In this unit on Medieval Europe, students used the Studentsavvy lesson with a collaborative model, California Content Standards, and Common Core Standards in History to build a working watermill.In this task students will be working in groups of four. They will have three sessions to complete the task.

Time Frame one week

CALIFORNIA HISTORY CONTENT STANDARDS

7.6.1. Study the geography of Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in 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.

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

RST 3. Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.

RH 5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

Students will have three sessions to complete their tasks. They will be given a set amount of supplies to complete their task. The first session will be a planning session where students will devise a mental model of their project and draw a sketch of it. (DOK LEVEL 3) They will also predict any problems and try to address them before the build session. The second session is the build session. Students will have two periods to build their models.  (DOK LEVEL 4) The third session will be the test and reflection session. In front of the class, students will test their model and then will write an individual reflection, not only on their model-building process but will also address Growth Mindset prompts to help them identify their learning process and position on a team project. DOK LEVEL 3)

In this unit on Medieval Europe, students used 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 background essays and assorted documents to gather evidence for their projects.  All documents will be examined using close reading techniques. 

Time Frame four to 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 the global population.

  COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

RH 1. Cite specific textual evidence to support the 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 techniques, 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 of Medieval Life provided in class. DOK LEVEL 3

Students will also incorporate a symbol or icon that is relevant to today's world and bring an object that is culturally relevant to them, their family, or their personal history into the story.  DOK LEVEL 4

Students will use a class word wall and determine 6 class-identified vocabulary terms from class analysis of primary and secondary sources, to include in their stories. These words must be divided into Tier 1, 2, and 3 vocabulary. All vocabulary words must be used in context and correctly in their narrative.

Students wrote their original stories and then pitched their ideas to the class to help clarify the ideas. each student had to present and then listen to other students present and comment on their topic to help them improve. Class presentations are posted below.

This project allows the students to show their understanding of the California Content Standard and connect the ideas and lifestyles of the Medieval person to current world events and their own lives.

Projects are posted below by period.