History Program
TOPIC: Medieval Europe and the Black Deathin Asia, Europe and Africa
(Depth Study: 4b and 6b)
/Stage4
/Year 8
/Duration:
/ 10 weeksDetail:
/ 21 hours/ 25 lessonsHistorical 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?
- What key beliefs and values emerged and how did they influence societies?
- What were the causes and effects of contact between societies in this period?
- Which significant people, groups and ideas from this period have influenced the world today?
- Comprehension: chronology, terms and concepts (ACHHS205, ACHHS148, ACHHS206, ACHHS149)
- Perspectives and interpretations (ACHHS212, ACHHS155)
- Empathetic understanding (ACHHS212, ACHHS155)
- Research (ACHHS207, ACHHS150, ACHHS208, ACHHS151)
- Explanation and communication (ACHHS213, ACHHS156, ACHHS214, ACHHS157)
Key Framing Questions for this unit of work -
/Conceptual Questions -
Content Questions –a)How did trade between Europe and Asia affect those societies?
b)How did the role of the church and the feudal system change throughout this period?
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? / a)How did Medieval European society change as a result of the Black Death?
b)What was the significance of religion on Medieval life?
c)How has the Medieval world influenced our world today?
Outcomes -
/Historical Concepts -
A student:- describes major periods of historical time and sequences events, people and societies from the past HT4-2
- 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 pastHT4-7
- 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
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 aboutthe past HTLS-13
Continuity and change: changes and continuities in the Medieval Period
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
Key Historical Terms & Concepts
/Site Study
- Feudal system
- Monasticism
- Plague
- Crusade
- Christendom
- Moor
- Serf
- Infidel
- Papacy
- Muslim
- Manor
- Page
- Abbey
- Abbot
- Abbess
- Heretic
- Heresy
- Flagellant
- Motte and Bailey
- Pilgrimage
- Treasures of Heaven – British Museum
- The Art of Devotion in the Middle Ages
- V&A Medieval
- Pilgrimage in Medieval Europe
Resources
/Resources –
Books –
Aylett, J. (1991).Medieval realms 1066-1500. 1st ed. London: Hodder & Stoughton.Dawson, I. (1992).The Crusades. 1st ed. Oxford University Press.
Kernaghan, P. (1993).[Schülerbd.]. 1st ed. Cambridge: Univ. Press [u.a.].
Langley, A., Brightling, G. and Dann, G. (1996).Medieval life. 1st ed. London: Dorling Kindersley.
Macdonald, F. and Peppé, M. (1995).How would you survive in the Middle Ages?. 1st ed. London: Watts.
Macdonald, F. (2000).Women in medieval times. 1st ed. Lincolnwood (Chicago), ill.: Peter Bedrick Books.
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 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
Clickview
- Going Medieval. (2012). David Hunt.
- History through Literacy. (1998). Fabian-Baber.
- Knights and Castles - Life Behind the Drawbridge. (1998). [DVD] Classroom Video.
- Moments in Time: Curse of the Rat. (2003). Discovery Education.
- The Worst Jobs in History: The Middle Ages. (2006). Nigel Walk.
- When the Moors Rule Europe. (2005). Timothy Copestake.
- Journey into the Dark Ages: The Black Death. (2013). Ken Follett's.
- Timewatch: The Mystery of the Black Death. (2004). BBC.
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.
Assessment overview
/Depth Study 4 & 6
Medieval Europe and the Black Death /Semester 1
Term 1, Week 6Assessment for learning / Assessment as learning / Assessment of learning
- Students create and present info-graphics – economic features of Medieval World
- Writing of analytical paragraphs about Medieval disease
- Student presentation to class about daily life of men, women and children in Medieval society
- Visual representations – causes and symptoms of the black death
- Source analysis – students create an ebook outlining their source analysis of the Third Crusade
- Students create coats of arms to demonstrate their understanding of heraldry
- Visual presentation of the significant changes in architecture
- Students are able to look at the re-emergence of the flagellants as a consequence of the black death
- Students ask questions that come out of student presentations
- Students are able to work in a group to prepare presentations
- Students are able to work independently to create a timeline on the events of the Medieval Period in Europe
- 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
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
Content
/Teaching and learning strategies
including opportunities for extension activities & adjustments /Assessment Strategies
Formative & SummativeThe way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society(ACDSEH008)
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
- 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:
-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
- Student groups then present findings back to other home groups
- 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.
- 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.
- Students write a series of journal entries showing how knights lived by the Code of Chivalry
- 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.
- Students present findings to the class
- Teacher collects coats of arms and journal entries/ comics on Chivalry
- Infographics can be displayed around the classroom and referred to later in the course when looking at impact of the plague.
Life Skills Content
The features of the ancient to modern world and how it is the same as or different to today
Students:
- use the language of time to describe the ancient to modern world, eg'a long time ago', BC/AD, BCE/CE
- compare the similarities and differences between the present day and the ancient to modern world, using ICT and other sources as appropriate
Students:
- recognise some features of a particular society
- recognise some aspects of everyday life in a particular society
- 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.
- 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.
- Student lists or verbally recalls items, clothes, transport they saw in the film/video clip that we do not use today.
- Student sorts provided pictures or finds pictures on the internet of medieval scenes and scenes from the present into Past and Present
- 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, peasants). Student labels pictures of each or pastes them into a pyramid showing the highest to the lowest in the feudal system.
- Student participates in class discussion on Heraldry. They are provided with a template of a coat of arms and design one for themselves.
Observation of student sorting pictures into past/ present and jobs people perform
Outcomes assessed:
- demonstrates an understanding of time and chronology HTLS-2
- uses sources to understand the past HTLS-8
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
- 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.
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.
- Teacher collections student work to review their understand of the living conditions
Life Skills Content
How people lived in the ancient to modern world
Students:
- recognise some aspects of everyday life in a particular society/empire using one or more sources, egstories, images, multimedia
- explore the practices of a particular society/empire, using ICT and other sources as appropriate, egroles of men and women, crime and punishment, warfare and defence systems