Unit Plan Differentiated Instruction Is Highlighted in Yellow

Ms.
Flaherty – Unit Plan on the Middle Ages Page 1
Ms. Flaherty
th
9 Grade World History
The Middle Ages Unit
- How was life different for common people versus those within a castle?
- How did the Church and crusades change the lives of those in Europe and people
in the Holy Land?
- How did the bubonic plague change the lives of people in the middle ages? What
about our lives today?
- How did witchcraft accusations and trials affect medieval life?
- Why was discovering new lands and trade routes important to certain people in
the Middle Ages?
This 9th grade class is a mix of sixteen females and fourteen males. They sit in pod
formations around the room in order to foster better group work, empathy and classroom
help, and getting to know one another. The students attend a Catholic high school where
they each have a laptop through the program that allows better development of
technology skills and interconnectedness. Most of the students are at or above their grade
level in reading, though some students are not strong readers and fall behind.
Adjustments are made for some students such as audio notes the night before, graphic
organizers, or the option for other assessments allowing for multiple intelligences. They
are a generally respectful classroom and have not given any substitutes any problems thus
far. Most students seem eager to learn in my classroom and often set the standards high
with work they turn in.
Ms. Flaherty – Unit Plan on the Middle Ages Page 2
_____________________________________________
Day 1: The Ins and Outs of Castle Walls
Class: World History
Grade Level: 9th grade
Unit: Medieval History Lesson 4
Teacher: Ms. Brigid Flaherty
Iowa Core State Standards (ICSS)

Compare various systems of government, such as monarchies,
democracies/republics, empires, and dictatorships, and their methods of maintaining
order and/or control. (21st century skills)
21st Century Skill(s)

Apply digital tools to gather, evaluate, and use information.
Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct
research, manage projects, solve problems and make informed decisions.
National Standards
Social studies programs should include experiences that provide
- for the study of the past and its legacy.
- the study of interactions among individuals, groups, and
institutions.
- for the study of people, places, and environments.
Essential Question
How was life different for common people versus those within a castle?
Objectives
By the end of class today, students will have used a Webquest to discover more about
medieval life, particularly in a castle. Students will be able to define certain parts of the
castle as well as describe what life was like for the inhabitants. This sets a background for
future lessons in the unit.
Assessment
Entry/Exit slip
Pre-assessment for unit (very short multiple choice)
Keeping up with notes
Worksheets from the Webquest
Notes for homework (checked at next class)
Anticipatory Set – 15 minutes (5 for writing, 2:16 for video, and rest for drawing)
On the board: write down 5 things you know, or think you know, about the Middle Ages.
Save for an exit slip at the end of class!
Pre-Assessment – 10 minutes on Google Forms to record what students have prior

knowledge of before entering into the unit (questions tend to focus on the later lessons so
that there’s adaptability).
https://www.youtube.com/watch?v=ZMU4cDecq7U&t=2m15s – Jousting Video. A man
and horse are barreling down the course at you with a lance pointed at your shoulder-
could you do it?!
Each desk will have a basic crest outline on it.
Design your own family crest: decide what is important to you and your family. Markers
and colored pencils will be at the front of the room. These will be hung up along the
walls of the classroom. If not finished, feel free to take it home and finish it there- just
bring the crest back for the next class!
Teaching: Activities – 60 minutes student centered, student led, technology based

Time for a Quest… a WebQuest! (would have it downloaded and printed for students)
Students may work individually or with a partner, but the teacher/substitute must
circulate to answer questions and to make sure students are doing their independent work
(or that not one partner is doing all of it)
https://www.teacherspayteachers.com/Product/Medieval-Manor-Life-Webquest-820996 )
From History Ninja, students will explore life in a typical medieval European manor through an
investigative online quest. Students will learn about the various buildings, activities, people, and
vocabulary of manor life using an interactive website based on an actual primary source diary.
Questions have headings to guide and focus the students' explorations. This activity utilizes Word
so you can alter the pages to your students' specific needs.
Closure – 5 minutes
Use the last 5 minutes to write down 3-5 things you actually learned about the Middle
Ages today on the Webquest! Turn in the exit slip as you leave the class.
Independent Practice
Students will watch Crash Course European History #1 https://www.youtube.com/watch?
v=rNCw2MOfnLQ
They should take basic notes, mainly focusing on the main events along with their dates.
I will check notes when they come to class next as part of an assessment
Materials
Webquest worksheets and directions
Printed outlines of crests
Markers and colored pencils
(students will have their laptops and chargers)
Duration
Anticipatory: 15 minutes
Teaching/Webquest: 70 minutes
Closure/Exit Slip: 5 minutes
“I Can” Statement
I can describe what life was like in a castle in the middle ages and point out different
parts of the castle.
Modified from Madeline Hunters Lesson Plan Design
____________________________________________
Day 2: The Church and Crusades

Compare various systems of government, such as monarchies,
democracies/republics, empires, and dictatorships, and their methods of maintaining
order and/or control. (21st century skills)
SS-WH.9-12.19
Explain the influence of human migrations on patterns of settlement
and culture

- Adapted for an illustrated manuscript/non-digital project
National Standards
Social studies programs should include experiences that
provide
institutions.
Essential Question
How did the Church and crusades change the lives of those in Europe and people in the
Holy Land?
Objectives
By the end class today, students will understand what crusades are, as well as the
church’s role in the crusades. Students will be able to summarize what happened in the
crusades and even list some of the effects of those ‘holy wars’.
Assessment
Participation in debate (or work in formulating arguments/engaging in conversation). At
the end of class students will investigate or question things about the crusades that
interested them most. They have to research and keep track of their sources by putting
these into a WordDoc and sending them to the teacher.
Anticipatory Set – 5 minutes think-pair-share
On the board, the teacher’s own pictures of Saint-Chapelle in Paris. The stained glass will
come in as an example…
Who do you think received education in the Middle Ages? How did others learn? When
would learning become common? Think, jot down your thoughts, and discuss with a
neighbor.
Saint-Chapelle windows in Paris record ‘the history of the world’ until about 1240.
Teaching: Activities – 60
Tableau : 25 min activity/movement learning, changed/flexible groups
Most people in the Middle Ages were not educated- even kings were illiterate! Many had
to have people to read documents to them- talk about trust! Monks and priests were
among the few people who were educated in the Middle Ages. Eventually kings and
queens became more educated, though they only really learned to read so that they could
study religious texts like prayer books. Later in the Middle Ages, universities were
established so that more people could become educated (still only men from wealthy
families or religious) and even a few women took up writing and publishing. So what
about those common people? They learned Scripture not only by hearing Bible stories at
Mass, but also through stained glass windows! Pictures!
Students will be broken up into six groups of five. The teacher will randomize the groups
as to mix them up so that students are not working with the same people who they may
choose to or have worked with in the past.
Tableau: in their groups, students will work together to create a tableau or living
picture (cannot move). They will select a Bible story (teacher will walk around and make
sure that no one else is doing the same one as well as check notes from the previous
night). Groups will have 10 minutes to plan or practice their tableau, and the other 15
minutes will be divided into presentation time for the 6 groups to pose and have
classmates guess what they are depicting.
Notes/Lecture with follow along graphic organizers – 20 mins graphic

organizer/note taking
Debate about the Crusades – 15 mins vocal, argumentative, student groups mixed,
student led
The Crusades: Worksheet for PowerPoint
(edited from https://www.npsd.k12.nj.us/cms/lib04/NJ01001216/Centricity/Domain/111/The%20Crusades%20lesson%20plan.pdf)
What were the Crusades?

____________________________________________________________
Causes of the Crusades:
1. What 3 religions trace their origins to Jerusalem? Complete the chart below to
name each religious group and describe its connection to Jerusalem:
Judaism (Jews)
Jerusalem is the site of the crucifixion and

resurrection of Jesus
Islam (Muslims)
1.
2. How did the pope get people to join the Crusades?

The pope offered people incentives or things to encourage people to join the
army of the Crusades. Read the explanation below and find at least 3 ways Pope
Urban II encouraged people to fight.
The pope made a famous speech at a place called Claremont in

France. He said any man who fought in the Crusades would be
given a plenary indulgence. An indulgence was a special
blessing that would save the sinner from some punishment for
his sins in the afterlife. In other words, soldiers who fought in
the Crusades would earn rewards in heaven for killing their
enemies. He also said citizens who fought would not have to pay
taxes. Serfs (poor people who served a master) would be freed
to fight, and prisoners would be released from prison if they
promised to fight for Jerusalem.
Incentives to fight in the Crusades

The First Crusade (1096-1099)
4. What was the goal of the armies of the First Crusade which set out in 1096?
_________________________________________________________
1. Create a timeline describing the progress of the armies of the First Crusade.
Where did they go and what happened there?
2. The Crusaders had to fight to take over walled cities. They laid siege to the city
of Antioch for nine months. What did they do to take control of Antioch?
____________________________________________________________
____________________________________________________________
____________________________________________________________
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3. What were some of the weapons used by the Crusaders?
4. The textbook describes the Crusaders as merciless or cruel and unforgiving

fighters. Read an excerpt from a text that was written by an actual crusader to
describe the siege of Jerusalem. Highlight words and phrases that describe
merciless fighting:
Taken from Gesta Francorum (The Deeds of the Franks):

The defenders fled along the walls and through the city, and our men
pursued them killing and cutting them down as far as Solomon's Temple,
where there was such a massacre that our men were wading ankle deep in
blood ... Then the crusaders rushed around the whole city, seizing gold and
silver, horses and mules, and looting the housing that were full of costly
things. Then, rejoicing and weeping from excess of happiness, they all came
to worship and give thanks at the sepulchre of our saviour Jesus. Next
morning, they went cautiously up the temple roof and attacked the Saracens,
both men and women [who had taken refuge there], cutting off their heads
with drawn swords ... Our leaders then gave orders that all the Saracen
corpses should be thrown outside the city because of the stench, for almost
the whole city was full of dead bodies ... such a slaughter of pagans had
never been seen or heard of, for they were burned in pyres like pyramids,
and none save God alone knows how many they were.
BEFORE COMPLETING THE SHEET: THERE WILL BE A DEBATE. THE

TEACHER WILL SPLIT THE ROOM IN HALF. One side will have to defend the
crusades while the other will have to condemn it. Use what evidence you have learned in
class so far, as well as past lessons on weapons/medieval life to form arguments. Teacher
will make sure everyone participates at least by forming arguments or being engaged, or
by making the arguments aloud.
1. If the First Crusade began in 1096 and the Fourth Crusade ended in 1204, how
many years did the Crusades last?
_______________________________
2. The goal of the Crusades was for Christians to recapture the Holy Land. Did they
achieve their goal? _______________________
3. What were 2 lasting problems caused by the Crusades?

_________________________________________________________
_________________________________________________________
4. What were 2 good things that happened as a result of the Crusades?

_________________________________________________________
_________________________________________________________
Closure – 20 minutes inquiry based, questioning, student driven/centered

What other questions do you have about the Crusades? What interests you the most?
Weapons? Disease? Culture? Religion and indulgences? Do some research into what you
find most interesting and write it in a WordDocument. Don’t forget to record your
sources! When time is called, email the document to the teacher!
Independent Practice tiered assignment, art based and writing, hands-on
Create your own illuminated manuscript: using your nicest handwriting and most creative
skills, create your own illustrated manuscript. Stick to basic colors but feel free to add
gold or silver accents. Decoration must be plant, animal, or people based (nothing
modern). You are a scribe who is creating a beautiful 1 page copy of:
- Tier 1: a Bible story. Choose a Bible story to write (for the assignment it can be
word for word from any translation/copy of the Bible). Effort must be put forth in
decoration with color and design.
- Tier 2: a crusade story. Using information from today’s lesson, write a crusade
story and illuminate it. Effort must be put forth in decoration with color and
design.
- Tier 3: your own story. It may be based on information learned in the last two
days or simply create your own legend (think similar to King Arthur). It must
make sense/be coherent so please nothing too random. Effort must be put forth in
decoration with color and design.
These creations will be at least one page long on non-lined paper (take some from the
front of the room if you do not have any at home). Your handwriting should be very neat
(the monks had to do 150 genuflections for messy writing or mistakes!) and a normal
size- what the instructor means is nothing too ridiculously large so that two sentences
take up most of the single page. These illuminated manuscript will be hung below your
family crests around the room. The instructor will post the link to examples (from the
Loras College Rare Books Collection) on the GoogleClassroom for reference. The
instructor will have a few gold sharpies available early in the morning before the first bell
rings as well as before the class bell for the next lesson.
https://drive.google.com/drive/folders/1oNXPsvHXNoneBk8pykTLSoyrJaP61m6n
Materials
Laptops and chargers.
Gold sharpies and printer paper for students to use
Regular markers should the students need them
Printed graphic organizers (the one above)
Duration – 90 minutes
Anticipatory: 5
Teaching:
- Tableau 25 mins
- Lecture/graphic organizer 20 mins
- Debate: 25 mins
- Closure/Inquiry: 20 mins
o Homework explanation: 5 mins
I can summarize what happened in the crusades and explain some of the effects of the
crusades and how the Church played a role.
______________________________________________
Day 3: The Plague and the Reformation

SS-WH.9-12.19 Explain the influence of human migrations on patterns
of settlement and culture

Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities.
Demonstrate functional health literacy skills to obtain, interpret, understand and use basic
health concepts to enhance personal, family, and community health.
Apply critical literacy/thinking skills related to personal, family and community wellness.
National Standards
provide
institutions.
Essential Question
How did the bubonic plague change the lives of people in the middle ages? What about
our lives today?
Objectives
By the end class today, students will understand the severity of the bubonic plague and
state where it came from. Students will be able to summarize how the plague changed
Europe and connect it with how we treat diseases today.
Assessment
Red/yellow/green card to check for understanding during lecture/notes. Teacher will
circulate to check notes/graphic organizer and check-in with students.
Anticipatory Set – 10 minutes Rally Robin (stand up and share)
On the Board (spaced appropriately so easy to read; I will read aloud for those who
cannot see well or who have a harder time reading):
"Ring around the Rosie": Infected people broke out in a rash on their arms and neck that had red
ring shaped marks with dark center spot that looked like a rose. They would then get a high fever,
become unconscious, and finally die. "Pocket full of posey": People carried flowers, often posies,
to cover the smell of the dead and dying. "Ashes, Ashes": People would burn the houses of people
with the disease in order to try and stop it. Whole villages were burned down. The sky was dark
with the ashes of the burnt buildings. "We all fall down": The plague filled villages and cities
alike with dead and dying victims. People would collapse in the streets and be left lying there.
People were afraid to touch them or near them.
Medieval people thought that the plague was a punishment from God. They did not know that
fleas transmitted the disease from infected rats to people. They often repented, prayed and
punished themselves in an attempt to stop the plague.
Today we have a vaccine against the plague as well as anti-biotics.
The Bubonic Plague: How many people do you think died of the Black Death? What were some
challenges or problems that then began to form in medieval society? How did people react?
Rally Robin with a neighbor! Don’t look up the answers!
Teaching: Activities – 70 min technology based, hands-on, group work, movement

Don’t catch the plague! Quiz online – 5 mins:
http://ks3historygames.co.uk/Black_Death_Quiz/Black_Death_Quiz.html
Lecture/Notes – 15 mins: have pre-printed notes for students with fill in spaces for
different parts including how many people died in the Plague, the symptoms/what it was,
and the hardest hit areas. Check red/yellow/green tent card for understanding! Life
changed drastically when the plague came to Europe. Once notes are finished, the
teacher/substitute will create six groups of four students and leave six to take on other
roles. (activity taken from reddit with teaching questions).
Activity – 30 mins: Create 6 cities (groups) and make 6 students traveling storytellers [they
will talk about their legend or story they wrote and illustrated the day before]. Name each city after a
medieval city: London, Paris, Rome, Milan, Barcelona, Prague, and Florence.
Each city has a container that they can't see into. Each storyteller has a bag they can't see into. Have
the marbles divided up by color; black marbles will represent the Plague.
At the beginning of the class, have one or two storytellers have most of their marbles be the
plague color (black). Then they take a turn. Have the storytellers move from group to group (city to
city) and talk about their stories or what interests them most about the Medieval Period thus far. In
response a citizen from one of the European cities will share a bit of their story or what has interested
them the most.
When each storyteller gets to a new city, each city takes a number of marbles from the
merchant and puts it into their city collection and the traveler takes the same back. At the end of each
turn, have each group member take a marble from the collection. When a person has 4 plague marbles
(black) they are eliminated and must put two of their marbles randomly back into their town's
collection- the disease would continue to spread. Have those who have died of the plague stay in a
separate part of the room (encourage them to sit on the floor) so that the class can see the
change/disappearance.
Second Lecture and research: 15 mins - graphic organizer and student

inquiry/student led Using the graphic organizer pictured above (higher quality in form,
this version in lesson plan got blurry), students will be able to document and keep up with
the short lecture pertaining to the effects of the Black Death on European life. The
students will then seek out more effects based on what they have been learning in class
thus far. Use red/yellow/green tent card to check for understanding!
Martin Luther and the Reformation – 5 minute video. Some notes encouraged, though
more detailed ones must be taken at home during a ‘flipped classroom’ where I will
voice-over a power point detailing some of the reformation/religious fighting of the time.
Notes will be checked at the next class for completion.
https://www.youtube.com/watch?v=FhGGjRjvq7w
Closure – 10 minutes read aloud, shared aloud

Today’s real-world implications: we’ve seen the statistics. The Black Death wiped out
about half of Europe’s population. How would that be portrayed in the media today?
Would you trust scientists as they worked to save people or would there be chaos? Do
you think if vaccinations stopped this disease and others like it could return? Will there
ever be another ‘plague?’
The teacher will pull up this article from May 3, 2019 and read some
highlights from it to connect it to our world today. https://www.newsweek.com/bubonic-
plague-terrified-tourists-quarantined-after-black-death-outbreak-1413945
Independent Practice flipped classroom, audio/visual learning, creating graphic

organizers
Flipped Classroom and note taking. Notes will be checked by teacher at next class. The
flipped classroom PowerPoint is on the Google Classroom and can be watched/listened to
multiple times. Drawn graphic organizers for the Protestant sects and Catholic Church are
encouraged and work as a second tier to the assignment!
Materials
Printed graphic organizers (the one above)
Laptops and chargers
Glass plant stones/marbles bought from dollar store. Plenty of black colored ones to
represent the plague
12 Bags/boxes that cannot be seen through (for the cities and merchants)
Paper for Rally Robin
Duration
Teaching: 70 minutes
- Quiz: 5 minutes
- Lecture: 15 minutes
- Game/activity: 30 minutes
- Reformation video: 5 minutes
Closure: 10 minutes
I can concisely describe ways that life in Europe changed because of the bubonic plague
as well as recognize and share with others the beginnings of the Reformation.
_____________________________________________
Day 4: Witch Hunts

SS-WH.9-12.23 Critique primary [and secondary] sources of
information with attention to the source of the document, its context,
accuracy, and usefulness of sources throughout world history.

Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and
changing priorities.
National Standards
provide
institutions.
Essential Question
How did witchcraft accusations and trials affect Medieval life?
Objectives
By the end class today, students will learn or increase skills in analyzing primary source
documents as well as feel more at ease with a Socratic seminar in the future. Students
will be able to describe some of the witchcraft trials in Europe as well as some beliefs.
Assessment
Keeping track of participation or interest in the Socratic seminar as well as group work
with primary sources.
The bell ringer sheet of paper is a good assessment from the previous lesson.
Anticipatory Set - 25 minutes

Bell Ringer: students will write on a half-sheet of paper three things they learned
about the plague from the previous lesson and homework.
Anticipatory/Introduction: teacher will pass out ‘witch’ cards that were made by
the teacher based off of ‘werewolf’ game or ‘mafia’ game where the card each person has
is a secret but they have a role. The roles are fulfilled throughout the ‘night’ and at the
end of each night the Town Crier (narrator who guides the people in their roles; teacher
moderates to make sure everything goes smoothly) tells the ‘village’ what happened.
Cards:
- Town crier: the narrator of what happens each night. Asks the people to fill their
roles one at a time, then informs the group in the morning.
- Town gossip: can request to see one person’s card each round (town crier walks
over to show the card quietly)
- 4 Witches: can choose to ‘attack a person’, make livestock ill or die, and ruin
crops for other characters
- Healer: can save someone or a farm animal that the witches have ‘attacked’
- Priest: can preside over a witch trial or convince people to forget about the
witches
- Robber: can steal someone’s card and thus exchange roles
- Villagers: common people with different jobs, just trying to get by in medieval
life.
Teacher: Listen to the directions carefully! For this activity to work, everyone must
follow the directions. It is important to have your head down and eyes closed when the
narrator says so- the game is not fun if you cheat! Listen to the narrator/town crier’s
directions and without making a noise indicate to him your choices for what he asks.
Silence and keeping your eyes closed are important for the fun! Good luck!
Narrator (Town Crier): Life is not easy in this medieval village, but everyone goes about
their lives and their daily routines the best they can. It isn’t uncommon for crops to fail,
children and adults to die, buildings to burn, a well to run dry, armies to attack, a plague
to spread, or livestock to become weak and perish. However, another day passes in this
little village and the sun sets. The people of the village close their eyes and fall fast
asleep.
Witches only, open your eyes and see who else may be a witch. Now, I would like
you to choose someone who dies, if any livestock die, or if crops fail. Point at who you
wish to be affected for livestock or death, but shake your head if you wish nothing to
happen.
Someone who dies?
Do any crops fail?
Does anyone’s livestock become sick or die?
(witches indicate by pointing, or shaking their heads if they do not
wish to choose anyone/anything)
Thank you, put your heads back down. Next, town gossip, please look at me.
Indicate by pointing someone whose identity you wish to learn.
(Town gossip indicates and is silently shown the card by the
narrator who returns it to the owner)
Thank you, put your head back down. Next, healer, look at me. I am going to
point at someone who has had bad luck. They may be sick, dying, or have an animal who
is sick or dying. You may only help one person- if you wish to, point at them.
(narrator indicates the people that the 4 witches chose for
consequences, if any. The healer may choose to help someone or may not)
Thank you, put your head back down. Next, the robber, look at me. Point at
someone whose card you wish to take. You cannot simply keep your own.
(robber will indicate whose card they wish to take and the
narrator will silently switch the cards)
Thank you, put your head back down. Now, village priest, look at me. There have
been some strange activities in the village tonight. Do you want to keep an eye out for
witches and stir up the people’s concern? If yes thumbs up. If you wish to let the strange
happenings go unnoticed and play themselves out, thumbs down.
(Priest will indicate thumbs up or thumbs down)
Thank you, put your head back down. Villagers, the morning has come. Everyone
wake up. Some strange things have happened during the night!
(Town crier recounts what happened throughout the game. The
villagers then are left to deliberate who the witches might be and why they might have
attacked certain members of the village. The people of the village decide who they wish
to put on trial and eventually burn at the stake. Once a decision has been made, the
people chosen must reveal their cards. Until all the witches (or most of the villagers!) are
tried and meet their end, the game may continue (or until 25 minutes us up).
Teaching: Activities - 50 minutes questioning, working with primary sources

Groups of students (4 to a group or so) will be given printed copies of primary sources
from Levack’s second edition of the witchcraft source book (chosen by the teacher for
content and clarity). They will read the article, discuss, and highlight what is important.
Questions to focus on (but not limited to) are:
- Why is this piece unique?
- Is there anything incredibly strange about it?
- Do the people in the article seem to believe that the accused is a witch or do they
seem like they simply hold a grudge?
- What does the accused have to say about this?
- Was torture involved?
- Does it mention folk beliefs?
Groups will then present their findings to the class and hit on main points of the articles.
This is in 27 minutes.
Closure – 20 minutes Socratic seminar, questioning

Scoot the desks into a rough circle so at least most of the students can face one another
(we probably do not have enough time to make a very neat circle). Have someone start
discussion about similarities and differences found in the primary sources (though teacher
may have to prompt at times depending on how comfortable or shy some students are).
Are there common themes? What shocked people the most? Why did this happen? Did
education really help the clergy and elite in these trials? Who is the most responsible?
Independent Practice
Type one page (double spaced is fine) journaling what the witchcraft trials were like at
the time. Picture yourself/pretend you are a villager in Europe during these witch hunts.
What do you do? Are you afraid? What if one of your family members is accused? Do
you support the trials? Turned into GoogleClassroom before the next class meeting.
Materials
- Witch cards (handmade by the teacher based off of werewolf cards or the ‘mafia’
game)
- Primary Source scans taken from Brian Levack’s second edition of The
Witchcraft Sourcebook (ISBN 978-1138774971). I have this on hand. I will make
scans and pass to groups (of appropriate primary sources).
- Highlighters for students to use.
Duration - 90 Minutes
Teaching:
- Reading the source and highlighting: 18 minutes
- Presenting to the class: 27 minutes
Closure:
- Group discussion/Socratic seminar: 20 minutes.
I can describe how the terrors of witchcraft accusations and trials affected medieval life.

________________________________________
Day 5: Moving Towards New Places

SS-WH.9-12.19 Explain the influence of human migrations on patterns
of settlement and culture
SS-WH.9-12.16 Examine the ways in which trade, commerce, and

industrialization affected societies

Demonstrate initiative and self–direction through high achievement and lifelong learning
while exploring the ways individual talents and skills can be used for productive outcomes in
personal and professional life.
Demonstrate productivity and accountability by meeting high expectations.
National Standards
provide
- for the study of global connections and
interdependence.
- for the study of people, places, and environments.
Essential Question
Why was discovering new lands and trade routes important to certain people in the
Middle Ages?
Objectives
By the end class today, students will be able to desrcribe why Europeans looked for new
trade routes and territories, and also list new things that came to Europe because of it.
Assessment
The assessment will be the project introduced today, though the teacher may also take
notes into consideration for assessment. However, the main focus and check of
comprehension is the project.
Anticipatory Set – 15 minutes
Play ‘Whose Lunch is it Anyways?!’ Many foods were introduced to Europe during the
Age of Exploration- in fact most meals were quite bland without the trade of spices and
new foods. What can you find out about the diets of Europeans?
http://exploration.marinersmuseum.org/wp-content/themes/agesofex/games/lunch/
You can also read about some of the inventions from the Middle Ages. What were some
of the most important ones? How did these change lives?
https://www.thoughtco.com/middle-ages-timeline-1992478
Teaching: Activities
Lecture/Notes: 20 minutes. Teacher will lecture from a PowerPoint with interactive
elements (questions/polls of the students throughout). The info sheet below will be
printed out and given to students to help them understand reasons that the Europeans
explored and gives them a hard copy to hold onto.
Research project: 45 minutes. Teacher will introduce the exploration sponsorship project
that is listed on this lesson plan under ‘independent practice’. Student should start
researching now and speak with the teacher if they have questions. They should do their
own work, though brainstorming is acceptable between these ‘explorers’.
Closure – 10 minutes (exit slip)

Take out a piece of paper to journal on and turn in as an exit slip. You are going to a
completely new place: no one has really gone before you. What do you hope to find? Are
you scared or is this the opportunity of a lifetime? Would you rather stay home?
List one specific vocab word and define it in your own terms.
3-2-1 Today: 3 things you learned, 2 things you’re curious about, and 1 thing you’re
confused about. Turn these in as your exit slips!
Independent Practice - choice of using research in writing or in presenting
Gaining Sponsorship: student will have the choice of writing a two page paper or
presenting a short slideshow to the class and myself of why they deserve sponsorship in
the new world, why going is important or your reason for going, what they hope to find
and so on (rubric below). The papers will be turned in and presentations given at the
beginning of the next class, right before the final/cumulative project.
4 3 2 1
Content The project The project Half or just Under half of

includes: includes most more than half the content is
importance of of the aspects of the content is present
going to the listed in the ‘4 present for the
new world, why column’ but is project or
they deserve missing a paper. Content is
sponsorship, couple pieces messy or
feature of a new confusing to the
invention (from Content is audience
the Middle The content is present but
Ages), their present but given in an
lacks in some unorganized or Leaves
intended route,
organization confusing audience
and what they
manner wanting for
hope to find
information and
there. America
clarity
is not
mentioned as it
has not been
‘discovered’ yet
Professionalism Student has a There are few There are The paper
paper without grammatical several errors
shows now
grammatical errors and the throughout the
planning and
errors and paper still reads paper which very little care
spelling errors quite well hinder the flow
for the final
Student has a Presentation is of reading product through
presentation jumbled or has Presentation has structure and
that does not a few errors but misspellings or format.
have errors and overall is is far too Student is
they are well pleasing to the cluttered or almost
prepared to eye. unreadable completely
present it. Student is (please choose unprepared for
Presentation is general colors the presentation
not cluttered prepared for carefully!)
and is easy to presentation
read
Resources Sources are Sources are There are No sources are
cited using listed but there citations but given
MLA citation are some errors they are not in
format. in MLA format MLA format or
really any Sources are
At least one given but only
source is not a format.
in part or
webpage simply a url.
(though it could
be a primary
source from an
online archive)
Sources are
reliable and
credible (as
we’ve discussed
in classes
throughout the
semester)
Convincing (of The paper or The paper or The paper or The paper or
the monarch) presentation presentation presentation is presentation is
includes contains some informational not very
arguments that arguments but not very informational
are well based There are convincing and not
and backed up. elements of There is a lack convincing in
There is good persuasion with of persuasion- arguments
persuasion the stated rather it simply There are no
information states persuasive
information elements.
Materials
Printed info sheets (above)
Charged laptops
Printed rubrics
Duration
Anticipatory – 15 minutes
Teaching:
- Research project start: 45 minutes
Closure: 10 minutes
I understand why Europeans went looking for new trade routes and territories and can
explain it to others.
Cumulative Project – Middle Ages -

multiple intelligences
Students will have multiple choices as to how they wish to be assessed for this unit. Most
are creative/arts based, though traditional options still exist. Please choose ONE.
1. Traditional cumulative test (vocab, multiple choice, true/false, essay, short

answer)
2. Paper – three page paper written using MLA format on aspects of the Middle
Ages that the student believed to shape our world to how we live today
3. Write and perform a ballad for the class describing life in the Middle Ages (music
is highly encouraged and gains more points- more specifics in rubric) as the
travelling singers and troupes used to do. You may work with others for this
4. A longer illuminated manuscript – similar to the one created as independent
practice for the Church and Crusades lesson, but longer and more intricate design
and content. Presented to the class (gallery walk style).
5. Create your own castle using objects from the recycling bin (or the store too) and
make your own regal home. Parts must be the right shape and labelled correctly
corresponding to what students learned in the first lesson on Middle Ages- must
describe why the defenses are strong/accurate (presented to class gallery walk
style).
Extensive rubrics for each project will be posted to the GoogleClassroom. Students
should feel free to choose whichever project they feel the most comfortable with. The
only project listed as having teamwork/collaboration is the ballad, but if you believe you
may have an exception to the rule for other projects please see me.

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Ms.

Flaherty – Unit Plan on the Middle Ages Page 1

Grade Level: 9th grade

Unit: Medieval History Lesson 4

Teacher: Ms. Brigid Flaherty

Iowa Core State Standards (ICSS)

21st Century Skill(s)

Pre-Assessment – 10 minutes on Google Forms to record what students have prior

Teaching: Activities – 60 minutes student centered, student led, technology based

Grade Level: 9th grade

Unit: Medieval History Lesson 4

Teacher: Ms. Brigid Flaherty

Iowa Core State Standards (ICSS)

21st Century Skill(s)

Notes/Lecture with follow along graphic organizers – 20 mins graphic

What were the Crusades?

Causes of the Crusades:

Jerusalem is the site of the crucifixion and

2. How did the pope get people to join the Crusades?

The pope made a famous speech at a place called Claremont in

Incentives to fight in the Crusades

3. What were some of the weapons used by the Crusaders?

4. The textbook describes the Crusaders as merciless or cruel and unforgiving

Taken from Gesta Francorum (The Deeds of the Franks):

BEFORE COMPLETING THE SHEET: THERE WILL BE A DEBATE. THE

3. What were 2 lasting problems caused by the Crusades?

4. What were 2 good things that happened as a result of the Crusades?

Closure – 20 minutes inquiry based, questioning, student driven/centered

Grade Level: 9th grade

Unit: Medieval History Lesson 4

Teacher: Ms. Brigid Flaherty

Iowa Core State Standards (ICSS)

21st Century Skill(s)

Today we have a vaccine against the plague as well as anti-biotics.

Teaching: Activities – 70 min technology based, hands-on, group work, movement

Second Lecture and research: 15 mins - graphic organizer and student

Closure – 10 minutes read aloud, shared aloud

Independent Practice flipped classroom, audio/visual learning, creating graphic

Grade Level: 9th grade

Unit: Medieval History Lesson 4

Teacher: Ms. Brigid Flaherty

Iowa Core State Standards (ICSS)

21st Century Skill(s)

Anticipatory Set - 25 minutes

Teaching: Activities - 50 minutes questioning, working with primary sources

Closure – 20 minutes Socratic seminar, questioning

Modified from Madeline Hunters Lesson Plan Design

Grade Level: 9th grade

Unit: Medieval History Lesson 4

Teacher: Ms. Brigid Flaherty

Iowa Core State Standards (ICSS)

SS-WH.9-12.16 Examine the ways in which trade, commerce, and

21st Century Skill(s)

Demonstrate productivity and accountability by meeting high expectations.

Closure – 10 minutes (exit slip)

Content The project The project Half or just Under half of

Modified from Madeline Hunters Lesson Plan Design

Cumulative Project – Middle Ages -

1. Traditional cumulative test (vocab, multiple choice, true/false, essay, short

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