Download TRAJECTORY UNIT __1_____ TITLE ______Medieval

TRAJECTORY
UNIT __1_____
TITLE ______Medieval Europe___________________ GRADE ___8___
Trajectories are guides. They are not absolute, static manuals to follow. Factors may influence the actual order of lessons, including the real needs of
students, the materials you select, what the students know and remember from previous years, and your assessment of students in the class. Trajectories are
working documents that are individualized to the needs of the class and which can change over the course of the unit.
1.
2.
3.
4.
How
How
How
How
does religion reflect and influence society?
do different forms of conflict create change?
do we balance being an individual and being part of society?
do economic choices impact society?
9/3 and 9/4
9/5 and 9/8
9/9 and 9/10
9/11 and 9/12
9/15 and 9/16
Lesson – History and Primary
Sources
Possible activities
 What is History?
Definition analysis
 Penny observation –
goes into next lesson
Pre-assessment:
analysis of
primary/secondary
sources
Legacy of Rome, Europe
during Middle Ages
Geo, timeline and
interpretive skills
Lesson – Continue Penny
Lesson – Introduction of
Norms of Accountable Talk
Lesson – Was the Fall of
Rome the End of Roman
Civilization?
 Orienting ourselves to
our textbook (text
features, format,
resources)
 Note-taking Causes for
the Fall of Rome
Q: 4
Q: 2,3,4
Lesson Continued – Was the
Fall of Rome the End of
Roman Civilization?
 Primary
Source/Secondary
Source homework
connection to our daily
work.
 Review Essential
Questions and Finding
Evidence
 Interactive activity on
contributions from
Rome to the modern
day.
6-8 RH.1 Cite specific textual
evidence to support an
analysis of primary and
secondary sources
6-8 RH.9 Analyze the
relationship between a
primary and secondary
source on the same topic.
6-8 RH.1 Cite specific textual
evidence to support an
analysis of primary and
secondary sources
Lesson – Was the Fall of
Rome the End of Roman
Civilization?
 Primary
Source/Secondary
Source homework
connection to our daily
work.
 Review Essential
Questions and Finding
Evidence
 Interactive activity on
contributions from
Rome to the modern
day.

6-8 RH.1 Cite specific textual
evidence to support an
analysis of primary and
secondary sources
Logistics, routines, getting to
know you
Standard
SS.8-12 CS.7 Show
connections, causal and
otherwise, between
particular events and ideas
and larger social, economic
and political trends
6-8 RH.4 Determine the
meaning of words and
phrases as they are used in a
text…
Complete the preassessment and set up
binder
6-8 RH.1 Cite specific textual
evidence to support an
analysis of primary and
secondary sources
WHI.6 C. the preservation
of Greek and Roman
traditions
9/17 and 9/18
Lesson – Feudalism
 Image Analysis pg. 16
 2-Column Note taking
and summarizing
 Creating a timeline (only
students who could not
do on pre-assessment)
 Others – read, twocolumn notes or
timeline.
 Content – vocab,
hierarchy , roles,
relationships
Would you rather, discussion
Q: 1,3,4
9/19 and 9/22
Lesson – Early Feudalism
 Analyzing a paragraph
for diction and use of the
word Loyalty
 Following the Claim,
Evidence and
Interpretation routine –
model
 Analyzing another
portion of text for loyalty
independently
 Chunked questions
 1 South class and 2
North classes evaluated
their timelines for
specific criteria
9/23 and 9/24
Lesson – Feudalism
 Vocabulary Routine
Word, definition (provided),
forms, associations, example
from text
9/25 and 9/26
Lesson – Feudalism:
Establishing Order
 Create four groups (or
8) Monarchs, Lords and
Ladies, Knights,
Peasants
Evaluating timelines for
classes that have not
completed – homework
quality.
9/29 and 9/30
Lesson – Was this period –
The Dark Ages, The Age of
Feudalism, The Age of Faith?
Do Now: Using your reading
and notes, complete the
graphic organizer – levels in
feudal society
Stations:
Feudalism - What is a vassal?
Faith – Role of the Catholic
Church
Dark Ages – Plague
HW – short reading
practicing, claim, evidence
and interpretation or
comprehension (textdependent for some)
Quiz review
Assessment – Feudalism and
the end of Rome on the 10/2
and 10/3
Q: 1,3
WHI.7 Describe the major
economic, social, and
political developments
that took place in
medieval Europe. (H, E)
B. the differing orders of
medieval society, the
development of
feudalism, and the
development of
private property as a
distinguishing feature
of western civilization
C. the initial emergence of
a modern economy,
including the growth
of banking,
technological and
agricultural
WHI.7 Describe the
major economic, social,
and political
developments that took
place in medieval Europe.
(H, E)
WHI.7 Describe the
major economic, social,
and political
developments that took
place in medieval Europe.
(H, E)
WHI.7 Describe the major
economic, social, and
political developments
that took place in
medieval Europe. (H, E)
B. the differing orders of
medieval society, the
development of
feudalism, and the
development of
private property as a
distinguishing feature
of western
civilization
C. the initial emergence
of a modern economy,
including the growth of
banking, technological
and agricultural
improvements,
WHI.7 Describe the
major economic, social,
and political
developments that took
place in medieval
Europe. (H, E)
A. the growing influence
of Christianity and
the Catholic Church
commerce, towns, and a
merchant class
improvements,
commerce, towns, and
a merchant class
10/2 and 10/3
10/6 and 10/7
10/10 and 10/13
10/14 and 10/15
10/16 and 10/17
Quiz first –
and 10/8 and 10/9
Lesson: Village Life
Lesson: Village Life
Lesson: Decline of Feudalism
– Magna Carta
Do Now: Analysis of Village
Image
Connection/Opening:
Discovery – short video –
Village Life
Lesson day 2 – Was this
period – The Dark Ages, The
Age of Feudalism, The Age of
Faith?
Lesson day 3 – Was this
period – The Dark Ages, The
Age of Feudalism, The Age of
Faith?
Do Now: Quiz
Stations:
Feudalism – Knights,
Servants, Masters
Faith – Role of the Catholic
Church
Dark Ages – Plague
Do Now: Open Response
using data from bubonic
plague (this took too long but
was useful to the
accountable talk activity in
preparation for writing.)
Assessment – Feudalism and
the end of Rome on the 10/2
and 10/3
Q: 1,3
Stations:
Feudalism – Knights,
Servants, Masters
Faith – Role of the Catholic
Church
Dark Ages – Plague
WHI.7 Describe the major
economic, social, and
political developments that
took place in medieval
Europe. (H, E)
Exit Ticket:
What is your claim, evidence,
commentary – between the
three/two titles?
WHI.7 Describe the major
economic, social, and
political developments that
took place in medieval
Europe. (H, E)
A. the growing influence of
Christianity and the
Catholic Church
A. the growing influence of
Christianity and the Catholic
Church
Assignment to groups – for
topic – independent reading
and questions.
 Guilds
 Trade and Commerce
 Homes and Households
 Disease and Medical
Treatment
 Crime and Punishment
 Leisure and
Entertainment
Dramatization Activity –
begun and continued next
time.
Exit Ticket: How did your
topic show a change in the
Middle Ages for regular
people? C/E/C
WHI.7 Describe the major
economic, social, and
political developments that
took place in medieval
Europe. (H, E)
C. the initial emergence of a
modern economy,
including the growth of
banking, technological
and agricultural
improvements,
Primary Source analysis –
Magna Carta – (Age of Faith,
Age of Feudalism, Dark Ages)
Assignment to groups – for
topic – independent reading
and questions.
 Guilds
 Trade and Commerce
 Homes and Households
 Disease and Medical
Treatment
 Crime and Punishment
 Leisure and
Entertainment
Dramatization Activity –
begun and continued next
time.
Begin – decline…
WHI.7 Describe the major
economic, social, and
political developments that
took place in medieval
Europe. (H, E)
C. the initial emergence of a
modern economy, including
the growth of banking,
technological and agricultural
improvements, commerce,
towns, and a merchant clas
WHI.8 Describe
developments in medieval
English legal and
constitutional history and
their importance in the
rise of modern democratic
institutions and
procedures, including the
Magna Carta, parliament,
and habeas corpus. (H, C)
commerce, towns, and a
merchant class
Performance Assessment:
Document Based Question Teams – Using a variety of primary and secondary sources, individuals will analyze and then discuss the significance of each
based on the question: “Which label for Medieval Europe best describes the era between 500 and 1400: The Dark Ages, the Age of Feudalism, the Age of
Faith or the Golden Age?” Assessment will be based on individual analysis of sources, discussion and collaboration using Accountable Talk, and written
responses.