Teaching and Learning strategies
Assessment of Life Skills
The role of one or more significant people or events in a
particular society

Teacher explanation of crusades. The Crusades were Holy Wars. Student watches the
video on the crusades and compete the online accompanying
activity:http://www.bbc.co.uk/bitesize/ks3/history/middle_ages/the_crusades/video/


Student uses a map to mark the different countries where the crusades occurred. They
match this with a time line of the crusades by colour coding the map with corresponding
crusades.
Teacher observation and
annotated notes on student’s
discussion on the crusades
and development of map

Crusade poster

Crusader Fakebook page
Students:


identify significant people and/or events of a particular
society, empire and/or development, eg , the spread of
the Black Death,
investigate one or more significant people and/or
events of a particular society, empire and/or
development, using ICT and other sources as

Student looks at artworks featuring scenes from the crusades. Discussion on what it might
have been like to be part of the crusades and to be a knight.

Student creates an advertising poster or visual to convince peasants to join the Crusades.
They consider that peasants believed that if they were to die fighting in the Crusades, their
soul would be automatically saved; peasants could be free of their lords and nobles while
on Crusade and the Crusade offered peasants an adventure. Student locates on their map
the best places for their posters to be used.
appropriate
The location and geographical features of a particular
society, empire and/or historical development

Student research one significant person from the times of the crusades such as Joan of
Arc, Peter the Hermit, William the Conqueror, William Wallace (Braveheart), Robin Hood.
They choose one crusader and design a Fakebook page for the person.
http://www.classtools.net/FB/home-page

Student adds to their map the places their crusader travelled to.

Teacher introduces the concept of Medieval defence systems at the time of Norman
invasion into Britain:
Students:

use a map to identify significant locations of a society,
empire and/or development, eg cities, trade routes,
invasions, explorations
Continuity and change in society in ONE of the
following areas: crime and punishment; military and
defence systems; towns, cities and commerce
(ACDSEH051)
Students:

outline the main features of at least ONE of the
following:

-
Castles
-
Weapons
-
Types of warfare
Outcomes assessed:

demonstrates an
understanding of time and
chronology HTLS-2

selects and uses a variety of
strategies to organise and
communicate information
about the past HTLS-13
Students compare and contrast Motte and Bailey Castles with Stone Keep castles and
Concentric Castles. They are to describe the differences between each and how and why
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 12
Content

Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
-
crime and punishment
-
military and defence systems
they changed over time. Students should also refer to the ability of each type of castle to
survive a siege. http://www.historyonthenet.com/Medieval_Life/types_of_castle.htm
Clickview: Knights and Castles: Life Behind the Drawbridge
-
towns, cities and commerce
Suggested Adjustment: graphic organiser provided to students to compare and contrast
describe the ways your chosen topic changed or
remained the same



Students research the following Medieval battles:
-
the Battle of Hastings, England (1066)
-
the Battle of Bannockburn, Scotland (1314)
-
the Battle of Agincourt, France (1415)
Students describe the following from each battle the types of:
-
weapons
-
armour
-
soldiers (infantry/cavalry)
-
warfare techniques used
In what ways did military and defence systems change or remain the same between 1066
and 1415?
Suggested Adjustment: students choose one battle to research
Life Skills Content
Life Skills Teaching and Learning strategies
How people lived in the ancient to modern world

Student listens to teacher’s whole class introduction of Medieval defence systems:
Castles, Weapons, Types of warfare as outlines above

Teacher observation and
annotated notes

Students use the interactive medieval castle to explore which groups of people live where
http://www.kidsonthenet.com/castle/view.html. Students complete the accompanying
scaffold to record their findings. Students explore the parts of a castle and complete the
online activity http://www.2diyarchive.co.uk/2010/02/parts-of-a-castle.html

Completed scaffolds on
castles and medieval vs
modern day

Students compare different aspects of daily life in medieval times with current day
practices. The following online activity will support students. Students provided with a
scaffolds to record their findings.
Students:

recognise some features of a particular society/empire,
eg housing

recognise some aspects of everyday life in a particular
society/empire using one or more sources, eg stories,
images, multimedia

investigate one or more aspects of everyday life in a
Assessment of Life Skills
Outcomes assessed:

investigates how people lived
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 13
Content
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
particular society/empire, using ICT and other sources
as appropriate
The role of expanding trade between Europe and Asia
in the Black Death, including the origin and spread of
the disease (ACDSEH069)
http://www.imaginon.org/fun/whippingboy/medmod.asp?themeid=2&activityid=11

Students:

outline the extent of trade between Europe and Asia in
the 14th century

explain how trade and travel contributed to the
outbreak and spread of the Black Death

in various societies from the
past HTLS-3

explores the features of a
particular society or time
HTLS-4

selects and uses a variety of
strategies to organise and
communicate information
about the past HTLS-13
Start with a mapping exercise identifying the trade routes between Europe and Asia and the
connection with the spread of the Black Death. Students:
-
on students map indicate the trade routes between the two continents.
-
then create an infographic depicting the extent of this trade.
Students explore the origins and spread of the Black Death. They then create a comic strip
using a software package such as Comic Life to explain the causes of the Black Death and
how trade and travel between Asia and Europe contributed to the spread of the Black
Death.
Suggested Adjustment: students explore the causes of the Black Death using Comic Life;
provide text at appropriate reading level with access to speak/ read functionality
The causes and symptoms of the Black Death and the
responses of different groups in society to the spread
of the disease, such as the flagellants and monasteries
(ACDSEH070)

Students create a poster directed at people living in Medieval towns about the supposed
causes and symptoms of the Black Death. Students are to include the precautions that
Medieval people took to avoid contracting the Black Death.
Teacher observes students
constructing and revising their
maps.

Using sources introduce students to health and medicine in the Medieval Period through
the use of images. A google image search for treatment of diseases returns good images
when the search term Medieval is included. Project sources onto board for the class to
annotate with questions and suggestions as to what the treatments may have been used to
cure.
Comic strips are collected and
marked. These can be displayed
around the class for students to
observe and learn from others
work.

Students research with guidance the re-emergence of flagellants with the rise of the Black
Students:

describe the causes and symptoms of the Black Death

use sources to identify common treatments of the
disease and discuss their effectiveness
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 14
Content

Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
Death and assess the impact the Black Death had on the demise of monasteries.
outline responses of social groups to the spread of the
disease, including flagellants and the impact on
monasteries
The effects of the Black Death on Asian, European and
African populations, and conflicting theories about the
impact of the plague (ACDSEH071)
Suggested Adjustment: completed posters shown as models and examples; question
matrix used to support students to ask quality questions about picture sources of health and
medicine; research scaffolds provided; provide text at appropriate reading level with access
to speak/ read functionality

Students mark on their map the progression of the Black Death from Asia into Europe and
Africa.

Provide students with a range of source material about the impact of the Black Death on
European society. Students write letters from different perspectives and locations about the
impact of the Black Death.
Students:


assess the impact of the Black Death on Asian,
European and African societies
• using a range of sources, discuss different
interpretations of the impact of the Black Death on
European society

-
Perspectives:
-
Towns or city
-
Nun or Priest
-
Manor Lord
-
Knight
-
Courtier
-
Peasant
-
Doctor
After analysing multiple sources including textbook, internet and library resources and
compare the reported death figures of the Black Death. Students write an account of why
there are such varying accounts of the impact of the Black death in Europe
Suggested Adjustment: students choose one perspective on the Black Death and can
present their knowledge in an alternate formats - oral, written, visual or digital forms;
consideration given to the sources materials provided to students;
Other immediate and long-term effects of the Black
Death, including labour shortages, peasant uprisings,

In small groups students explore and evaluate the short-term effects of the plague including
the impact of labour shortages and peasant revolts to the longer-term impacts that
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 15
Content
the weakening of feudal structures, and increased
social mobility (ACDSEH072)
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative
weakened the feudal system and how this affected the church and monasteries.

With the social upheavals that the Black Death caused throughout Europe who were the
winners and losers. Consider peasants, nobility, church and monasteries.

As a class draw together these reasons and the impact that each had on European society.

Complete the KWL chart begun in the first lesson of the unit.
Students:

describe short-term and long-term effects of the Black
Death on medieval societies

assess the role of the Black Death in breaking down
the feudal system in Europe

discuss how Medieval Europe has influenced the world
today
Life Skills Content
Life Skills Teaching and Learning strategies
Assessment of Life Skills
The role of one or more significant people or events in a
particular society

Student participates in class discussions and small group work as outlined above


Student can watch video clip: History Turing Points: the Black Plague
http://www.youtube.com/watch?v=kScxc9DPrnY. Black Plague fact sheet provided to
student or access to a website with appropriate text.
Students:

identify significant people and/or events of a particular
society, empire and/or development, eg , the spread of

the Black Death,
The location and geographical features of a particular
society, empire and/or historical development

Student creates a poster directed at people living in Medieval towns about the supposed
causes and symptoms of the Black Death. Student are to include the precautions that
Medieval people took to avoid contracting the Black Death. Scaffold and appropriate
sources provided to student

See Formal assessment task
Students:

Student discussion on what is the Black Death, its symptoms and treatment. Students
explore the timeline and map of the spread of the Black Death and complete activities in
Mediveal Realms Special Needs Support Material
http://www.hoddereducation.co.uk/media/Documents/History%20Community/Medieval%20
Realms%20SNSM/09-M-Realms-Sect-6-The-Black-Death.pdf
use a map to identify significant locations of a society,
empire and/or development, eg cities, trade routes,
Black Death poster
Outcomes assessed:

uses sources to understand
the past HTLS-8

selects and uses a variety of
strategies to organise and
communicate information
about the past HTLS-13
invasions, explorations
The role of significant individuals (ACDSEH052)
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 16
Content
Students:


using a range of sources, investigate and assess the
role of significant medieval individuals, eg
Charlemagne, Eleanor of Aquitaine, Saladin, William
Wallace or Joan of Arc
Teaching and learning strategies
Assessment Strategies
including opportunities for extension activities & adjustments
Formative & Summative

Students complete a reflection of the course incorporating their KWL chart. Students are to
evaluate their performance in the formal assessment task as well as the new knowledge
and skills that they gain through completing this topic.
Suggested Adjustment: an alternate assessment experience may be offered instead of
the formal assessment task for some students with special needs.
use sources to identify different perspectives on the
chosen individuals
These materials have been developed by the AIS through funding provided by the NSW Government to support new syllabus implementation. Copyright is owned by AISNSW.
Except as set out below or permitted under the Copyright Act, no part may be reproduced, stored or communicated without the approval of AISNSW.
Not for profit organisations may reproduce, store in a retrieval system and communicate the whole or any part of the materials without payment of a fee or other remuneration provided:
a)
The institution does not sell, hire or otherwise derive revenue from such reproduction, storage or communication
b)
The copyright of AISNSW is noted on any part which is copied or noted
If any other licence is sought, inquiries should be directed to the Executive Director of AISNSW.
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 17
Teaching and Learning Program Evaluation
Program or Unit Title: ___________________________________________________________
Element
Class: ________________
Teacher: _____________________________________
Evaluation
Program

Was the program well-structure and coherent?

To what extent did the program engage all students in the class?

Did the program assist all students to achieve the learning
outcomes?

What improvements could be made?
Resources

Were the resources used appropriately in terms of age level,
variety and the ability to engage the students?

What improvements could be made?
Assessment

Did the program incorporate a range of quality, valid assessment
tasks?

Reflect and comment on the level of student achievement in this
program.

What improvements could be made to assist students to achieve
the outcomes?
Date Commenced: ____________________________
Date Completed: _____________________________
Signature: _________________________________________
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 18
This unit of work was written by Trent McAllan, Saint Ignatius’ College, Riverview. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 19