Middle Ages Learning Portfolio
1. People and Events in Medieval Europe
The history of medieval Europe requires knowledge of the following concepts and events
and an understanding of their significance in the development of these civilizations. In
chart format, identify and state the historical importance of each term (maximum 4
sentences per term).
Concepts
Justinian Code
Merovingian Dynasty
Holy Roman Empire
Bayeux Tapestry
Doomesday Book
Magna Carta
Indulgences
Events
People
Nika Riot
The Peace of God/The Truce of God
Crusades
Peasants Crusades
Black Death
Hundred Years War
Inquisition
Charlemagne
Vikings
Moors
Roger Bacon
Joan of Arc
Christine de Pisan
Johannes Gutenberg
Level Four (80-100%)
Level Three (70-79%)
Level Two (60-69%)
Level One (50-59%)
 All the definitions clearly
 Most of the definitions
 Most of the definitions clearly
 Some of the definitions
identify the terms, events, or
people. The definitions also
reflect a thorough understanding of the relationships
between the terms, events, or
people and the civilization to
which
they belong.
clearly identify the terms,
events, or people. The
definitions also reflect a
reasonable under-standing of
the relationships between the
terms, events, or people and
the civilization to which they
belong.
identify the terms, events, or
people. The definitions also
reflect some understanding
of the relationships between
the terms, events, or people
and the events and the
civilization to which they
belong.
clearly identify the terms,
events, or
people. The definitions also
reflect a limited
understanding of the
relationships between the
terms, events, or people and
the events and the civilization
to which they belong.
2. The Decline of the Roman Empire and the Middle Ages
The decline of the Roman Empire brought about dramatic changes in Europe, yet at the
same time there was a great deal of continuity. In a paragraph or chart, describe four
significant changes and four factors which remained constant following the decline of the
Roman Empire.
3. The Crusades in Europe
Considering the objective of the Crusades, how successful were the crusaders?
Considering the impact of the Crusades on the development of European culture and
society, how important were the Crusades in the history of Europe? In a paragraph(s),
develop one central topic sentence connecting the two questions asked above and
supporting evidence that addresses both questions.
Copyright © 2002, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. Permission to edit and reproduce this page is granted to the
purchaser for use in his/her classroom only. McGraw-Hill Ryerson shall not be held responsible for content if any revisions, additions, or deletions are made to this page.
4. Church and State
The late Middle Ages was a period when religion and secular governments were closely
linked. In a clear argued and well-supported paragraph, explain why you believe the close
ties between the Catholic Church and European governments was a positive or negative
factor in the history of medieval Europe.
5. Education in Medieval Society
With references to guilds and universities, give 2 reasons how education contributed to
stability in medieval society, and 2 reasons how education also disadvantaged many in
society.
Rubric for Paragraph Responses
Level Four (80-100%)
Level Three (70-79%)
Level Two (60-69%)
Level One (50-59%)
 The paragraph uses critical
 The paragraph uses critical
 The paragraph uses critical
 The paragraph uses critical
thinking skills with a high
degree
of effectiveness by:
 including a topic sentence that
clearly establishes a point of
view
 making clear and
highly relevant connections
between
the objectives , the eventual
outcome, and
the lasting impact of
the on European culture
and society
 supporting arguments with
ample and sound historical
evidence
thinking skills with
considerable effectiveness
by:
 including a topic sentence that
establishes a point of view
thinking skills with some
degree of effectiveness by:
 including a topic sentence
thinking skills with a limited
degree
of effectiveness by:
 not including a topic sentence
 making relevant connections
between
the objectives, the eventual
outcome, and the lasting
impact on European culture
and society
 supporting arguments with
considerable historical
evidence
 making relevant connections
between
the objectives and either
the eventual outcome or the
lasting impact on
European culture
and society
 supporting arguments with
some historical evidence
 making limited connections
between
the objectives and either
the eventual outcome or the
lasting impact on
European culture
and society
 supporting arguments with
limited historical evidence
6. Social Hierarchy in the High Middle Ages
Create a visual diagram to illustrate the social hierarchy of the High Middle Ages.
Include in the hierarchy rulers, nobility, knights, clergy, merchants, peasants, serfs and
professionals such as doctors. Create or select an illustration that reflects not only the
position of each group in society but also the level of respect or how they were viewed.
Level Four (80-100%)
Level Three (70-79%)
Level Two (60-69%)
Level One (50-59%)
 The visual diagram
 The visual diagram
 The visual diagram
 The visual diagram
uses language, symbols, and
visuals with
a high degree of accuracy and
effectiveness by:
 depicting all the
classes outlined in
the chapter with accurate
labels
 selecting visuals or symbols
that accurately reflect the
nature of each of the classes
 using space, shape,
and colour effectively
uses language, symbols, and
visuals with
a considerable
degree of accuracy
and effectiveness by:
 depicting most of the classes
outlined in the chapter with
accurate labels
 selecting visuals or symbols
that accurately reflect the
nature of most of the classes
 using space, shape,
and colour effectively
uses language, symbols, and
visuals with some degree of
accuracy and effectiveness by:
 depicting some of
the classes outlined in the
chapter with some labels
 selecting visuals or symbols
that accurately reflect the
nature of some of
the classes
 using space, shape, or colour
uses language, symbols, and
visuals with
a limited degree of accuracy
and effectiveness by:
 depicting only a couple of the
classes out-lined in the
chapter with some accurate
labels
 selecting visuals or symbols
that reflect
the nature of only a couple of
the classes
Copyright © 2002, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. Permission to edit and reproduce this page is granted to the
purchaser for use in his/her classroom only. McGraw-Hill Ryerson shall not be held responsible for content if any revisions, additions, or deletions are made to this page.
Copyright © 2002, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. Permission to edit and reproduce this page is granted to the
purchaser for use in his/her classroom only. McGraw-Hill Ryerson shall not be held responsible for content if any revisions, additions, or deletions are made to this page.