SSED 314 UNIT PLANNING CHART
1. UNIT PLAN DESCRIPTION
GRADE LEVEL: SOCIALS STUDIES 8
THEME FOR THE YEAR: DEVELOPMENT
OF A VARIETY OF WORLD CIVILIZATIONS
CORRESPONDING TEXTBOOK:
PATHWAYS: CIVILIZATIONS
THROUGH TIME
UNIT TITLE & # (SEQUENCE IN THE YEAR):
UNIT CRITICAL QUESTION:
CORRESPONDING CHAPTER:
EUROPE’S LATE MIDDLE AGES #4
HOW DOES CHANGE IN OUR SOCIETY
RELATE TO CHANGE DURING THE LATE
MIDDLE AGES?
CHAPTER 5: PP. 134-168
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UNIT MAIN
GOALS:
(3-4)
UNIT
RATIONALE:
UNIT
PRESCRIBED
LEARNING
OUTCOMES-THIS UNIT
WILL
SATISFY THE
FOLLOWING
PLO’S:
Students will understand the changes and events during the late middle ages
Students will learn that downturns and problems can lead to positive social changes
Students will learn the lifestyle that the people experienced during the late middle ages
The focus behind this unit is the Late Middle Ages in Europe. The major theme behind this unit is the change during this time. During the
Late Middle Ages, Europe was going through a time where there were significant changes that would affect the future of Europe. The purpose
of this unit is to show students that change is inevitable and that change can be a good thing. By using current events such as the events that
are going in Egypt and Libya, I will be able to relate them to the events that went on during the Late Middle Ages with the changing of the
church and the Black Plague.
Society and Culture: Civilizations From 500-1600
 Compare daily life, family structures, and gender roles in a variety of civilizations
 Describe a variety of diverse cultural traditions and world religions
 Identify periods of significant cultural achievement
 Describe how societies preserve identity, transmit culture and adapt to change
Politics and Law: Civilizations from 500-1600
 Demonstrate understanding of the tension between individual rights and responsibilities of citizens in a variety of
civilizations
 Assess the impact of contact, conflict, and conquest on civilizations
 Describe various ways individuals and groups can influence legal systems and political structures
Economy and Technology: Civilizations From 500-1600
 Compare basic economic systems and different forms of exchange
 Describe the impact of technological innovation and science on political, social, and economic structures
UNIT
OBJECTIVES-STUDENTS
WILL BE

Students will know
o About knighthood and chivalry and how it is still relevant today
o About Joan of Arc and how her story can be depicted as myth or historical fact
o The societal lifestyle of the towns people and the role of women in their society
ABLE TO:
(I.E.:
CONTENT
KNOWLEDGE;
CRITICAL
THINKING;
INFORMATION
GATHERING
&
REPORTING;
PERSONAL &
SOCIAL
VALUES;
INDIVIDUAL &
COLLECTIVE
ACTION)
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o How the Black Plague was one of the first epidemic that occurred in Europe and how its similar to the way AIDS is in Africa
Students will be able to
o Analyze text and pictures
o Compare today’s society to “yesterday’s” society
o Understand the difference between historical fact and myth
2. UNIT LESSON OVERVIEW GRID
LESSON TITLE
LESSON
CRITICAL
QUESTION
LESSON 1
How does
change in our
society relate
to change in
Medieval
society?
Intro to Late
Middle Ages
and the Theme
of the Time
SPECIFIC
OBJECTIVES
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Discover that this
period is a time of
positive change
Discover that
current events that
are happening in
Egypt and Libya
are similar to what
happened in
Medieval Europe
during this time.
METHODS/ACTIVITIES
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In groups of 4-5 people, do a mindmap
of what they know about the news that’s
going on in the Middle East
Each group will share their mind map
Prezi presentation how the news in the
Middle East can be related to the Theme
of change to the Late Middle Ages
Prezi presentation on how the Middle
Ages are similar to the events that are
occurring today in the Middle East
Students read pgs. 135-139: Sir Percival
Pelham and the Battle of Agincourt
o Answer Q2 on pg 139 and
answer additional question:
Would your recommendations
work if the Egyptians or
Libyans were able to use them
today?
RESOURCES
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Large sheets of
paper
Markers
Prezi presentation
Pathways textbook
(pp. 135-139)
ASSESSMENT
STRATEGIES
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Students will be
assessed on
participation in the
mindmap activity
On-task assessment
of reading and
working on
questions
LESSON 2
Knighthood and
Chivalry
Do “knights”
exist in our
modern day
society?
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LESSON 3
Heraldry
What does
our family
history tell us
about
ourselves?
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Discover the steps
of becoming a
knight during the
middle ages
Discover the
honour code of
knighthood
Discover
examples of what
a modern day
knight may look
like
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Discover what
Heraldry is and
how it can be
applied to your
own lives
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Students will read pages 141-143 in
Pathways textbook (Knighthood and
Chivalry section)
As a class, we will discuss the reading
Students will do question #2 on page
145 in the textbook
In pairs or individually, using the
characteristics of what a knight looks
like, brainstorm occupations that are
similar to knighthood
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Using a Prezi presentation, show the
class examples of family coat of arms
Brainstorming on their own, think of
symbols that represent themselves and
their own character
Students will work on Activity Sheet 52 which will act as their rough draft of
their personal coat of arms
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Pathways textbook
(pp. 141-145)
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Activity Sheet 5-2
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LESSON 4
The Hundred
Years’ War
How do
technologies
affect the
length of
wars and
warfare?
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Discover the types
of technologies
that were used for
warfare
Discover how
wars are different
then from now
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Discuss the reading (pgs 145-148) and
the Hundred Years War using a Prezi
presentation
Station Questions: In groups of 6, there
will be 5 stations and they will have to
respond to 5 questions:
o Why did the Hundred Years
War last so long?
o What was an advantage of a
long bow?
o Think of a modern day
example of technology from
the last hundred years that has
changed warfare (i.e. the light
bulb)
o How could you defeat the
inhabitants of a castle?
o List another way to settle a
dispute other than warfare.
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Prezi presentation
Large sheets of
paper
Markers
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Class discussions
Informal
assessment of ontask behaviour
throughout the class
Completeness of
question #2 from
the textbook
For homework, read
pg 144 (Recognize
Our Symbols of
Ourselves)
Class discussions
Informal
assessment of ontask behaviour
throughout the class
For homework
o Read pgs
145-148
If haven’t done so,
work on rough draft
of personal coat of
arms
Informal
assessment of ontask behaviour
throughout the
activity
Active participation
within the groups
LESSON 5
Joan of Arc
Using Joan of
Arc as an
example, how
can we
differentiate
the difference
between fact
and myth?
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Discover how the
myth of Joan of
Arc differs from
the historical
version
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Regroup and discuss what they wrote
down for each question
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Students will be given an “Overview of
Joan’s life” handout and will ask
volunteers to read it out loud. If no one
volunteers, the cards will be used.
Painting Examination Presentation
o Using Prezi or Powerpoint, 3
paintings of Joan of Arc will be
displayed
Text Examination Activity
o Number each student a “1” or a
“2”. “1”’s will pick up a
“Positive Comments about
Joan” handout while the “2”’s
will pick up a “Negative
comments about Joan” handout
o Students will then form a pair
consisting of a “1” and a “2”.
They will then take turns
sharing positive and negative
comments about Joan
o Afterwards, we will regroup
and analyze the text.
Joan of Arc project:
Write an article for the Catholic
Chronicles (supporting the view of the
Catholic Church post trial) or the
Orleans Oracle (supporting Joan post
trial). Remind them to use the “Positive”
and “Negative” comments of Joan
handouts to backup their arguments
Using Figure 5-10 on pg. 149, have
students identify 4 activities that is
happening
o Have student pair up for this
activity
Let’s Make A Deal Activity
Silent read pgs 149-152 from the
textbook
Using a blank map of Europe, students
will mark down the major cities, bodies
of water, routes controlled by Hanseatic
League, Italian city-states, and other
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LESSON 6
Trade and Towns:
Part 1 Trade
How did
trade change
society in the
middle ages?
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Discover how the
changes in towns
and trade affect
European society
Discover major
European trade
routes that led to
the development
of Medieval
Europe
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3 paintings of Joan
of Arc
Overview of Joan’s
life handout
The Positive and
Negative comments
about Joan handouts
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Class discussions
Informal
assessment of ontask behaviour
during group work
as well as the Joan
of Arc project
Blank European
map
4 decks of playing
cards
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Informal
assessment of
participation in
“Let’s Make a Deal
Activity”
Student work on
European map
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LESSON 7
Trade and Towns:
Part 2 Towns
How did the
creations of
towns lead to
societal
change?
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Discover how
towns lead to
societal change
Discover how life
of the town during
the Late Middle
Ages differs from
life in a modern
day city
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LESSON 8
Women in the
Late Middle
Ages
What are the
roles of
women today
and how do
they differ
from women
in the middle
ages?
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Discover how
women’s role in
society differs
between then and
now
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LESSON 9
The Church in
the Late Middle
Ages
What was the
role of the
church and
how did they
influence the
people during
the late
middle ages?
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Discover how the
church was a
major influence to
the people of the
Late Middle Ages
Discover and
understand the
role and structure
of the church
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major land routes, and plot the major
cities of the Hanseatic League
Silent read pgs. 154-155 (Life in the
Town and Socials Changes that came
with Trade)
After the reading, answer #3 in the text
(Compare a medieval fair with a modern
Canadian shopping mall. Consider the
days and hours of operation, goods sold,
type of consumers, and ownership of the
shops/booths. What do the differences
tell you about the 2 societies?)
Also answer #6 (Describe what you
would see and experience as you entered
a medival town. What conclusions can
you draw from the fact that medieval
towns always had walls.)
Using Prezi or Powerpoint, I will have a
set of notes for the students to copy
As an activity that goes with the note
copying, students are put into 3 groups,
2 are “discriminated” against by
copying down more notes from the
powerpoint (vs. receiving a photocopied
version)
Discussion on how they felt copying
down more notes than the others.
Explain to them that the discriminated
group represented medieval women
Have students work on Activity Sheet 56 (Should be done in class)
For homework, have students do
question #1 from pg 158
Review homework question as well as
Activity worksheet from last class
Powerpoint/Prezi presentation based on
the church (pilgrimages, church
architecture)
Discussion on who John Wycliffe was
and how he changed the role of the
church in Europe
On a blank sheet of paper, students will
silently draw a scene that would
illustrate one of their own values
There will be a station set up that will
consist of coloured tissue paper and
construction paper.
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Activity Sheet 5-6
Prezi or Powerpoint
presentation
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Formal assessment
of questions that are
going to be
answered
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Informal assessment
on participation
during discussion
and during the
activity
Formal assessment
of activity
worksheet
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Powerpoint/Prezi
presentation
Construction paper
Coloured tissue
paper
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Informal
assessment of
participation in
discussion
Informal
assessment of work
habit
Formal assessment
of stained glass
window assignment
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LESSON 10
Black Death
LESSON 11
Black Death
continued
REVIEW
TEST DAY
How did the
way people
handled the
Black Death
during the
middle ages
help in
dealing with
any epidemic
today?
How did the
way people
handled the
Black Death
during the
middle ages
help in
dealing with
any epidemic
today?

Discover what the
Black Death was
and how the
effects of it still
occurred later in
history
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Discover how the
spread of the
Black Plague took
place
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Students will then take their scene and
recreate it into a stained glass window
using the colour tissue paper and
construction paper
Work on their stained glass window
project for about 15-20 minutes
Read pgs 161-167 (including
Boccaccio;s Decameron)
Presentation on the science behind the
Black Plague (what spreads it, where it
came from, the symptoms)
Discuss similar diseases that still occurs
today
Review the Black Plague and what went
on from last lesson
Black Plague Activity
Share “Ring Around the Rosy” rhyme
The rhyme is actually about the Black
Plague
Review session
Answer any questions that students have
about the Late Middle Ages
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Pathways textbook
(pgs. 161-167)
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Plague beans
24 paper bags
Coloured sticky
dots for graphing
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Observations of ontask activity
Participation in
class discussion
Exit Slip
Active participation
in the activity