MIDDLE AGES: Social Studies 8
Kathryn Davis
S.A Karla Kirmis
F.A Isobel Willard
UNIT PLAN OVERVIEW:
Student Make-up:
30 Students (3-5 ESL
students)
Number and Length of
Classes:
10 classes/ 80 minutes
Corresponding Textbook:
Across the Centuries
-Houghton Mifflin Social Studies
Corresponding 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 Goals:
1.
2.
3.
4.
5.
PLO Focus:
1.
2.
3.
4.
5.
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.
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.
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 sources
Interpret and evaluate a variety of primary and secondary sources
Locate and describe current and historical events on maps
1
Unit 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.
2
LESSON PLAN GRID:
Lesson Title
Critical Question
Lesson- Specific
Objectives
Lesson 1
Introduction/
Early middle
ages.
Date: Feb 2
What defines
the middle ages
and why did it
start out in the
dark?
-Identify a problem,
Lesson 2
The invasions
and
Charlemagne’s
Empire
Date: Feb 4
Did
Charlemagne
make the
Church more
powerful or did
the Church
make
Charlemagne
more powerful?
Methods/Activities
-Introduce the unit inquiry
an issue, or an inquiry question: How was society
changing in the middle ages and
-Access how much
students already know how were the consequences of
about the middle ages these changes significant? Get
everyone to write the question
-Understanding of
down!
periodization
Think/ pair/ share brainstorm:
(Ancient, Medieval
What do you think about when
and Modern)
you hear the ‘middle ages’? (10
-Examine what
mins)
brought about the
- Students play Tabla Lusoria
Middle Ages
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)
-Discuss major
-Watch YouTube clip:
themes of the unit
Charlemagne
-Analyze the historical http://youtu.be/S9AMpIU-JYw (10
causes of
mins)
Charlemagne’s power -Class Brainstorm: What are the
in relation to the
major themes in this clip? What
church and
does this clip tell us about the
consequences of
Middle Ages? (10 mins)
-Teacher Led Discussion- how
Charlemagne’s
power.
Charlemagne came to power,
-Identify factors that
how be became very powerful
influence the rise and and how did he influenced
decline of an empire.
society- using maps of Europe
-Examine the power
and a graphic organizer for
of the Church during
students to take notes. (25 mins)
the Middle Ages
-Seat work: In pairs students work
on a teacher made worksheet,
which encourages students to
Resources
-Overhead Projector
-Transparencies.
-Tabla Lusoria Board
game and instructions
from
pbs4549.org/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: 256258
-Overhead Projector
-YouTube clip:
Charlemagne
http://youtu.be/S9AMpIUJYw
-Worksheet- 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: 258-260
Assessment
Strategies
Formative:
-Participation in
brainstorm.
-Participation in the
introductory game
-Participation in
creating a coat of
arms.
Formative:
-Participation in
brainstorm
-Completion of
worksheet on
Charlemagne- use
for homework
check next day.
3
Lesson 3
The Vikings
Date: Feb 6
Did 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.
Lesson 4
Battle of
Hastings and
the Bayeux
Tapestry
Date: Feb 11
Was 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
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)
-Go over Charlemagne
worksheet/ Homework check (10
mins)
-Watch for YouTube at
https://www.youtube.com/watch?v
=uXpqgmBS6DM “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)
-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
- Film: The blood of a
Viking” YouTube at
https://www.youtube.com
/watch?v=uXpqgmBS6D
M “The blood of Viking”
video
-Teacher created notetaking
worksheets/assignment
for students.
-Visual aids on
transparencies for class
discussion
-Overhead projector
-Textbook Pages: 260261
Formative:
-Movie worksheets
for the students
due next class- to
be handed in.
-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
Formative
-In class paragraph
writing.
-Students are to
finish the questions
on the Bayeux
tapestryHomework Check
4
produced
-Analysis a primary
source to gain
historical
understanding,
Lesson 5
Feudalism
Date: Feb 13
How did feudal
hierarchies
change
everyday life?
Lesson 6
The
Characters
Date: Feb 17
Who flourished
in the Middle
Ages and who
suffered?
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.
-Define hierarchy
-Go over questions on the Bayeux
-Define Feudalism
Tapestry. (10 mins)- Homework
-Describe various
check.
ways individuals and
-Class brainstorm: What is a
groups had influence
hierarchy? (10 mins)
over social, political
-Seat work- Students will read
and economic
about the organization of life
structures in society
under feudalism and its creation
-Assess how
of hierarchies in medieval society.
hierarchies are
(20 mins)
situation within
-In small groups students will
political power
discuss the reading. (5 mins)
structures.
-Teacher will discuss what the
-Analyze how the
Manor is and its significance to
manor reflected the
feudalism using the overhead
goals of feudalism at
projector. Students will follow
the micro- level.
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)
-Define social class
-Class brainstorm: What is social
-Compare daily life,
class? Where do we see social
family structures, and class today? (5 mins)
gender roles of people -Teacher led discussion on
from different classes people from different social
- Examine how social classes and how their lives were
class influenced daily influences by power (10 mins)
life among all people
-Watch Terry Jones BBC
-Assess why it is so
Medieval Times episode 1 on
hard to change social Peasants. (20 mins)
student to analysis.
-Handout with scaffold
questions on the Bayeux
Tapestry.
-Textbook Pages: 260261
-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: 263264
Formative:
-Homework Check
-Participation in
brainstorming and
group discussion
-Participation in
creating their own
manor exercise.
-Overhead projector
-Transparencies of
worksheets.
-Terry Jones BBC
Medieval Times episode
1 on Peasants
-Teacher- made
assignment: matching
character descriptions to
pictures and critical
Formative:
-Participation in
class discussion
-Participation in
seat workworksheet is due
for homework.
5
classes
-Analyze the
consequences of
social class on
presents.
Lesson 7
Library Day/
Work Period
Date: Feb 20
Library day to
rather resources
and work on
Comic/
Rationale
Assignment.
Lesson 8
Village and
Town life
Date: Feb 24
How did the
trade in the
village disrupt
the feudal
system?
-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
-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
-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)
-Go over character matching
assignment- Homework check
-Students get the period to work
on their Comic and Rationale
assignment in the library.
question assignment.
(Based on an existing
worksheet I have been
given from a teacher)
-Textbook Pages: 263268
-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
-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:
https://www.youtube.com/watch?v
=_dwL9lqVBxY
-A barter game to show students
trade was powered by commercea new commercial way of life was
developing in towns. Show
students how money starts to
resemble power and its
consequences on feudalism (4560 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
-Graphic organizer for
students to use while
taking notes
-Overhead projector
-Transparencies
-The Essence of Money:
YouTube clip:
https://www.youtube.com
/watch?v=_dwL9lqVBxY
-Instructions to how to
play the game for
students.
-Teacher made barter
game based off this
game:
http://www.education.co
m/files/422401_422500/4
22475/barter-game.pdf
-Textbook Pages: 269
Formative:
-Participation in the
class game.
-Student reflection
on the barter game
due next classhand in for marks.
6
Lesson 9
The Church
and the
Byzantine
Empire
Date: Feb 26
What lay behind
the all-powerful
Church?
Lesson 10
The Crusades
and Islam
Date: Mar 2
How did the
experience of
crusaders open
up new worlds
and ideas to
medieval
people?
and different forms of
exchanges.
-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
-Explain the causes
and consequences of
the crusades
-Analysis the effect of
commerce on trade
routes, settlement
patterns, and cultural
this question. This will be an
entrance slip for next class.
-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.
-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
-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: 282294
Formative:
-Student reflections
from the barter
game are
collected.
-Participation in
brainstorming
activity.
-Students are
asked to read 295302 and take notes
for next class
- Idea and
Sources for unit
project are due
-Overhead projector
Transparency of image
on 298, and maps of the
crusades.
-Chart on Causes and
Consequences
Formative:
-Participation in
think/pair/share
-Completing chart
on cause and
consequence of
crusades.
7
exchange.
-Explain the role of
the Church in the
crusades
Lesson 11
Con’t from last
class and the
Magna Carta
Date: Mar 4
How 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
Crusades/ crusaders? (10 mins)
-Teacher led discussion on
Crusades using visuals (20 mins)
similar to lecture: The Crusades
https://www.youtube.com/watch?v
=btd-273E0F0
-Students 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)
-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 using an
information sheet
provided on Islamfor homework.
Summative:
- Unit Project: The
Comic and the
Rationale is due
-Worksheet on Islam
from
pbs4549.org/middleages
Teacher Guide
-Textbook Pages: 295302-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". HistoryLearningSi
te.co.uk. 2014. Web
-Overhead projector
-Transparencies of
visuals and key Magna
Carta facts
-Textbook Pages: 270
Formative:
-Homework check
8
Lesson 12
Unit Review/
Test
Date: Mar 6
N/A
N/A
-Review game: Students are
-Matching glossary terms
handed out either a vocabulary
and definitions.
term or definition. Students need
-Teacher made unit test.
to find their match- once students
 10 multiple
have found their matching pair
choice (2 mins
they have to decide the
per question)
significance of their vocabulary
 3 Short answer
term. They will stand together and
(5 mins per
they will read out their term and
question)
definition and explain the
 1 long answer
significance (25-30 mins).
(10 mins)
-Teacher will hand out test and
have everyone read it over before
they begin- students can ask
questions. Students write test (4550 mins)
-Students who finish early will be
asked to write mark KWL chart on
the middle ages.
Assessments:
Type of Assessment
Weight: (Total of 100 marks)
Unit Test
Comic and Rationale
Viking Worksheet
Viking Quiz
Homework Check
Barter Game reflection
Summative
Summative
Formative
Formative
Formative
Formative
40 marks
40 marks
5 marks
5 marks
5 marks
5 marks
Summative:
-Unit Test
BELOW: SUMMATIVE UNIT PROJECT AND 2 LESSONS WITH RESOURCES
9
-A Medieval Comic Strip and RationalePart 1: The Comic
On 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!).
Examples could be:
 Charlemagne getting crowned
by the Church
 A peasants life in a manor
 The battle of Hastings
 A 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 Title
Part 2: The Rationale
Your 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.
o What larger story does this comic fit into?
o 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?
10
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: /40
Comments:
11
Unit Critical Challenge:
How was society changing in the middle ages and how were the consequences of these changes
significant?
Summative Assessment Objectives:
1. 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.
2. Depending on the students choice of topic they will be either
a. Identify factors that influence the rise of feudalism.
b. Develop an understanding of how social hierarchy influences social, economic
and political aspects of life.
c. Investigate the daily experiences of life for different kind of people in the
Middle Ages.
3. Use library and textual aids to locate sources of information in which the student
will summarize ideas into their own words.
4. Present high quality academic and creative work.
12
Lesson 5: MIDDLE AGES
Unit Critical Question: How was society changing in the Middle Ages and how were the
consequences of these changes significant?
Subject:
Social Studies 8
Lesson Number:
5 of 12
Time:
80 minutes
Critical 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: 263-264
Assessment Plan:
Formative:
-Homework Check
-Participation in brainstorming and group
discussion
-Participation in seatwork: creating their own
feudal manor.
===========================================================================
Introduction:
Teacher Activities
-Homework check.
-Go over questions on the Bayeux Tapestrywill 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?
Student Activities
Time
-Class will go over homework questions
from last day by offering their answers.
Students can correct or add to their
work.
5-10 mins
-Students will raise hand to suggest
ideas of what hierarchy is.
10 mins
13
-Class brainstorm: What is a hierarchy?
Teacher will create a mind map of ideas on
the overhead projector.
Body of Lesson:
Teacher Activities
-Teacher led discussion:
What were the causes of feudalism we have
discussed?
 Charlemagne’s death
 Invasions by Viking and otherspeople believed they needed
protection and landowners needed
defense.
 The battle of hasting
 King William the conqueror- ruled in
France
What 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 king
 Harsh 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.
-Teacher will hand out reading on the
organization of the manor.
Student Activities
Time
- Students will write down notes on a
15 mins
teacher created causes and
consequence chart
-Student will answer questions posed to
the class during discussion
-Students will read handout on the
organization of the manor
-Think/pair/share how does the manor
represent social hierarchies and selfsufficiency?
-Teacher will go over the manor and discuss Students will follow adding notes to
how the manor reflected the goals of
their charts if they see fit.
feudalism at the micro- level.
 Protection from invasions was offered
by the lord
 Control of/ devotion to the churchmost manors had a church
 Strong ranking system- created
social hierarchies.
Will use the overhead projector.
15 mins
5 mins
5 mins
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-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.
Closure:
Teacher Activities
Class brainstorm- In your opinion, which is
the most important class of people in the
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 mins
Student Activities
-Participation in brainstorm
Time
5 mins
Reflection / 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
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Students Reading Exercise: (reading borrowed from teacher)
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Students will get this hand out and can use it when creating their own manor:
The Manor
The 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 village
Each Manor was therefore almost completely self- sufficient
The 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.
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Map of a Manor to go over with students before they draw their own:
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Lesson 9: MIDDLE AGES
Unit Critical Question: How was society changing in the Middle Ages and how were the
consequences of these changes significant?
Subject:
Social Studies 8
Lesson Number:
10 of 12
Time:
80 minutes
Critical 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
https://www.youtube.com/watch?
v=W8n0qAH7nzI
-Transparencies of maps/ visuals of crusades
-Worksheet chart on causes and consequences
Assessment Plan:
Formative:
-Participation in think/pair/share
-Completion of cause and consequence chart in
pairs
Summative:
-Unit Project: The Comic and the Rationale is
due
===========================================================================
Introduction:
Teacher Activities
Student Activities
-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?
-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
Time
10 mins
10 mins
20
Write down as many ideas you have about
the crusades as possible.
based on an image of a crusader. The
will write it down in their notebooks.
Body of Lesson:
Teacher Activities
YouTube clip: Medieval Europe and the
Crusades, Christianity and Islam
https://www.youtube.com/watch?
v=W8n0qAH7nzI
Student Activities
-Students watch short YouTube clip
that introduces the crusades.
-Student will discuss themes they see
in the YouTube clip in pairs.
Time
5 mins
-Students will take notes and ask/
answer questions.
-Students will have a graphic organizer
to follow along with teacher.
15 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 Jerusalem
 Jerusalem: 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 fight
 Peasants can make a name for
themselves, change their social
status
 ONLY 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
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and either successful or not
successful in terms of the Christian
perspective.
 1st crusade is successful: they do
retake Jerusalem from the Muslims50 years of Christian control.
 2nd and 3rd crusades: not successful,
either losing land or not gaining any.
Jerusalem belongs to Muslims now
 Christian leader: Richard the Lionhearted
 Muslim 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 successful
 Known for barbaric against Muslims
and even Christians
 Wars waged in the name of religion
 Pope and Europe do not admit that
they lost- but they stop asking for
people to join the crusades
-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 Land
 Pop Urban II calls for Christians to
join Crusades
 Byzantine Empire (Christian) afraid of
Muslim invasion
Consequences:
 Trade increases between Middle
East and Europe
-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 mins
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Crusaders have more information
about Islamic religion-however mostly
fear and resentment. Bring Ideas and
knowledge home.
Crusaders bring new goods to
Europe
Many crusaders died. Kings gained
more land and more power after the
crusades because the knight’s land is
given back.
Closure:
Teacher Activities
-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
Student Activities
-Participate in class discussion
Time
10 mins
-Take notes on the format of the test
5 mins
Reflection / follow-up/ next steps:
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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
https://www.youtube.com/watch? v=W8n0qAH7nzI
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-Transparencies of maps/ visuals of crusades teacher led discussion:
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-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?
1st
2nd
Crusade
What did he do?
Where the crusades successful?
and 3rd Crusade
4th Crusade
What did he promise?
5-9th Crusade
Who 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?
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-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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