Unit Title Medieval History ‖ Lesson Title: European Culture in the

Middle Ages

Goals & Objectives:

Goals:
Students will understand and develop skills to analyze a primary source picture. Students will
also comprehend their knowledge and develop critical thinking skills
Objectives:
 Students will develop research skills and develop analytical skills
 Students will gather in groups to analyze what they found about the image and
communicate as a group what the image is about.
 Students will gather their evidence and present it in class to discuss why the image is
significant and why the image is important to recognize in the time period.

California State Content Standards

Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Europe
Understand the importance of the Catholic church as a political, intellectual, and
aesthetic institution (e.g., founding of universities, political and spiritual roles of the
clergy, creation of monastic and mendicant religious orders, preservation of the Latin
language and religious texts, St. Thomas Aquinas’s synthesis of classical philosophy
with Christian theology, and the concept of “natural law”).
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.

Driving Historical Question

What were the effects of the Christian crusades and the impact it had with the social
structures of Medieval Europe?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10

Anticipatory Set: Provide students an example of a modern primary source in the
classroom. Have students understand the definition of a primary source during the time
period. Have students discuss in groups examples of primary sources that were found in
ancient china and Christianity from previous lessons.

Vocabulary (Content Language Development) ‖ Time:

The Magna Carta

Henry II
Joan of Arc
Reconquista
These key terms will be addressed with the primary source exercises that student will
analyze in the classroom.
 Students will gather in groups to complete a crossword puzzle and attached there
will be the key terms that are going to be introduced in this lesson. As students
finish the crossword puzzle we will discuss the significance in class and how it will
contribute with the impact of the time period.

Content Delivery (Method of Instruction) ‖ Time:30 minutes

This lesson requires primary-source analysis as the target of instruction. Describe

how the teacher will introduce and utilize primary sources to teach about new topics or
inquire about the past. Discuss how the teacher will build context for the lesson (i.e.,
what background information is needed for students to make sense of the primary
sources they will analyze?  Describe how the teacher will deliver this content
(presentation, reading, timeline, etc.). Also explain what primary analysis
framework/model or strategy you will use (For example, one model is: source, context,
close read, collaborate).

The lesson will be introduced with showcasing various examples of what are primary
sources. We will work in the classroom analyzing the first primary source and seeing
what makes a primary source. After the first classroom example, students will analyze
two primary sources in groups and distinguished what the sources are about. The
background information that is needed in the exercise is based upon previous
knowledge and critical thinking skills. The primary source analysis will correspond with
students gaining skills to develop and be able to analyze sources that are going to be
introduced in the unit.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: 30 minutes

Students will have two activities regarding analyzing an image of the time period. Students
will communicate and answer the questions regarding both photos and use their skills to
describe the images. The images are based upon the time period and showcases the style of
the time period. Students will complete the documents and summarize what they saw in
the images that were analyzed at the time period.

Lesson Closure ‖ Time: 10 MINUTES

Students will discuss as a class what they stood out to them of the primary sources.
Students will write a quick write on based what they learned from analyzing the primary source

Assessments (Formative & Summative)

Assessments: Formative- During the lesson closure I will monitor how students viewed the
primary sources. The main information that will be looked upon is based upon what they saw
and how they analyzed the images
Summative Assement:_ At the end, students will hand in their analysis worksheets showing
what information they found in each primary source they analyzed.

Accommodations for English Learners, Striving Readers and Students with Special Needs

Many of the primary sources are photographs which will help accommodate the EL and Striving
Readers’ needs. The photographs allow the students to analyze the source without having to
read any additional information. Students with special needs will be given extra time to
complete the assignment and any other accommodations as needed.

Resources (Books, Websites, Handouts, Materials)

-Crossword Puzzle Handout
-DocsTeach
Textbook