TABLE OF CONTENTS

3s

Unit 0: Rules, Procedures & Themes

China: Global Studies Lesson Plans and Units

Unit 6: China

Middle Ages WebQuest

The Process

IN COLLECTION
The Process:

You will journey through the three stages of this WebQuest in the coming weeks. Be prepared to work hard individually and with your teammates. Use your skills of comprehension, analysis, synthesis and creativity to learn about European society during the Middle Ages while comparing it to our society today.


Stage 1: Reading & Research
 

Reading: Start reading K.M. Grant’s Blood Red Horse.


Mind Map Creation for Research Note Taking: Each team member creates a Mindmeister mind map using the title “8hums-yourname-Medieval”. Share the mind map with your teacher. Your teacher will demonstrate how to add "nodes" to your mind map for each category of questions listed below where you will add the questions and then use the "note" tool to record your research.

Lessons: As you do your research at times in the classrooms and in the library, your teacher also be using class time to present lessons to supplement the reading from your textbook. The following are some of the lessons to be provided.

Research: You will use the Resources section below to access information for your research to answer the questions below. Remember to record your findings in your own words in your Mindmeister mind map while also writing down the source with the proper citation format. Some questions overlap categories so work to answer all aspects of each question. And remember to add your own questions and answers to your mind maps.

-Social and Economic-

  • What were the different classes living in and around the manors?
  • What was the manor? Describe what life in general was like in the manor.
  • There were many jobs/crafts for artisans in the towns. Make a list and description for as many of their jobs as you can find.
  • What was the role of women in society? How did their rights compare to those of men?

 

-Political (government)-

  • What form of government did castles tend to uphold? How?
  • What were the various forms of government?
  • What were some of the various laws that people lived by?
  • What did the government provide for the people? Go into great detail.
  • What did the government not provide for the people? Go into great detail.

 

-Religion-

  • What was the main religion in Europe during this time?
  • What was the role of the Church in people’s lives?
  • What were the Crusades mainly about? Go into detail to describe each one.
  • What did the Crusades say about the power of the Catholic Church in peoples’ lives?

 

-Arts-

  • What were some examples of art and music from this time?
  • Were the Middle Ages really that dark in that there were few cultural, technological, and other advances? Take a position and write a short essay to support your argument. This will be a blog post assigned by your teacher.

 

-Technology & Science-

  • What were some technological advances during this time? Look at architecture, warfare, medicine, etc.
  • Why were such massive churches know as cathedrals built?
  • What were examples of medical practices? How effective were they?
  • What was the Black Death? What caused it? What were the effects? What lessons can we learn to help us with pandemics today?
  • What are some ways our modern weapons were developed from the examples you offer?

 

Vocabulary: Add the following words to your mind map and fully define them.?

  • Castle
  • Manor
  • Kingdom
  • Feudalism
  • Chivalry
  • Gothic
  • Guild
  • Knight
  • Lord
  • Magna Carta
  • Hundred Years’ War
  • Cathedral
  • Charlemagne
  • Pope Urban II
  • Papacy
  • Artisans/Specialists- baker, goldsmith, furrier, mason, merchant, etc.
  • Serf
  • Secular
  • Crusades

_______________________________


Stage 2: Evidence of Learning (Assessment)


Research Check In: Once everyone completes his/her research, you will work with a partner to prepare to teach a lesson of your answers to some of the research questions. You will draw from a hat a set of question numbers (e.g., 1-5, 6-10, etc.) that you and your partner will design your lesson around. Your classmates will be taking notes to improve their answers for the questions each partnership presents.

Essential Questions Podcast: The team leader is to create one mind map in Mindmeister entitled “8hums-EQs-team name” and share it with the other team members and your teacher. Review your research and talk to each other about the essential questions. You are to add your ideas and possible answers to the essential questions listed below using your newly created map.

 

-What do governments do? What does government provide that we cannot do ourselves?
-Why live together?
-What holds us together?

Once your team feels the mind map has enough information, you are to finalize your answers and reactions to the essential questions. The team then plans out how the format and structure of what will be discussed in the podcast. You are to then record the discussion where you talk with each other about your team and potentially individual answers (you don’t have to agree on your answers).


You are to include the following in your podcast:

  • Intro music that is appropriate for the purpose of the podcast
  • Clear introduction of your team name and members
  • Clear statement of each essential question before you start answering it
  • Full discussion and answer for each question with supportive details and examples
  • Each team member is to participate equally in the recorded discussion
  • Sign off to bring closure to the podcast
  • Closing appropriate music
Use the Essential Questions Rubric to guide your effort.


Reenactment Activities: You will use your new knowledge to portray your Medieval character/role in several simulations. Your teacher will be sharing specific events and problems for the class to work with in playing your respective characters. The teams now will now be seen as “kingdoms or queendoms” in competition with one another. Your teacher will roll out these simulations in the course of this unit/WebQuest.

  • Simulation I
  • Simulation II
  • Simulation III
  • Simulation IV

Podcast of Your Character Role Play:
Students must work with a partner from a different class of society for this project. You and your partner are to use Google Docs to write a script for your podcast drawing on the comic strip you created in simulation 2 while expanding it to answer the questions listed below in your recorded conversation. Create a Google Doc with your partner and name it “8hums-your names-podcast”. Share it with your teacher and team members to peer edit it. You will use Garageband to record a podcast to fully describe what your position in the Middle Ages was like and how you related to other people in society. Describe all aspects of your life including clothing, your daily diet, your job, your home life, etc. Remember that you will work with a partner who is playing a character of a different class.

In addition, work to answer the following questions: ?

  • What did the government provide and not provide for you? In other words, define the role of the government in your life.
  • Why did people in your society live together? What did they offer one another?
  • What was my role in society? What did I contribute to the fellow members of my society?
  • How were your two characters connected to each other in Medieval society?
Use the Character Role Play Podcast Rubric to guide your effort.
_______________________________


Stage 3:
Application of Learning


Our Society Video:
You will partner with a classmate to create a video that communicates your understanding of modern society and its structure here in our city. By drawing on your understanding of the systems in place in Medieval cities and manors, you will be able to apply your learning to the modern day. Start by creating a Google Document entitled “8hums-OurSociety-your names” where you record your questions and ideas about the relationships and structure of our society. Share it between the two of you and your teacher. You will interview a variety of adult citizens (family members, people on the street, shopkeepers, city employees, etc.) using the questions you create to learn about their roles (job, community involvement, religion, leisure/hobbies, etc.) and relationships that provide the structure for us to live together in our community.

Some potential questions are:

 

-Who do they depend upon outside of their families?
-What services do they provide other members of our society?

You will take photographs (with their permission) and potentially draw images of individuals and/or scenes that depict the social, economic or governmental structures of our community. Using your notes from your interviews, you will provide narration for the images in your video slideshow.

The video will also include opening and closing scene titles along with music that you create. Use a section of your Mindmeister research mind map to storyboard the scenes as you plan your video as well as to write the script for each image by using the Note tool.

Use the Video Slideshow Rubric to guide your effort.

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