Sams Ubd 10 Day Lesson Oxford Middle 2015

The University of Mississippi School of Education
Written Unit Plan

Understanding by Design (UBD)
Unit Cover Page

Unit Title: Middle Ages and The Renaissance Grade Level:
7th
Subject/Topic Areas: The Middle Ages and The Renaissance in

Europe
Key Words: Europe, Renaissance, Enlightenment, Art, War,
Religion
Designed By: Mr. Samuel Blaine
Length of Unit: 10 days
School District: Oxford School District School: Oxford Middle

School
Brief Summary of Unit:
The students will be learning about the continent of Europe during its war-filled
Middle Ages.
The students will learn about the intellectual enlightenment period that followed
called The Renaissance.
To learn these two unit topics, the students will use methods such as group work,
map activities, videos with questions and writing assignments.
The students will show their learned knowledge by submitting daily assignments,
turning in a performance task, and taking a final unit test at the end.
List and attach Print Materials/Resources

List and attach Internet Resources/Links
Video tool on The Crusades http://www.history.com/topics/middleages/videos/the-crusades?m=528e394da93ae&s=undefined&f=1&free=false
Video tool on Roots of the Crusades http://www.history.com/topics/middleages/videos/roots-of-the-crusades?
m=528e394da93ae&s=undefined&f=1&free=false
Video tool on Who were the Vikings http://www.history.com/topics/middleages/videos/who-were-the-vikings?
Video tool on The Black Death Begins http://www.history.com/topics/middle-
ages/videos/the-black-death-begins?
Video tool on Black Plague Extinction http://www.history.com/topics/middleages/videos/black-plague-extinction?
Video from schooltube on Renaissance
http://www.schooltube.com/video/b0da9ad8199edd3ff8ea/The-Renaissance
Video from youtube on Renaissance - https://www.youtube.com/watch?
v=jciGlPwQ5yw
Contextual Information
1. Knowledge of characteristics of students
Age-Range, Gender, Total number of students
Ages 12-13, both male and female, 23 students on average per class.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)
Out of all our classes we have about 10 that are on a remedial level. Most of the students passing
through my CIs classroom could be labeled between average and advanced with a few remedial
outliers.
Socio-Economic Description
In my classes, I have a students that come from families that are economically middle class.
Typical Demeanor of Students
The students in this school are largely very respectful and polite.
Typical Interest and Involvement of Students
The students passing through my class are mostly interested in sports like football and volleyball
and reading.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
From the learning style survey I created I learned that most students in my class like to learn
either audibly by discussion or with hands on group type activities.
3. Knowledge of students skills and prior learning

The students were in standard 6th grade classes before this year. They did have 5th and 6th grade
social studies experience before being promoted to 7th grade.
4. Knowledge of community and school district (Include a description of the community
and school district)
Oxford Middle School is located in Oxford, Mississippi. Oxford is home to about 21,000
people. Oxford Middle School contains seventh and eighth grade students. The Oxford
School district contains Bramlett Elementary School, Oxford Elementary School, DellaDavidson Elementary School, Oxford Intermediate School, Oxford Middle School, and
Oxford High School.
Oxford has many amenities such as parks for children and families, restaurants, shopping
areas, and the University of Mississippi.
Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks or Common Core Standards.
5. Understand the civil and human development of various civilizations of Asia, Europe, and
Africa from rise to fall.
b. Describe the relationship among various groups of people (e.g., peasants and
aristocracy, dictators and common people, monarchs and subjects, men and women,
Christians and Muslims, etc.) and how it may have characterized the societies in various
regions in Europe, Asia, and Africa from the fall of the Roman Empire through the Middle
Ages. (DOK 2)
c. Analyze the evolution of human rights throughout the history of various
civilizations. (DOK 3)
8. Understand how information concerning prehistoric and historic groups contributes to the
study of a civilizations cultural development.
c. Explain how political and economic changes during the Middle Ages led to the
Renaissance. (DOK 2)
d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g.,
Crusades, explorations, trade, communication, technology, etc.). (DOK 3)
What understandings are desired?

The understandings that I would like the students to learn from this lesson would be:
Understand the religious overtones of the Middle Ages.

Understand that the nature of the Middle Ages was very war like.
Understand the Renaissance was a period of intellectual rebirth
Understand the Renaissance contained a movement away from religion as well as

reforming religion.
Understand that these two periods of European history have impacted the history of
most of the world.
Daily objectives: What key knowledge and skills will students

acquire as a result of this unit? What should learners be able to do
as a result of such knowledge? Include integrated content areas
from the Mississippi Curriculum Frameworks. Label objectives with
the DOK level of learning.
Day 1: TSW draw and label a map showing the invasions into the
Roman Empire. (DOK 1)
TSW show they understand the start of the Middle Ages by answering a
list of questions. (DOK 2)
Day 2: TSW create a spider chart showing they understand details
about feudalism. (DOK 4)
TSW organize a pyramid chart showing they understand the layers of
feudal society. (DOK 2)
Day 3: TSW show they understand what the Black Death and the
Crusades were by answering video questions.
Day 4: TSW demonstrate knowledge of the Crusades by answering
discussion questions and taking adequate notes. (DOK 2)
Day 5: TSW create a narrative showing they can summarize the Middle
Ages. (DOK 4)
Day 6: TSW show they understand a general description of the
Renaissance by answering questions. (DOK 2)
Day 7: TSW make observations about individuals that were important
during the Renaissance. (DOK 2)
Day 8: TSW interpret information given to them about the Reformation
in Europe. (DOK 2)
Day 9: TSW illustrate the paths of famous explorers using a map. (DOK
1)
Day 10: TSW show they understand the material by taking a unit test.
(DOK 2)
Stage 2 Planning Assessment

(Stage 2 completed once for the unit)
Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
Day 1 daily grade on Germanic Tribes Invade the Roman Empire.

Day 2 daily grade on Feudalism Pyramid Chart.
Day 3 the students will get a daily grade on Middle Ages Video Questions.
Day 5 quiz type grade on Middle Ages narrative. (Rubric Attached)
Day 6 daily grade on video questions on The Renaissance
Day 7 quiz type grade on Important Individuals group assignment.
Day 8 daily grade on paragraph showing relationship between reformation and
counter reformation
Day 9 daily grade on Exploration map assignment.
Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
Day 10: Unit test grade on Middle Ages and the Renaissance.
Day 2: The Pyramid Chart of Feudalism can be finished for HW if not finished in class.
Day 5: The Middle Ages Crusades narrative assignment can be finished for HW if not
finished in class.
Day 8: The paragraph assignment on the Reformation can be finished for HW if not
finished in class.
Informal Check(s): List ways you will check for understanding throughout your unit.
Days 1-9 informal questions will be posed to the class as an informal check.
Days 1-9 informal observations as I make my rounds around the classroom.
Days 1-9 polling the classroom for comprehension.
Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)
Make a calendar to outline the objectives taught each day, the activities/strategies used and
the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.
Monday
Tuesday
STAGE 3: Daily Plans

Wednesday
Thursday
Friday
Introduce the
Middle Ages
with a slide
show.
Map activity
tracking
invasions.
Page 640 A
Violent Time if
they finish early.
Introduce
Feudalism with
a slide show.
Work a
Feudalism
Spider chart on
the board. Let
students do a
pyramid chart
explaining
feudalism.
Introduce
Crusades &
Black death
using a slide
show.
Introduce
narrative
assignment
using a slide
show.
The students
will watch
videos and
answer
questions from
the board.
Read Pages.
Introduce the
Reformation
using a slide
show.
Introduce
exploration with
a slide show.
Enrichment
video if time
permits.
Introduce the
Renaissance
using a
slideshow.
Video Questions
on the
Renaissance in
Europe need to
be answered.
Copy vocab.
Introduce
Renaissance
individuals
using a slide
show.
Inventors,
explorers,
thinkers, and
reformers mixed
into groups and
research.
Group activity
on reformers
where students
rotate to
informational
cards.
Vocab Guided
Notes.
Work on
Narrative
project that is
due on Monday.
Narrative story
utilizing a
timeline and
vocabulary.
Rubric Included.
Brainstorm for
the narrative
assignment on
Crusading
church.
Map day tracking

explorers with
questions on the
activity sheet.
Unit test
covering:
The Middle Ages
and The
Renaissance.
Answer
questions.
Outside Resource
I will be using a traveling trunk from the University of Mississippi that

exhibits the world of Ancient Greece.
This trunk will be presented to the class on day six of my ten day unit
because I will be introducing the Renaissance.
The Renaissance was a time of rebirth for many intellectual ideas that
started in Ancient Greece.
I intend to let students pass certain replicas and models around during
the lesson.
Daily Lesson Plan

Day: (Day 1)
Intro/Map/Invasions
Objectives:
MSFW: Culture 8.d. Evaluate the effects of contact among cultures of
Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication,
technology, etc.). (DOK 3)
Materials:
The students need a laminated map of Europe, expo marker, paper towel,
instruction sheet, notebook paper, and pencil.
Opening (Set):
1. Okay class so what did we talk about last week? (Fall of Roman Empire)
2. Today we are going to start another topic called the Middle Ages.
3. The teacher will now use the slide show to introduce the lesson to the
class.
4. Slide 1. Now you might remember us talking previously about the
Golden Age of Islam that occurred in parts of Africa, the Middle East,
and Europe.
5. This Golden Age was a great time for the Muslim peoples, but not so
much for the Christians and peoples of Europe.
6. Slide 2. They were going through what we call the Dark Ages or the
Middle Ages. The period of time it covers is roughly 500 A.D. to 1500
A.D
7. Slide 3 and 4 here. We will learn this week that the Middle Ages of
Europe was a time filled with battle, invasions, religion, and very little
intellectual innovations.
8. Slide 5. As we use a map to track some invasions that took place
amongst certain kingdoms during the Middle Ages, remember that the
Middle Ages in Europe is a time period filled with war and battles.
9. Slide 6. Our objective today is to gain a visual image of what the
kingdoms of Europe would have looked like during the Middle Ages as
war and invasions ran rampant.
10.
Can anyone guess some of the Kingdoms that well be looking at
on the map today? (The Franks, the Germans, the Vikings.)
11.
This information is important because these invasions will
influence Europe which is the continent that directly influences the
history of most of the entire world.
Learning Tasks (Procedures):
A. TTW partner each student up with a nearby student.
B. They should slide their desks next to each other.
C. Let one student from each group come to the front and pick up their
materials.
D. They should each pick up one laminated map, an expo marker, an
eraser, and a set of instructions for the activity.
E. The other partner remaining at the groups desk should pull out one
sheet of paper for both to use.
F. This sheet of paper is used by the groups very regularly throughout the
year.
G. They should know this paper records their answers to any questions
asked by the assignment.
H. TSW then follow the directions on their instructional page and begin to
chart the invasions that took place during the Middle Ages.
I. The assignment activity page tells the students to use their markers to
chart an image on the laminated map of Europe.
J. Some students will turn the map to the wrong side (Asia) a helpful
reminder could save them from wasting time.
K. TSW complete the map activity and should raise their hands to signal
for the teacher to come over.
L. TTW check the map to see that the students made the correct
markings.
M. It would be a great idea for the teacher or substitute to familiarize
themselves with the map image before the students get to class that
day.
N. The teacher can ask the students individually by small groups what
they have charted.
O. The students will have a few questions to answer in complete
sentences at the bottom of their map activity.
P. The students have been drilled to use complete sentences but a
reminder from the teacher is often necessary.
Q. If the students finish their map assignment activity more than five
minutes before the bell the teacher will have a small assignment
planned to teach them a bit more about the topic.
R. The teacher should tell each individual completed group to read the
section from the book labeled A Violent Time and answer the
questions that the teacher will write on the white board.
S. Here are the questions that the teacher should write on the white
board:
T. How can we describe the Vikings? (They can easily be described as a
scavenging people who have a reckless attitude toward other
civilizations. They seek only to plunder others goods.
U. Did the Vikings set up any major civilizations in mainland Europe? (No,
they only raided, looted, burned, then went home to Scandinavia.)
V. During what years were the Vikings doing most of their invading?
(They did most of their invading of mainland Europe during the late
700s.)
W. The teacher will have the students who made it to this part of the
lesson to label these answered questions and keep them in their
binder.
X. The title for the questions could be Viking Invasions of Europe
Questions.
Y. The students will keep this in their binder and it is up to the teachers
discretion on whether this can be brought into the test.
Z. The students will not keep their sheet of paper they used to answer
their map activity questions.
AA.
They will turn it in as they walk out of class.
AB.
The students should also be reminded as they stand up to leave
that they should fix their desks back in the correct rows.
Closure:
1. The teacher can get the classs attention to turn towards him/her.
2. Okay class, lets use our last couple of minutes to chat about
what youve just finished.
3. Today you have charted the kingdoms of the Middle Ages
invasions of each other.
4. You have given yourself a visual interpretation of some of the
invasions that took place during this time in European history.
5. Can anyone remind me of three kingdoms you just drew on your
map that were either invaded or did the invading? (the Franks,
the Visigoths, Huns, Vandals, Goths, Angles, and the Saxons).
6. Tomorrow, we will continue learning about the Middle Ages and
we will discuss the government type known as feudalism.
Differentiated Instruction:
Enrichment: The students who are able to finish the map activity
quicker than others (i.e. there are more than five minutes left in class) will be
asked to work on a few questions listed above in order to stay busy and
enrich their lesson on the invasions of Middle Ages Europe.
Intervention : My clinical instructor Mrs. Douglas and I do not have
any students with IEPs, but for our students who are struggling one of
the two of us teachers will help that student one on one. For instance if
a student cannot find France on the map I would generally say, Do
you see where Spain is? Go to Spain then look up. I try my best not to
give answers away but to still help the student move on with the
activity.
Accommodation: During this lesson one accommodation I could use
is when I partner the students up, I am especially specific with who I
select as their partners. I try to accommodate people by placing them
with a partner who I feel will work best or most efficiently with the
other. I also do my best to keep the students engaged in their map
when I see their mind start to wander. I will walk to their group and ask
a question such as, So what step are you on? Have you found the
Franks yet?
Key: Germanic Tribes Invade the Roman Empire

1-8 should receive checkmarks meaning that step has been finished.
9. Review the map. Which four nations are in what was once the
homeland of the Germanic Tribes? Norway, Sweden, Denmark,
Germany.
10. Which of the Germanic Tribes do you suppose gave its name to
France? The Franks.
11. Which of the tribes do you suppose gave its name to England? The
Angles.
12. Why do you suppose the Huns crossed into Europe where they did,
and not farther North? The Huns entered here in order to steer clear of
other Germanic Tribes such as the Goths.
Daily Lesson Plan

Day: (Day 2)
Feudalism
Objectives:
MSFW: Civil rights/human rights 5.b. Describe the relationship among
various groups of people (e.g., peasants and aristocracy, dictators and
common people, monarchs and subjects, men and women, Christians and
Muslims, etc.) and how it may have characterized the societies in various
regions in Europe, Asia, and Africa from the fall of the Roman Empire through
the Middle Ages. (DOK 2)
Materials:
The students will need their notebook paper, pencil, classroom textbook,
computers, earbuds, whiteboard and marker.
Opening (Set):
1. Okay class yesterday we started learning about the Middle Ages in
Europe.
2. The teacher can activate the slide show.
3. First slide. Yesterday we learned about how the Middle Ages really got
started.
4. Second slide. Some of the kingdoms that existed invaded Rome and
split Europe into many parts over a series of several decades.
5. Can anyone remember any of the invading forces that we learned
about yesterday? (Franks, Goths, Vandals, Angles, Saxons, etc..)
6. 3rd slide. Good job.
7. 4th slide. Today we are going to be learning about a type of societal

structure/government type called feudalism.
8. Feudalism is a government that is extremely stratified or layered
socially from top to bottom.
9. We are going to be using our books today to read out loud about
Feudalism in medieval Europe.
10.
We are going to create some spider charts to keep as notes.
11.
The students have used spider charts before but might need to
be reminded how they work.
12.
Spider charts are simply graphic organizers that allow the writer
to center his topic then branch out into subtitles and facts.
13.
The students will use this method during our breaks as we read
aloud pages 641 through 643.
A. TTW announce to the class that they will need their textbooks out on
their desks for most of class.
B. TTW announce to the class that they are about to use their spider chart
note taking method.
C. TTW use the board at the front of the class to work a class spider chart
out.
D. The teacher should draw a circle in the center of the board and name it
feudalism in its center.
E. Feudalism is the overall topic for the day and it is the very center of
the spider chart that everyone will be doing.
F. TTW tell the students to turn in their text books to page 641.
G. TTW announce to the entire class that they are going to read aloud as
a class through page 643.
H. TTW call on the first student to read out loud and let him/her read the
first blue section named Lords and Vassals.
I. Before that reading takes place the teacher should remind the students
that they are looking for important things worth writing down as the
reader reads.
J. The teacher should remind the students that this work with the spider
chart should be written on a sheet of paper and not typed.
K. Announce that this will go into their notes.
L. As the class reads each section aloud a new branch should be added to
the spider chart reminding the class to utilize subtitles and headings.
M. So for instance after the section Lords and Vassals is read the students
should be able to pin point and volunteer information to be added to
the class spider chart.
N. Some of the important things that can come out of that reading are:
O. Kings are at the top of feudalism, followed by Lords, these lords gave
lands to lesser lords, or vassals, so that the lands could be properly
governed..
P. These vassals didnt just govern their given lands, they were
responsible for defending the lands.
Q. The teacher can mention how the Vikings that we previously talked
about were one of the reasons that this system needed to exist.
R. Kings couldnt put down every invasion that occurred, so they
depended on their lords and their lords vassals to delegate defense.
S. Fief should be mentioned as important.
T. This is the name for the land that was granted to vassals to govern and
defend at all costs.
U. A fief could contain towns and villages as well as the peasants and
farmers that dwelt there.
V. Another leg that could be added to fief is that generally over time lords
and their vassals would build castles there in order to better defend
against foreign invaders.
W. The next subtitle that will be read aloud is Knights and Warfare.
X. A subtitle that comes out of this is knights.
Y. Off of knights I would draw a leg that says young boys training.
Z. This reminds the students that becoming a knight is something that
was sometimes expected of noble young men.
AA.
I would also make note of the age 7.
AB.
I would have the students write down loyalty as a leg.
AC.
This reminds them that being a knight was a lifestyle that people
took seriously.
AD.
Another leg coming off of the Knight subtitle would have to be
chivalry.
AE.
The teacher could talk about how chivalry was a code that was
tightly held by all knights.
AF.Chivalry is defined as a religious, social, and moral code held by
knights.
AG.
Another important leg coming off of the knight spider area is
horseback.
AH.
The teacher will explain to the students that knights served their
lords and king in battle and by fighting on horseback.
AI. The last notation that I would make on the knight spider body is that
they fought using swords, axes, and lances.
AJ. They also wore metal chainmail as protection.
AK.
The teacher will instruct the student to skip over the blue section
labeled Comparing European and Japanese Feudalism.
AL.
The last subtitle I would like for them to draw is one labeled
Peasants and Serfs.
AM.
As the students read this blue section of the reading some
important things I would like for them to pull out are:
AN.
Majority- peasants made up the majority of the medieval
population.
AO.
The teacher should point out like the book says that peasants
were sometimes serfs, or people who are legally bound to the land
owned by the lords.
AP.These serfs were not slaves but they were stuck on the lords property
sometimes, not much different than some forms of chattel slavery.
AQ.
The teacher can ask the class an informal question such as,
What do you guys think can happen sometimes when the majority of
a population is mistreated?
AR.
(Answer Im looking for is something like, A rebellion can occur
when the majority of a population is done wrongly or is unsatisfied with
the ruler.)
AS.
The teacher can announce that the class has now completed
their spider chart on feudalism.
AT.Once the spider chart and reading aloud assignment is complete, the
teacher will now move the class to do an assignment on their own.
AU.
TTW announce that the class is to convert their spider chart to a
pyramid chart on the other side of their page.
AV. A pyramid chart simply shows that a feudal society is dominated in a
top down authoritarian manner.
AW.
The teacher will explain to the students that a feudal
government is dominated from the top down.
AX.
There is a king followed by lords and their vassals,
AY. Each vassal has knights and noblemen, who are of very high class.
AZ.
There is then merchants and other businessmen, who are just a
step above peasants and serfs.
BA.
The teacher will announce that the students will submit this
pyramid chart at the end of class.
BB.
As the students complete converting their spider charts into
pyramid charts the teacher can walk around and assist students by
answering questions.
BC.
If the students all finish with more than five minutes left in the
class there will be a final part to the lesson.
BD.
The teacher has the option of letting the students watch a video
on feudalism at their desks or on the smart tv.
BE.
The link to this video is https://www.youtube.com/watch?
v=HCPp7XWZfHo
BF.This video adds one more way the students learning about feudalism
can be enriched.
Closure:
1. Okay class with a few minutes remaining, lets discuss what we
have just learned today.
2. So today we learned about Feudalism.
3. Can anyone summarize today what we learned feudalism is? (A
form of government that is very top down i.e. kings, lords,
knights, peasants).
4. Yes, we learned that feudalism is a type of government where a

king has authority and spreads it around to his lords and their
vassals.
5. Does anyone think this type of government would be an easy
one to live under?
6. (if any students say yes or no the teacher will ask them to
explain).
7. I think this would be a tough government to live under unless a
person was born into the elite class such as royalty or
knighthood.
8. Tomorrow we will be talking more about the Middle Ages.
9. But tomorrow we will be learning about their religion and how it
impacted the Middle Ages.
Enrichment: During this lesson I would ask students who are ahead or
advanced and are really understanding this topic questions of a higher
difficulty level. Also, the optional video at the end allows students an
alternative learning method.
any students with IEPs, but for our students who are struggling to pay
attention I will make sure to focus some of my questions at them. I
could also choose them as my students to read aloud during that
portion of the class.
Accommodation: One accommodation that I would try and make
happen during this lesson is allowing students who cannot write quickly
enough abbreviate things. I have personally noticed that some of my
students struggle to write at a prompt pace. I will try and teach them a
correct way to use abbreviation during this lesson.
Key: Pyramid Chart

Top Level: Kings/Monarchs-undisputed leaders of a kingdom
Second level: Lords- rich men such as Dukes and Nobles who own land and
serve a king
Third level: Knights and Vassals-vassals are men given land by a lord in
return for a promise of service to said lord. Knights are noble soldiers who
fight on horseback for their lord or king.
Bottom level: Peasants or serfs: These men are obligated to work the land for
their lord or vassal in return for many things such as protection, land, and an
functional economic system.
Daily Lesson Plan

Day: (Day 3)
Video/Questions/MiddleAges
Objectives:
MSFW: Civil Rights/Human Rights 5. Understand the civil and human development of various
civilizations of Asia, Europe, and Africa from rise to fall. (DOK 2).
Materials:
The students will need their pencil, paper, and a class textbook.
Opening (Set):
1. Okay class, today we are going to be continuing our study of the
Middle Ages.
2. The teacher can activate Slide 1.
3. Slide 2. Yesterday we learned about Feudalism, a type of societal
structure/government in which Kings and Lords dominate the society
and peasants and serfs are at the bottom.
4. Today you will be watching video questions that cover a few major
topics on the Middle Ages.
5. Some of the topics you are about to listen to are: Slide 3.
6. The Black Plague- a fatal sickness that swept across Europe killing
millions.
7. The Crusades- a series of holy wars fought between Christians and
Muslims.
8. These two major events in the history of the Middle Ages account for
many lives that were lost during this war filled period.
A. TTW announce to all of the students that we will be doing video
questions today.
B. TTW will tell every student that their videos will be on the front tv
today.
C. TTW announce to everyone that they will need to get out a piece of
paper and a writing utensil.
D. TTW be able to easily find their class folder named The Middle Ages
on Schoology.
E. TTW airplay these videos onto the screen at the front of the class.
F. These videos will cover a broad array of topics relevant to the

understanding of the Middle Ages.
G. TTW inform the students that as they watch each video, there will be
questions on the board that directly correspond and need to be
answered in order.
H. Some of the questions that will be asked on the board will be:
I. To the video Roots of the Crusades- What did Pope Urban II promise
to anyone who vowed to fight for the Church in the Crusades?
(Guaranteed passage to Heaven.)
J. Write a short answer as to why many knights were delighted to be able
to partake in these Crusades. (Many knights longed for the ability to be
able to fight and kill and yet still have Gods blessing on their actions.)
K. To the video the Crusades- What religious institution eventually placed
limits on what the knights could do? (The Catholic Church.)
L. What did the Church use to convince the medieval knights to stop their
violent ways? (Relics from the saints; bones, clothes, etc.)
M. What was the purpose of the Crusades? (To recapture the Holy Land
(Jerusalem) from the Muslims.)
N. To the video Who were the Vikings- What land did the Vikings travel
from? (Scandinavia.)
O. Why did the Vikings travel to mainland Europe? (To raid and plunder
villages and cities for riches and resources.)
P. To the video The Black Death Begins - Trying to capture Caffa, a
trading post between Europe and Asia, what people possibly spread
the black plague on purpose? (The Mongols.)
Q. What island port does the Black Death first reach? (Sicily.)
R. What animal contributed to the spread of the Black Plague across
Europe? (Rats.)
S. To the video Black Plague Extinction - Trade ships infested with rats
are the leading cause of the spread of the Black Plague across Europe.
(True) or False.
T. During the Mid- 14th century, how many graves must be dug per day
on average in order to bury the dead? (300.)
U. As the last video finishes, the teacher will announce to the students
that there is one final step to their lesson on the Middle Ages, the Black
Death, and the Crusades.
V. This assignment will be to further enrich the students videos on the
black plague and the Crusades.
W. TSW read pages 664-666 in their class textbooks if they finish the
video questions early.
X. They will answer questions written on the board pertaining to this
reading about the Crusades.
Y. Some of these questions will be What is a Crusade? (a holy war)
Z. What religions were involved in the Crusades? (the Christians and
the Muslims.)
AA.
The two different sets of questions can be written on two
different white boards in the classroom.
AB.
The teacher will announce to the students that they can keep
their questions that are written on the board.
AC.
They should keep up with this work because it may be allowed to
be brought in to the test.
Closure:
1. Okay class, lets spend our last few minutes of class reviewing
what we just learned.
2. Today, you were introduced to the black plague.
3. Can someone possibly summarize what that was? (a sickness
that was fatal and swept across Europe.)
4. You were also introduced today to the Crusades.
5. Can anyone remind me what a Crusade is? (holy war)
6. From this lesson utilizing our video questions, you should have
learned what the Middle Ages were all about in Europe.
7. And you should now be able to briefly describe two major events
of the Middle Ages.
8. The teacher will announce that in our next lesson, we will be
learning more about the Crusades in depth.
9. We will learn what the Catholic church was like during the Middle
Ages and the Crusades.
Enrichment: To enrich this lesson for the students who move quickly
and proficiently I will reserve some review questions for the end of class to
ask each student individually. Some of these questions are: How do you feel
the black plague affected European life?
Do you think the Catholic church was corrupt during the Middle
Ages?
Questions like this will reaffirm the lesson and what it means to the
students who get done quickly and have a firm understanding of the lesson.
any students with IEPs, but for our students who are struggling with
these video questions I try to go over and ask them to pause and I will
kneel down and ask them what they think about the videos. I try to use
their typical responses to chat and encourage them not to give up
paying attention to the videos.
Accommodation: One accommodation that I would use during a
video filled lesson like this one would be to allow students who are
losing concentration from staring at the screen for too long to take just
a moment to stand and stretch so as to regain their focus and be able

to continue learning from the informational videos.
Links to the necessary videos:

Video tool on The Crusades http://www.history.com/topics/middleages/videos/the-crusades?m=528e394da93ae&s=undefined&f=1&free=false
Video tool on Roots of the Crusades http://www.history.com/topics/middleages/videos/roots-of-the-crusades?
Video tool on Who were the Vikings http://www.history.com/topics/middleages/videos/who-were-the-vikings?
Video tool on The Black Death Begins http://www.history.com/topics/middleages/videos/the-black-death-begins?
Video tool on Black Plague Extinction http://www.history.com/topics/middleages/videos/black-plague-extinction?
Daily Lesson Plan

Day: (Day 4)
Religion/Crusades
Objectives:
MSFW Culture 8.d. Evaluate the effects of contact among cultures of
Materials:
The students will need paper, pencil, textbook, and their computer.
Opening (Set):
1. Ok class, we have been learning about the Middle Ages this week.
2. We learned yesterday about two major events that occurred during
the Middle Ages.
3. The teacher can start with Slide 2.
4. These two events were the Black Plague and the Crusades.
5. Can anyone remind me what the Black Plague was? (fatal medieval
European sickness).
6. And what did you learn the Crusades were? (holy wars between the
Christians and Muslims.)
7. The teacher can revert back to title Slide 1.
8. Today we are going to be talking about the many ways that religion
affected the Middle Ages.
9. Someone raise their hand and tell me what they think European
religion was like during the Middle Ages.
10. The students might tentatively answer things like (very religious,
not religious at all etc..)
11. The Middle Ages in Europe were actually a time filled with
religion.
12. The Christians of the Catholic church were the dominate religion
in most areas in Europe.
13. You should remember from yesterday that the Catholic church
was the institution that actually sanctioned the Crusades.
14. By the end of tomorrow, you should be able to write a well
formulated narrative about how religion was so important to life in
the Middle Ages.
A. TTW announce to the students to get out their textbooks.
B. TTW tell the students that they will be working in their books today on
pages 638-639, and 664-671.
C. The teacher will announce that everyone is to read these pages on the
Catholic Church and the Crusades they sanctioned.
D. The teacher can announce that as the students read these pages they
will be filling out a guided notes document.
E. The students guided notes will cover many points such as:
F. The Catholic Church used Latin in writing the Bible.
G. They spoke in Latin during the services of Mass and other church
functions.
H. The rest of the population struggled to speak Latin.
I. Or sometimes the lower class uneducated people were able to speak
bits and pieces of Latin, a broken Latin.
J. Can anyone see where this might be a problem? (hopefully a student
will suggest that the general population not speaking Latin will cause a
rift in the church).
K. The Catholic Church in general was fighting corruption from within
because certain priests used the Latin language to trick their
parishioners.
L. One way that these parishioners were tricked was by being told by a
priest that in order to stay out of purgatory one must tithe and give a
certain amount of money to the church.
M. But not only tithing could help you, a person must buy certain
indulgences from the church in order to gain passage into heaven.
N. Another way that the church was fighting corruption was simply by
priests changing what the Bible said in general.
O. Another major point that will be covered in these guided notes is the
Holy Land.
P. (the holy land refers to Jerusalem, a major biblical city.)
Q. During the Middle Ages, the Holy Land was taken by the Muslim
people.
R. This lasted for a few hundred years until the first Crusade began in A.D.
1096.
S. This crusade was called for by the Pope of the Catholic Church.
T. This was Pope Urban II.
U. The knights followed this Popes orders and rode to Jerusalem and
slaughtered many Muslims.
V. This is important to understand because knights during the Middle
Ages were expected to follow a certain code of conduct.
W. This code of conduct is referred to as Chivalry.
X. This code of ethics called chivalry meant that knights were not
supposed to kill without reason.
Y. They were also forbidden by the Bible to kill without cause.
Z. So for the Pope, who is a leader allegedly appointed by God, to give
these knights permission to kill was a big deal.
AA.
Another major point that can be covered in the notes is the sense
of obligation that Christians felt.
AB.
This sense of obligation grew amongst Christians all across
Europe.
AC.
They felt obligated to take back the Holy Land from the Muslims
and return it to their own Christian religion.
AD.
This obligation gave the Crusading Christians a sort of
excuse fight some of the heinous battles that they did.
AE.
We spoke earlier about the corruption that existed and
grew within the Catholic Church.
AF.Pope Urban II and his call for a Christian Crusade against the Muslims
came with a promise.
AG.
He took the liberty to make a promise to all Christians that took
part in the Crusades.
AH.
He promised that anyone who fought for the Christians would be
granted guaranteed access into heaven whenever they die.
AI. This guarantee from the Pope, who was viewed as the closest man to
God, was more than enough to increase participation in the Crusades.
AJ. Ok class, you have now learned some of your vocabulary for the week.
AK.
TTW assign a list of vocabulary words for the students to
define while they are still in class.
AL.
This list of vocabulary will be:
AM.
The Crusades-a series of military campaigns to establish
Christian control over the Holy Land.
AN.
Middle ages- period between ancient times and modern times,
roughly A.D. 500-1500.
AO.
Pagan-follower of a polytheistic religion or religion other
than the major ones.
AP.Saint-person believed to be especially holy.
AQ.
Christendom-large community of Christians spread wide across
the world.
AR.
Vikings-invaders of Europe from Scandinavia who raided
and pillaged poorly defended areas.
AS.
Knights- warrior mounted on horseback
AT.Serfs- a peasant who is legally bound to live and work on land owned
by a lord.
AU.
Fief-estate granted by a lord to a vassal
AV.Vassal-in medieval Europe nobles who received land from other nobles
in return for services.
AW.
Black Plague- a medieval epidemic of the bubonic plague that
killed as many as one third of all Europeans.
AX.
Feudalism a strict social system in which landowners grant
people land or other rewards in exchange for military service or labor.
AY.
TTW with about 10 minutes left in class ask the students to listen
up for directions on an assignment.
AZ.
Okay class, this assignment will run into the next day and
possibly the weekend.
BA.
Now that you have an understanding on what the Crusades were
all about youre all going to have a small writing assignment to
accomplish for a grade.
BB.
Today your assignment is to begin brainstorming for a short
narrative/story (5 paragraphs long).
BC.
You are going to write a story about life as a Crusader or person
experiencing the Crusades.
BD.
This assignment requires that you use the knowledge you have
learned about the Middle Ages, specifically the Catholic church and its
Crusades.
BE.
Throughout this assignment, you will need to use as many of
your vocabulary terms as possible.
BF.There will be a rubric for this assignment.
BG.
It will check for certain characteristics of the narrative such as
exact length, usage of vocabulary words, and overall coherency
showing the student understand the Crusades and Middle Ages.
BH.
The teacher can announce that this assignment will be
finished on Friday during class.
BI. If necessary the weekend will be used to finish up this writing project at
home.
BJ. The final necessary part to this assignment is creating a correlating

timeline.
BK.
The teacher will explain to the students that along with their
narrative a timeline should be drawn using a few important dates
mentioned in the book.
BL.
I simply want you to use major events to show us where your
story is located on our historical timeline.
BM.
The teacher will announce that pages 664-667 can help the
students with this timeline.
BN.
Some of the major events that should be used on this timeline
are:
BO.
1099- Crusaders capture Jerusalem from the Muslims.
BP.1095- Pope Urbans call for a Crusade
BQ.
1071- Pilgrims and Christians traveling to and from the holy land
are often killed by Pagan Turks.
BR.
This list of years can help the students decide what year they
would like for their narrative/story to occur in.
BS.
The teacher can announce that the students will be keeping their
guided notes.
BT.They will also be keeping their vocabulary and brainstorming material
to help them do their narrative tomorrow in class and over the
weekend.
Closure:
1. Okay class, lets spend our last few minutes reviewing what we
learned.
2. Today your goal was to learn about religion and the Crusades
during the Middle Ages.
3. We discussed some important themes involved with the
Crusades such as Christian obligations and the wars with the
Muslims.
4. Could anyone summarize what the Crusades were for me? (holy
wars fought between Muslims and Christians).
5. We also learned about the Catholic Church today and how it
became slightly corrupted for a while.
6. Who can remind me how the Catholic Church was corrupted?
(Latin used to keep parishioners in the dark).
7. Tonight for homework, please continue to brainstorm for your
narrative that youll be writing in class tomorrow.
8. The teacher does not have to take anything up as the students
leave.
Guided Notes-Middle Ages

The Catholic Church used _________ (language) in writing the Bible.
They spoke in Latin during the services of Mass and other church functions. A
common spoken language in a society is called the _________. The rest of the
population struggled to speak Latin. Or sometimes the lower class
uneducated people were able to speak bits and pieces of Latin, a broken
Latin. The Catholic Church in general was fighting corruption from within
because certain priests used the Latin language to trick their parishioners.
One way that these parishioners were tricked was by being told by a
priest that in order to stay out of purgatory one must tithe and give a certain
amount of money to the church. A person must buy certain ___________ from
the church in order to gain passage into heaven. Another way that the
church was fighting corruption was simply by priests changing what the Bible
said in general. The ______ ______ refers to Jerusalem, a major biblical city.
During the ________ ________, (time between fall of Roman Empire and
modern time period) the Holy Land was taken by the Muslim people. This
lasted for a few hundred years until the first ____________ (holy war) began in
A.D. 1096. This holy war was called for by the _________ (leader) of the
Catholic Church. This was Pope Urban II. The __________ (warriors on
horseback) followed this Popes orders and rode to Jerusalem and
slaughtered many Muslims. This is important to understand because knights
during the Middle Ages were expected to follow a certain code of conduct.
This code of conduct is referred to as ____________. This code of ethics meant
that knights were not supposed to kill without reason. So for the Pope, who is
a leader allegedly appointed by God, to give these knights permission to kill
was a big deal.
A sense of obligation grew amongst Christians all across Europe. They
felt obligated to take back the _______ _______ (Jerusalem) from the Muslims
and return it to their own Christian religion. This obligation gave the
Crusading Christians a sort of excuse fight some of the heinous battles that
they did. This obligation was felt by the whole _________ (idea that Christians
are united across Europe). Pope Urban II and his call for a Christian Crusade
against the Muslims came with a promise to all Christians that took part in
the Crusades. He promised that anyone who fought for the Christians would
be granted guaranteed access into heaven.
This guarantee from the Pope, who was viewed as the closest man to God,
was more than enough to increase participation in the Crusades. People who
were polytheistic during the time were referred to as ________.
A major sickness that occurred during the Middle Ages is referred to as
the ________ _________ (bubonic plague). This plague killed millions of
Europeans. People would often pray to _________ (holy people/figures) to save
them from this sickness.
The type of government structure that was often seen in Europe during
the Middle Ages was _____________ (top down power structured society). This
society/government made it hard to move up socially to another class. There
were __________ in this society that were appointed directly under the King.
The lords had ________ that were appointed even further under them and
they were given a _____ (land) in return for expected military service. This
government type also had men at the bottom who were called ________ ,
these men were legally bound to the land they worked on. The Middle Ages
saw invaders from Scandinavia called _________ come to mainland Europe
and loot/pillage cities.
Enrichment: I ask the students who seem to be understanding the
topic fully one on one questions of a higher difficulty level such as, So if the
fact that the priests are using Latin and the people who cannot understand
gets angry, what might happen? (a rebellion or revolt my occur leading to
new leadership or possibly even the end of feudal society to occur in that
area.) I try to allow all students to shine when answering questions,
especially on the days they are focusing and really understanding.

any students with IEPs, but for our students who are struggling on this
topic I would help them to choose a path for their narrative to follow. I
can foresee some of my struggling students not giving a lot of thought
towards how their story should flow. I would help them with the
brainstorming process by asking them what they can remember from
the lecture.
Accommodation: One accommodating method I could use during this
lesson is when students are writing down notes I can guide them to the
important things and help them avoid writing down redundant or

unnecessary notes.
Daily Lesson Plan

Day: (Day 5)
Crusades Narrative
Objectives:
MSCF Culture 8.d.. Evaluate the effects of contact among cultures of
CCSS.ELA-LITERACY.W.7.3.A Engage and orient the reader by establishing
a context and point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
Materials:
The students will need their paper, pencil, textbook, and computer.
Opening (Set):
1. The teacher can get the classes attention.
2. Ok class, can someone remind me what have we been learning
about all this week? (the Middle Ages in Europe).
3. Lets take a moment and look at a few slides to remind us what

we have learned about the Middle Ages this week.
4. The teacher can turn to slide one.
5. We have covered many topics this week.
6. The first one was how the Roman Empire fell to the attacks of
many invaders.
7. Does anyone remember any of the invading kingdoms that
sacked Rome? (Goths, Vandals, Angles, Saxons, etc.)
8. Yes, the fall of the mighty Roman Empire marked the start of the
Middle, or Dark Ages, as some call it.
9. Then we learned about Feudalism.
10.
Who can remember how feudalism works as a form of
government? (king at the top, followed by his appointed lords,
who have vassals, and knights, then peasants.)
11.
We finally learned yesterday about the Catholic Church and
the Crusades and how those two things affected European
societies.
12.
How was religion important during the Middle Ages?
(religion is what people were concerned with, the afterlife.)
13.
So today before we get started I need someone to remind
me what the Crusades were? (holy wars between the Christians
and Muslims).
14.
Today you are going to be working on your written
narratives about life during the Crusades.
15.
The teacher can allow the students to choose between
pencil and paper or writing the story on their computers.
A. TTW remind the students to get out their brainstorming notes from
yesterday.
B. They should also be reminded to get out and use as many of their
vocabulary words as they can.
C. The students may or may not have already started writing before
class and either is fine.
D. Before they start working on their narratives, the teacher will
discuss again the directions to this project/narrative.
E. The directions to this assignment are:
F. Create a narrative in which your main character is alive during the
Middle Ages Crusades.
G. This narrative is a story where you will need to write at least 5
paragraphs.
H. As you write this narrative at least 5 of your vocabulary words must
be used.
I. If more are used that is totally fine, but less than 5 and the student
will begin losing points.
J. One of the most important aspects of writing assignments is that
your story makes sense to what we have learned.
K. For instance, if you turn in a story about sports or super heroes your
grade will be very poor.
L. I am looking for a story involving what we have discussed about the
Crusades in the Middle Ages.
M. The final component to this narrative is that I want it submitted
accompanied by a timeline.
N. This timeline can be aided by using pages 667-669 in our class
textbook.
O. I want the time line to use dates from the book as well as dates you
add into your story.
P. You may now begin using your notes to compose this story.
Q. The teacher can announce to the class that this story assignment
needs to be handwritten.
R. TTW circulate the classroom and monitor progress.
S. During this assignment the students might have minor questions
about coherency such as, would there have been horse riding back
then?.
T. The teacher will answer these questions as he/she monitors the
class.
U. With a few minutes left in class the teacher can review the
assignment going into the weekend.
Closure:
1. Okay class, today your assignment was to write a narrative using
your vocabulary words from this week and construct a story that
would have taken place during the Middle Ages Crusades.
2. This assignment incorporated a writing process that should have
helped you build on your writing and English skills.
3. This assignment hopefully solidified in your minds exactly what the
Crusades were during the Middle Ages.
4. You should all now be able to largely describe to me what some
general concepts are about the Crusades that happened during
Middle Ages.
5. Before we leave can anyone summarize what they think the Middle
Ages were all about? (religion, war, kingdoms, etc..)
6. Next week we will still be learning about Europe.
7. We will begin a new subject to discuss called the Renaissance.
8. The teacher can remind the students that if they did finish the
narrative in class they can go ahead and turn it in.
9. If they havent finished they are expected to complete the
assignment for homework over the weekend.
Enrichment: For the students who are excelling and fully

understanding this assignment, I plan to ask extra questions as they work on
their stories. I might read over their shoulders and ask them to explain what
they mean by certain statements. This will reaffirm ideas and concepts in
their minds.
any students with IEPs, but for our students who are struggling to
grasp this idea of the Middle Ages I plan to grade their work on a more
effort based scale. For instance, I expect my students who excel in this
class to submit work that is mostly coherent as a story. But to some of
my struggling students I would look much more for effort than
complete coherency and accuracy in using vocabulary in this
assignment. I feel like this is a tactic many successful teachers use.
Accommodation: One accommodation that I could make during this lesson
is for students who do not like to physically write paragraphs I could make an
allowance and let them use their Macbooks to type the assignment.
Sometimes giving students options will encourage them to work harder.
Daily Lesson Plan

Day: (Day 6)
Objectives:
Renaissance Video Questions
MSCF Culture 8.c. Explain how political and economic changes during the
Middle Ages led to the Renaissance. (DOK 2)
Materials:
The students will need their laptop computers, classroom text book, and
earbuds.
Opening (Set):
1. Okay class what did we study all last week? (the Middle Ages)
2. The teacher will announce that the students who did not turn in their
narrative assignment last week can do so right now.
3. Someone give me a brief summary about the Middle Ages. (War filled,
religious, etc.)
4. Today you should have your narrative assignment done that we started
last week.
5. It should have a timeline drawing attached somewhere.
6. We are going to be looking at a new time period in Europe this week
which comes directly after the Middle Ages.
7. Can anyone guess what period we are studying this week? (The
Renaissance)
8. The teacher can activate slide 1.
9. Yes, the Middle Ages came right between the fall of Rome and the
Renaissance period in Europe.
10.
What do you guys think the Renaissance is going to be like as we
read and learn more about it? (a time of intellectual prosperity and
growth.)
11.
The teacher will turn to slide 2.
12.
Do you think it is going to be similar to the Middle Ages or
different? (quite different)
13.
Slide 3. Youll be learning this week that the Renaissance is
considered quite different than the Middle Ages.
14.
Slide 4. As we learn about the Renaissance, I hope youll see that
people are not as concerned with the afterlife.
15.
People decide to concern themselves with their life on Earth, this
can be called secularism.
16.
Also, youll see that in some ways the Renaissance is comparable
to the Golden Age of Islam that occurred in Africa and Asia.
17.
It is a time filled with a rebirth of artwork, inventing, and new
ways of thinking.
18.
Todays class time will be spent introducing you to the
Renaissance period that took place in Europe.
19.
You will be using videos on Schoology to be introduced to the
Renaissance.
20.
By the time you leave today I would expect you to have a brief
understanding of why the Renaissance was different than the Middle
Ages.

A. TTW tell the class to go ahead and get out there computers and earbuds
for the upcoming assignment.
B. TSW log into their Schoology classroom.
C. TSW now click on the folder named Renaissance and start watching their
videos.
D. Each video will have a set of questions that need to be answered with
each corresponding video.
E. TTW remind the students to answer the video questions as they occur in
order with their respective videos.
F. The first video is titled, Schooltube the Renaissance.
G. The first question will be, Great thinkers during the Renaissance held
three important trains of thought, what are they? (Humanism,
Individualism, and Secularism).
H. The next question will be, Where was the birthplace of the Renaissance?
The answer is (Italy).
I. Question number three is, Even though the Renaissance is largely
characterized by moving away from religion, people like Martin Luther
wanted to reform what institution? (The Catholic Church).
J. Question number four is, Martin Luthers movement to have people read
the Bible for themselves and leave the corrupted Catholic church was
called the? (Reformation)
K. Question number five, The Catholic church then countered this
movement with their own movement to revitalize the Catholic church
called the? (counter reformation).
L. Major breakthroughs in sea trade and exploration led to the discovery of
which continent? (North America).
M. What movement encouraged religious tolerance and logical thinking? (the
Enlightenment)
N. That set of questions goes along with the first video.
O. The next set will correspond to the next video.
P. The next video is called, Renaissance Humanism from Youtube.
Q. The first question for this video is, - As the Renaissance spread,
humanism caused people to be concerned more with what? (concerned
with life on Earth rather than death).
R. Question number two is, Studying great Renaissance artists, poets, and
thinkers can show us that the overarching concerns of people during this
time were things like? (education, humanism, and other enlightened
trains of thought).
S. The students will have a second part to this days work if they finish with
more than five minutes remaining in class.
T. The students can add two vocabulary terms to their list from last week.
U. These words are:
V. Reformation- a religious movement that gained momentum in the 1500s
with the aim to reform the Catholic Church.
W. Renaissance- French for rebirth; refers to a period of cultural revival in in
Europe from the 1300s to the 1500s.
X. Humanism- a cultural movement of the Renaissance based on the study
of classical work and focus on peoples lives.
Y. If the students finish early, they are to turn to page 712 and begin reading
until 715.
Z. The teacher will put up questions on the board to answer.
AA. The teacher can put them up before class or during class.
AB. I sometimes decide to put them up during class so as to make them
fresh to the students who finish their work early.
AC. Some of these questions are:
AD. First question on the board, What led to the decline of feudalism in
Europe? (a movement away from manors to cities, castles to homes,
urbanization).
AE. Second question on the board, What two ancient cultures can we
credit the revival of art, literature, and learning to? (Greece and Rome)
AF. Third question on the board, How were artists and sculptors and
musicians able to afford their careers and still pay bills? (they were
sponsored by wealthy families such as the Medici family.)
AG. Fourth question on the board, Which city can be called the center of
the Renaissance? (Venice)
AH. These questions can be kept in each students binder and will possibly
be used on the test.
Closure:
7. Okay class, with a few minutes remaining, someone tell me how
you would summarize the Renaissance that happened in Europe?
(a time of rebirth of things like intellectual enlightenment, arts,
and new ways of thinking)
8. Today you answered video questions and read in the book an
introduction to the Renaissance period in Europe.
9. So how would we compare the Renaissance to the Middle Ages in
Europe? (one was war filled and uninspiring while the other is a
time full of intellectual enlightenment).
10.
Tomorrow we will continue studying the Renaissance and
we will learn about exploration during that time period.
11.
The teacher can remind the students who made it to the
board questions to keep their work in their notes.
Enrichment: The students who excel at this assignment and finish
quickly will have extra questions written on the board. These questions will
come from reading in the text book and will help enrich the information the
students gain from the video questions.
this assignment on the Renaissance I could see them not having time
to make it to the board questions. This is why I consider the board
questions enrichment because there will undoubtedly be multiple
students who will not work quickly enough to make it that far.
Accommodation: One accommodation that I would use during a video
filled lesson like this one would be to allow students who are losing
concentration from staring at the screen for too long to take just a moment
to stand and stretch so as to regain their focus and be able to continue
learning from the informational videos.
Links to necessary videos:

Video from schooltube on Renaissance
http://www.schooltube.com/video/b0da9ad8199edd3ff8ea/The-Renaissance
Video from youtube on Renaissance - https://www.youtube.com/watch?
v=jciGlPwQ5yw
https://www.youtube.com/watch?v=UsKSB-aT3ys
Daily Lesson Plan

Day: (Day 7)
Important Individuals Group Assignment
Objectives:
MSCF 8.c. Explain how political and economic changes during the Middle
Ages led to the Renaissance. (DOK 2)
Materials:
The students will need their laptop computer, textbook, paper, and pencil.
Opening (Set):
1. Okay class, so yesterday we learned about the Renaissance and how it
compares to the Middle Ages.
2. Will someone volunteer to compare the two for me? (middle ages=
warfare, religion. Whereas the Renaissance is characterized by a
rebirth in art, secularism, etc..)
3. So today we are going to be learning about many famous individuals
who were alive during the Renaissance.
4. The teacher can activate the slide number 1.
5. We are going to do an activity that will teach us about some of the
major accomplishments that came about during the Renaissance.
6. Activate slides 2 and 3.
7. By the time we leave today I expect all of you to be able to briefly
describe some of the major accomplishments of the Renaissance and
the people who did them.
A. TTW need to have a prescribed list so that they will be able to tell the
students where to sit.
B. The teacher is assigning groups for the students to sit with.

C. TTW then assign each group a set of important figures who lived
during the Renaissance period.
D. Some of these figures will be:
E. Leonardo Davinci, Martin Luther, Copernicus, Gutenberg, Petrarch,
Galileo, Michaelangelo, Henry VIII, Erasmus, John Calvin.
F. Machiavelli, Shakespeare, Martin Luther, Paracelsus, Donatello, and
Francis Bacon.
G. The groups will be assigned a set of important figures from the
Renaissance from the list above.
H. They will write down a series of information about each group of
important individuals.
I. The things that will have to be discovered and researched by each
group are:
J. Where was the person born?
K. What did the person/persons invent or create or discover?
L. When did they live?
M. When did they make their most important accomplishments?
N. Out of the accomplishments that this person made, which would you
say is the most important?
O. What were those inventions or accomplishments used for?
P. Do we still use it/is it still used today?
Q. The teacher can announce that the students will not need to each
record these answers on paper.
R. They can record their answers as a group on the paper.
S. The paper will need all four names written on it as well as a title.
T. The teacher can announce to the class that they are allowed to use
both the textbook and the internet for this activity.
U. TTW walk around during the activity and monitor progress and give
guidance when needed.
Closure:
1. Okay class, lets take the last few minutes of class today and review
what you have just finished.
2. Today you researched in groups some of the Renaissances most
influential and significant individuals.
3. How would you guys describe the accomplishments that took place
during the Renaissance? (new philosophies were created, new places
discovered, artwork and sculptures created and valued)
4. Tomorrow we will continue studying the Renaissance by learning about
the Reformations that took place amongst the Catholic Church.
5. The teacher can announce that each group needs to turn in their paper
full of answers at the bell.
Enrichment: As I walk around each group I will be looking to see at

what speeds these groups are working, some of them will be moving quicker
than others. For these fast groups I might stop and a question such as, so if
Copernicus discovered that the Earth is not the center of our solar system,
how do you think people received that information? I will receive a mixture
of responses but hopefully someone might add that people thought he was
crazy for supposing such a claim.
this lesson I plan to aid them in their search for answering these
questions. I could guide them in their research towards the correct
answers. If I see a date that is preposterous I might remind that
student that he is in the wrong century for that answer.
Accommodation: One accommodation that I could make during this lesson
is for those learners who struggle to work in groups I could allow them to do
this activity on their own. I will even take this information into consideration
as I choose the groups for them to work in.
Links
http://www.biographyonline.net/people/famous/renaissance.html
http://www.ducksters.com/history/renaissance_famous_people.php
http://www.britannica.com/event/Renaissance
Key: Important Individuals of the Renaissance

Davinci- 1452-1519, Italy, Painter/inventor, Mona Lisa, artwork, still
in museum today.
Martin Luther- 1483-1546, Germany, Reformer, 1517, 95 Theses,
Started Reformation of Catholic Church, Today there are many nonCatholic Christian churches.
Copernicus- 1473-1543, Poland, Mathematician/Astronomer,
heliocentric model, 1530s, it slowly revealed to people that the
Earth isnt the center of solar system, we know it to be true today.
Gutenberg- 1398-1468, Germany, Inventor, 1439, Printing
Press/Movable type, this allowed books to be mass produced, its no
longer needed today.
Petrarch- 1304-1374, Italy, Humanist, father of humanism/created
modern Italian language, Italian is a language that is used today
and has been used for almost 1,000 years.
Galileo- 1564-1642, Italy, astronomer, the telescope, 1609, used to

see far distances and today we still use telescopes for astronomy
and other purposes.
Michelangelo- 1475-1564, Italy, sculptor/painter, he painted the
ceiling of the Sistine Chapel, 1508, this ceiling can still be viewed
today as a beautiful piece of Renaissance Art.
Henry VIII- 1509-1547, England, King of England, started the Church
of England, 1536, the Anglican Church started a new denomination
that is still supported today.
Erasmus- 1466-1536, the Netherlands, Christian Humanist writer, he
contributed to the Protestant Reformation and the Catholic CounterReformation, he wrote a book On Free Will, 1524, Erasmus works
are still used today in theological circles.
John Calvin- 1509-1564, France, he was a protestant reformer, he
developed Calvinism which focused on predestination, his work on
predestination created a movement that is called Calvinism that is
still used today.
Machiavelli- 1469-1527, Italy, he is a famous author, he wrote a book
called The Prince which focused on political structure, 1532, The
Prince was one of the first written works on political philosophy, it
is still read today.
William Shakespeare- 1564-1616, England, famous
author/playwright, 1594, Romeo and Juliet, Shakespeares tragedies
were his most popular works, they can still be viewed/read today.
Paracelsus- 1493-1541, Switzerland, the founder of toxicology,
discovered zinc, Paracelsus believed nature should be used as
remedies instead of ancient texts, Paracelsus work on natural
remedies changed how science was viewed in medicine.
Donatello- 1386-1466, Italy, sculptor, he had major breakthroughs in
Renaissance sculptor, Bronze David is his most famous work, 1430,
Donatellos art can still be viewed today.
Francis Bacon- 1561-1626, England, scientist/philosopher, is the
father of the scientific method and empiricism, the scientific method
and empiricism is still used today.
Daily Lesson Plan

Day: (Day 8)
Reformation/Counter-Reformation
Objectives:
Materials:
The students will need their pencil, paper, and classroom textbook.
Opening (Set):
1. Okay class so yesterday we learned about the individuals who
impacted the Renaissance.
2. We learned that they had many major accomplishments that really
define what the Renaissance was.
3. Slide 1 reviewing yesterday.
4. Could someone remind me of a few of these major inventions or
impressive accomplishments? (Leonardos Mona Lisa, Copernicuss
Heliocentric solar system, Erasmus and humanism, etc..)
5. The teacher can show slide 2.
6. Today we are going to be learning about what historians called the
Reformation.
7. The teacher can show slide 3.
8. Does anyone have any prior knowledge about what the Reformation
was? (a movement to break away from the corrupt Catholic Church).
9. Today we are going to be in groups again.
10.
During our lesson today we are going to be in groups that rotate
around to different individuals who impacted the Reformation.
11.
Now I know we started off this weeks unit by saying that the
Renaissance was a period where Europe was moving away from
religion.
12.
That statement is true, but there are always exceptions.
13.
There was one part of the Christian population who instead of
leaving the Catholic Church and religion altogether they simply split
away and created a new sect of Christians.
14.
These people would eventually become known as Protestants.
15.
Does anyone know what the difference is between Catholics and
Protestants? (one holds the Pope in high regard as a man chosen by
God while the others do not.)
16.
So religion is still somewhat important to the Renaissance.
17.
The teacher can announce that the students are about to be
placed in groups.
A. TTW tell the students their groups of roughly 5 people per group.
B. The teacher can spread around the 5 informational cards to each table of
desks.
C. The teacher can announce that each person will need a sheet of paper to
write down answers to this assignment.
D. Once in groups the teacher can announce that each group will have 5-7
minutes to spend with each info cards.
E. The students will be answering questions to the following prompt
questions:
F. When did this person live?
G. Where is this person from?

H. What did they do that was so important to religion during the
Renaissance?
I. What impact would this persons accomplishment have on the Catholic
Church or the Reformation period in general? (could be positive or
negative)
J. TTW walk around during the activity and monitor progress and give
guidance when needed.
K. This activity will take up roughly the first half of class.
L. The teacher can then tell all the students to make their way back to their
original desk.
M. Once there, the teacher will tell all of the students that their next
assignment is to read from the textbook.
N. 740-745, 746,748 are pages that should be read by the students.
O. The students will then be given a writing assignment.
P. The teacher can announce that the students will now write one paragraph
that is due at the end of class.
Q. Throughout this paragraph the students should try and explain the
relationship between the Reformation and the counter-Reformation.
R. This assignment will be graded.
S. During this writing, the students should try and incorporate two of the
reformers they just learned about as they were in groups circling.
T. The paragraph can be from 5 sentences to 10 sentences long.
U. While writing the students should work on their summarizing skills so they
can fit a large amount of information into a small paragraph.
Closure:
1. Okay class, with our last few minutes of class lets talk about what we
just learned about the Reformation.
2. Someone please summarize what they think the Reformation was. (a
time where members of the Catholic Church grew tired of it and
created their own sect of Christianity.)
3. Now can someone describe the counter-reformation? (a counter to the
Reformation where faithful members of the Catholic Church made
efforts to revitalize faith in the Catholic Church.)
4. Great, now you see that while many people were altogether moving
away from religion during the Renaissance, some people simply
wanted to fix the religion they were currently practicing.
5. Tomorrow we are going to be learning about exploration that occurred
during the Renaissance.
Enrichment: During the writing phase of this lesson I plan to monitor
the students progress as they write their paragraph. If I see some students
are writing quickly and with ease I can stop by their desk and pose them with
a question that would cause them to think such as, So if Martin Luther said
he did not want to be Catholic anymore how do you think he was treated by
his community?
Intervention : My clinical instructor Mrs. Douglas and I do not have any
students with IEPs, but for our students who are struggling with this writing
task I plan to go around and prompt them towards certain large ideas
surrounding the Reformation such as, why dont you write about Martin
Luther and his struggle to leave the Catholic Church and how he compares to
Teresa Avila and how her Catholic faith grew even stronger.
Accommodation: One accommodation that I could use during this activity
is allowing students the option to write or type this assignment. Sometimes
that option will give students more energy towards working on the
assignment.
Who?
Reformation/Counter-Reformation Individuals
When?
Where?
What did
Impact on
they do?
Catholic
Ch.?
Key: Reformation/Counter-Reformation Group Work

Henry VIII 1491-1547, 1536-Church of England, England,
divorced wife/annulment/King of England, started the Anglican
Church.
Teresa of Avila 1515-1582, Spain, she was a Roman Catholic
Nun and later a Saint, she was a theologian through the
Counter Reformation, she reformed the Carmelite Order.
Martin Luther 1483-1546, Germany, reformed the Christian
Catholic Church into a Protestant Reformation, he wrote the 95
theses saying the church shouldnt sell indulgences for access
into Heaven, he was excommunicated from the church.
Ignatius of Loyola 1491-1556, Spain/Italy, he contributed to
the Counter Reformation of the Catholic Church, he founded
the Society of Jesus (Jesuits), after a war injury he underwent a
spiritual conversion, he wrote the Spiritual Exercises.
John Calvin 1509-1564, 1530-left Catholic Church,
France/Switzerland, he was a central figure in the Protestant
Reformation, he was a theologian who strongly agreed with
predestination, his views would later be called Calvinism,
Daily Lesson Plan

Day: (Day 9)
Map Day Charting Explorers
Objectives:
Materials:
The students will need a laminated map of Europe, marker, napkin,
instruction sheet, paper, pencil.
Opening (Set):
As the students walk through the door the teacher will hand out slips of
paper to them.
These slips will have vocabulary words on some and vocabulary on the
rest. The students wil be partnered up by their respective definitions to do
the map assignment.
1. Okay class so this week we have been studying the Renaissance and
what it was all about.
2. Teacher can activate slide 1.
3. Could someone give me a brief summary about the Renaissance and
what we have learned so far? (we have learned that the Renaissance
was a time of rebirth for ideas like secularism, a time for individuals to
invent and bring back art, a time for the Catholic Church to be
reformed, etc..)
4. Slide two here.
5. Today we are going to be using maps again.
6. We are going to learn about the large amount of traveling and
exploration that occurred during the Renaissance period.
7. Activate slide 3.
8. By the time we leave today I expect all of you to be able to tell me a
few nations and their explorers who discovered new places, routes, and
other things during the Renaissance.
9. The teacher will partner up students with one partner.

A. TTW ask one student from each group of two to come up and get the
materials needed for the assignment.
B. These materials include an informational direction sheet, the laminated
map, a marker, a napkin and a sheet of paper.
C. The map assignment you are all working on today is called the Age of
Exploration.
D. During this map assignment, you will all be charting the different paths
used by famous explorers during the Renaissance period.
E. You will be learning about a few explorers such as:
F. Bartholomeu Dias, Vasco de Gama, Christopher Columbus, Pedro
Cabral, Ferdinand Magellan, John Cabot, Jaques Cartier, and Henry
Hudson.
G. These men are responsible for many things.
H. They discovered new passages, new places to colonize, and even new
continents that nobody even knew existed.
I. TTW remind all of the groups that they are to chart using the map and
also answer the questions on their sheet of notebook paper.
J. This assignment will be turned in at the end of class.
K. Throughout this map activity the teacher will walk between the groups
and guide students as they get stuck.
L. If the students finish early, they will have a secondary assignment to
enrich this map lesson.
M. They are to turn to page 762 and read until 769.
N. They will have questions to answer on the board designed to enrich the
learning on explorers from the Renaissance.
O. Some of these questions are:
P. What are two major reasons for a European nation to need to voyage
all the way to the continent of Asia? (missions and trading)
Q. What European country dominated exploration and trade during the
Renaissance? (Portugal)
R. What two large landforms did Christopher Columbus not know stood
between Europe and Asia? (North and South America)
S. How many of Ferdinand Magellans original crew survived the
circumnavigation of the globe? (18 out of 250)
T. What two tools were most commonly used in navigation of the globe?
(the magnetic compass and the map)
U. Who is responsible for projecting a circular version of the globe onto a
flat piece of paper? (Gerardus Mercator)
V. The teacher can announce that these questions should be kept in the
students notes section of the binder.
Closure:
1. Okay class today you charted some of the Renaissance ages greatest
explorers and you got a visual picture of where people were going
during this age.
2. How would you guys describe exploration during the Renaissance?
3. Tomorrow we will continue studying the Renaissance and we will learn
about some inventions and accomplishments that occurred during that
time period.
Enrichment: During this map activity I enrich the students learning by
adding informative and corresponding questions to the whiteboard. The
students who might move quickly through the map assignment will have
work to do that will help reaffirm the days learning in their minds.
any students with IEPs, but for our students who are struggling to say
find a country or place on the map I could help them locate it without
just doing the work for them. For instance, if a student is struggling to
find Portugal I could say, why dont you try finding Spain then looking
southwest. This method guides the struggling students work instead
of doing the work for him/her.
Accommodation: During this lesson one accommodation I could use is
when I partner the students up, I am especially specific with who I select as
their partners. I try to accommodate people by placing them with a partner
who I feel will work best or most efficiently with the other. I also do my best
to keep the students engaged in their map when I see their mind start to
wander. I will walk to their group and ask a question such as, So what step
are you on? Have you found Portugal yet?
Key: Age of Exploration

1-6 should receive check marks upon completion of that phase of the map.
7a. Portugal
7b. Portugal
7c. Cabral
8. No, anyone who traveled West from Europe had to get around the
Americas which most people didnt know existed.
9. Cabrals voyage started out Westward nearby Africa similar to
Columbuss, but Cabral would eventually round Africas southern tip
and head east while Columbus made it to the Americas and headed
back to Europe.
10-11c. should receive checkmarks upon completion.
11d. Cartier probably didnt realize just how large N. America was. He barely
penetrated the continent.
12-14 should receive checkmarks.
15a. Portugal and Spain.
15b. Henry Hudson 1610.
15c. Hudsons 1609 first voyage in serve to the Dutch.
15d. Cartier 1536
15e. Spain.
16.
An explorer should be a curious individual who likes to be
away from home and meet new people.
Daily Lesson Plan

Day: (Day 10)
Objectives:
c. Explain how political and economic changes during the Middle Ages
led to the Renaissance. (DOK 2)
Materials:
Computer
Opening (Set):
A. Okay class, the last two weeks we have been learning about the Middle
Ages and the Renaissance.
B. These are two major period of times and they had events that occurred
on the continent of Europe.
C. Today we are going to take your unit test covering the two topics.
D. You will have 50 minutes to finish.
1. TSW pull out their MacBook computers.
2. They will log onto the SEB (safe exam browser).
3. They will find their test on Schoology.
4. TTW monitor the unit test.
5. The test is over at the bell.

6. The teacher can remind the students if they finish the test early they
can pull out an AR book and read quietly while others finish.
Closure:
A. Thank you for finishing your test. See you next week!
Enrichment: I plan to add a bonus question to the test for students
who successfully understood the lessons over the past two weeks. The bonus
question can be, True or False, the Vikings are responsible for uniting Europe
under the Christian flag.
any students with IEPs, but for our students who are struggling to
understand the wording of a question I am more than ready to explain
the wording of a question in a way that doesnt reveal the answer but
still helps the student understand.
Accommodation: During the test I plan on arranging the desks a bit further
apart so the students feel they have adequate room to work without anyone
looking over their shoulders.
Vocabulary
Humanism- a cultural movement of the Renaissance based on the study of

classical works.
The Crusades-a series of military campaigns to establish Christian control
over the Holy Land.
Middle ages- period between ancient times and modern times, roughly A.D.
500-1500.
Pagan-follower of a polytheistic religion or religion other than the major ones.
Saint-person believed to be especially holy.
Christendom-large community of Christians spread wide across the world.
Vikings-invaders of Europe from Scandinavia who raided and pillaged poorly
defended areas.
Knights- warrior mounted on horseback
Serfs- a peasant who is legally bound to live and work on land owned by a
lord.
Fief-estate granted by a lord to a vassal
Vassal-in medieval Europe nobles who received land from other nobles in
return for services.
Black Plague- a medieval epidemic of the bubonic plague that killed as many
as one third of all Europeans.
The Renaissance- French for rebirth; refers to a period of cultural revival in
Feudalism a strict social system in which landowners grant people land or
other rewards in exchange for military service or labor.
Circumnavigation to sail completely around
Caravel a small, light ship developed by the Portuguese for long voyages.
Utopia an imaginary, ideal place
Satire - Work of literature that makes fun of its subject, often mocking vice or
folly
Censor - To ban dangerous or offensive ideas, or remove material from
published works or prevent its publication
Federalism - a form of government in which power is shared between local
and national levels.
Vernacular everyday, spoken language
Secularism - the view that religion need not be the center of human affairs.
Ghetto - a separate section of the city where members of a minority group
are forced to live
Mercantile anything related to commerce or trade
Theocracy a government run by a religious power
Predestination - The idea that God had long ago determined who would gain
salvation
Patron Someone who gives money or other support to a person or group
Missionary someone who tries to convert someone else to another religion
Indulgence - a purchased cancelation of punishment for sins that had been
confessed and forgiven by God
Reformation - a religious movement that gained momentum in the 1500s
with the aim to reform the Catholic Church.
Unit Test- Middle Ages and the Renaissance

1.
a cultural movement from the Renaissance based on the study of

classical works and focused on peoples lives.
2.
a series of military campaigns to establish Christian control over
the Holy Land.
3.
period between ancient times and modern times, roughly A.D.
500-1500.
4.
follower of a polytheistic religion or religion other than the major

ones.
5.
6.
7.
person believed to be especially holy.

large community of Christians spread wide across the world.
invaders of Europe from Scandinavia who raided and pillaged
poorly defended areas.
8.
a warrior mounted on horseback
9.
a peasant who is legally bound to live and work on land owned
by a lord.
10.
estate granted by a lord to a vassal
11.
in medieval Europe nobles who received land from other nobles
in return for services.
12.
a medieval epidemic of the bubonic plague that killed as many
as one third of all Europeans.
13.
French for rebirth; refers to a period of cultural revival in
14.
a strict social system in which landowners grant people land or
other rewards in exchange for military service or labor.
15.
a religious movement that gained momentum in the 1500s with
the aim to reform the Catholic Church.
16.
a purchased cancelation of punishment for sins that had been
confessed and forgiven by God
17.
Someone who tries to convert someone to another religion.
18.
Someone who gives money or other support to a person or
group.
19.
The idea that God had long ago determined who would gain
salvation.
20.
A government ran by a religious power.
21.
Related to commerce or trade.
22.
A separate section of the city where members of a minority
group are forced to live.
23.
The view that religion need not be the center of human affairs.
24.
Everyday spoken language.
25.
A form of government in which power is shared between local
and national levels.
26.
To ban dangerous or offensive ideas, or remove material from
published works or prevent its publication.
27.
Work of literature that makes fun of its subject, often mocking
vice or folly.
28.
An imaginary, ideal place.
29.
A small, light ship developed by the Portuguese that performed
well on long voyages.
30.
To sail completely around.
Word Bank
A. Humanism B. Crusades C. Middle Ages D. Pagan E. Saint F. Christendom

G. Vikings H. Knight I. Serf J. fief K. vassal L. Black Death M.
Renaissance N. Feudalism
O. Reformation P. indulgence Q.
Missionary R.. Patron
S. Predestination T. Theocracy U. mercantile V.
ghetto W. secularism X. vernacular Y. federalism Z. censor AA. Satire
BB. Utopia CC. caravel DD. Circumnavigation
Rubric: Narrative on the Middle Ages Crusades

CCSS.ELA-LITERACY.W.7.3.A Engage and orient the reader by
establishing a context and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and
logically.
Needs
Improvement
Acceptable
Exceeds
Expectations
The student did not

meet the length
requirements of 3-4
paragraphs and did not
properly use an event
sequence that unfolds
naturally and logically.
The student almost

fulfilled the length
requirements and/or
almost created a story
that unfolded naturally
and logically.
The student met the

length requirements
and properly created
an event sequence that
unfolds naturally and
logically.
The student did not

use any vocabulary to
engage the reader.
He/she did not
properly use
vocabulary during the
narrative.
The student used some

vocabulary to engage
the reader but not 5
words. Some words
may have been used
incorrectly.
The student engaged

the reader by using
multiple vocabulary
words and they were
used in the correct
context.
The student did not

write a cohesive
narrative, did not
establish context, and
The students narrative

was somewhat
cohesive and
understandable but
The student created a

fully cohesive story
that established a
context and point of
did not create a point

of view using the
knowledge gained thus
far about Crusades in
the Middle Ages.
either didnt establish

a context or point of
view using the
knowledge gained
about the Crusades in
the Middle Ages.
view using the

knowledge gained
about Crusades during
the Middle Ages.
Points:______________
Points:_______________
Points:________________
Multiple Choice
1. Which of these describes the Middle Ages mentality on death?
A.Very concerned and religious. B. not concerned about death C.
Knights were invulnerable to death. D. the King killed anyone he
wanted.
2. The main goal of the Crusades was for the Christians to:
A. Take back the Holy Land from Muslims, B. kill as many pagans as
possible, C. conquer all of Europe and Asia, D. remove the Black Death.
3. Knights were violent people until this institution began to control them.
A. The Church, B. the government, C. their spouses, D. the Vikings.
4. During the Middle Ages, 100s of people were buried everyday due to
the:
A. Black Plague, B. the Influenza, C. Pneumonia, D.
Staph Infection due to poor living conditions.
5. At the very bottom of a Feudalistic society there are the:
A. peasants and serfs, B. vassals and lords, C. merchants and
businessmen, D. kings and knights.
6. Which of the following was invented during the Renaissance?
A. eyeglasses B. microwaves, C. paper, D. flashlight.
7. The humanists of the Renaissance age tended to focus more on:
A. life on Earth, B. the afterlife, C. animal life, D. plant life.
8. In rebellion to the methods of the Catholic Church, Martin Luther
started the:
A. Protestant Reformation, B. the CounterReformation, C. the feudal system, D. the Muslim rebellion.
9. Exploration during the Renaissance era led to the discovery of new
continents such as: A. North America, B. Europe, C. Asia, D. Africa.
10.
The Renaissance revitalized the following activities:
A. painting, sculpting, and other forms of art B. football, baseball, and
other sports C. hiking, picnicking, and other forms of outdoor activities,
D. hunting, fishing, and other forms of food gathering.
Test (Cont.)
Match the following people to their contributions
1. Michaelangelopainted the ceiling of the Sistine Chapel
2. Johannes Gutenberghe invented movable type/ the printing press
3. William Shakespearehe wrote plays that explore humanity, such as
Romeo and Juliet
4. Francesco Petrarchhe founded humanism
5. Leonardo da Vincifamous artist known for painting the Mona Lisa.
Writing
Construct a brief paragraph that explains how religion affected the Middle
Ages. Please use an introductory sentence and a conclusion.
Construct a brief paragraph that explains what the new popular train of
thinking was during the Renaissance.
Map of the World- Week 2 Map day
Map of Europe- Week 1 Map day
TEST KEY
Questions 1-30
A. Humanism B. Crusades C. Middle Ages D. Pagan E. Saint F.
Christendom G. Vikings
H. Knight I. Serf J. Fief K. Vassals L. Black Death M. Renaissance N.
Feudalism
O. Reformation P. Indulgence Q. missionary R. patron
S. predestination T. theocracy
U. Mercantile V. ghetto W. secularism
X. vernacular Y. federalism Z. censor AA. Satire
BB. Utopia CC. caravel DD. circumnavigation
Multiple Choice
6. Very concerned and religious
7. Take back the Holy Land from Muslims
8. The Church
9. Black Plague
10.
peasants and serfs
11.
eyeglasses
12.
life on Earth
13.
Protestant Reformation
14.
North America
15.
painting, sculpting, and other forms of art
Matching
16.
Michelangelopainted the ceiling of the Sistine Chapel
17.
Johannes Gutenberghe invented movable type/ the printing
press
18.
William Shakespearehe wrote plays that explore humanity,
such as Romeo and Juliet
19.
Francesco Petrarchhe founded humanism
20.
Leonardo da Vincifamous artist known for painting the Mona
Lisa.

Sams Ubd 10 Day Lesson Oxford Middle 2015

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The University of Mississippi School of Education

Written Unit Plan

Unit Cover Page

Subject/Topic Areas: The Middle Ages and The Renaissance in

Length of Unit: 10 days

School District: Oxford School District School: Oxford Middle

List and attach Print Materials/Resources

3. Knowledge of students skills and prior learning

Stage 1 Identify Desired Results

What understandings are desired?

Understand the religious overtones of the Middle Ages.

Understand the Renaissance contained a movement away from religion as well as

Daily objectives: What key knowledge and skills will students

Stage 2 Planning Assessment

Day 1 daily grade on Germanic Tribes Invade the Roman Empire.

Stage 3 Daily Lesson Plans

STAGE 3: Daily Plans

Map day tracking

I will be using a traveling trunk from the University of Mississippi that

Daily Lesson Plan

Key: Germanic Tribes Invade the Roman Empire

Daily Lesson Plan

7. 4th slide. Today we are going to be learning about a type of societal

4. Yes, we learned that feudalism is a type of government where a

Key: Pyramid Chart

Daily Lesson Plan

F. These videos will cover a broad array of topics relevant to the

a moment to stand and stretch so as to regain their focus and be able

Links to the necessary videos:

Daily Lesson Plan

BJ. The final necessary part to this assignment is creating a correlating

Guided Notes-Middle Ages

Intervention : My clinical instructor Mrs. Douglas and I do not have

important things and help them avoid writing down redundant or

Daily Lesson Plan

3. Lets take a moment and look at a few slides to remind us what

Enrichment: For the students who are excelling and fully

Daily Lesson Plan

Renaissance Video Questions

Learning Tasks (Procedures):

Links to necessary videos:

Daily Lesson Plan

B. The teacher is assigning groups for the students to sit with.

Enrichment: As I walk around each group I will be looking to see at

Key: Important Individuals of the Renaissance

Galileo- 1564-1642, Italy, astronomer, the telescope, 1609, used to

Daily Lesson Plan

G. Where is this person from?

Key: Reformation/Counter-Reformation Group Work

Daily Lesson Plan

Learning Tasks (Procedures):

Key: Age of Exploration

Daily Lesson Plan

5. The test is over at the bell.

Humanism- a cultural movement of the Renaissance based on the study of

Unit Test- Middle Ages and the Renaissance

a cultural movement from the Renaissance based on the study of

follower of a polytheistic religion or religion other than the major

person believed to be especially holy.

A. Humanism B. Crusades C. Middle Ages D. Pagan E. Saint F. Christendom

Rubric: Narrative on the Middle Ages Crusades

The student did not