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Big Question: What was the personal experience of people involved in a Medieval Europe?
Big Question: What was the personal experience of people involved in a Medieval Europe?
In this unit on Medieval Europe, students used the The DBQ Project's curriculum, CHSSP curriculum, and SHEG lessons with a collaborative model and Common Core Standards in History to create a comic or stop motion movie from a specific persona's point of view to examine the big question stated above. Students will examine a background essays and assorted documents documents to gather evidence for their projects. All documents will be examined using close reading techniques.
Time Frame four-five weeks.
Culminating activity: Students will personal journal answering the question, "What was the personal experience of people involved in a Medieval Europe?"
CALIFORNIA HISTORY CONTENT STANDARDS
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
7.6.3. Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order.
7.6.6. Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
7.6.7 Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.
COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12
RH 1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RH 8 Distinguish among fact, opinion, and reasoned judgment in a text.
WH 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences
WH 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WH 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Students will create a comic project that teaches a characteristic of Medieval Life. They will write an original story that teaches that aspect through the story. The comic must contain a title page (picture and title), plot points (intro, conflict, rising action, climax, resolution), and an aspect Medieval Life provided in class.
Students will plan out story using flow map (google spread sheet), then produce a project that is either a comic strip or a stop motion movie. Projects are posted below by period.
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