Download WS/FCS Unit Planning Organizer

WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
6th Grade Social Studies
Medieval Europe
Kings, Castles & Cathedrals 500 AD-1400AD
15 days
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Conceptual Lenses
Religion
Society Structure
Quality of Life
Movement
Unit Overview
During this unit the focus will be on Europe during the Middle Ages (500 AD to 1400 AD). It will
discuss the feudal system and its influence on societal structure. Additionally, the influence of the
Catholic church on the government in Europe will be investigated. The main points will focus on
distribution of wealth, societal structure and quality of life, and how religious beliefs
influence government decisions.
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Feudal System – When the western Roman Empire fell in the fifth century it created a
power vacuum in western Europe. With no central government power sometimes passed to
church officials. The church’s hierarchy had been modeled on that of the Roman Empire,
so bishops were in logical positions to take care of administrative and legal duties after the
empire’s fall. The types of warlords who usually held power against the types of Germanic
invaders who had hastened the empire’s fall also seized power in some places. This meant
that power was divided among a number of different leaders rather than resting in a single
emperor. Over time some of these leaders gained more power than others, and to protect
themselves less powerful leaders would swear allegiance to them in exchange for
protection. This created a hierarchical system in which different classes people—nobles,
knights, peasants, and serfs—swore fealty to those above them and exacted goods and
services from those below. This relationship is called the lord-vassal relationship. Some
nobles were even able to claim the title of king, usually through a combination of church
sanction and political ascendancy. Even these kings, however, were bound by obligations
to their vassals, and eventually some kings—most notably those in England in the form of
the Magna Carta, or “Great Charter”—had to formalize those obligations through systems
of law.
The Role of the Church – Because its infrastructure was modeled on that of the Roman
Empire, the Christian Church was in a position to gain political and social power when the
Empire fell. In the absence of Roman emperors and governors, the Church’s popes (men
who held the post of bishop in the city of Rome) and bishops were often responsible for
convening courts, providing protection for peasants, and creating laws. Because these
were positions of power they were sometimes sought by men who were more interested in
power than they were in Christian leadership. However, at various points during the Middle
Ages the Church tried to reform its leadership structures to try to address this problem. The
reformers tried to make sure that the Church did a good job of helping the laity—people
who were not clergy—live as good Christians by administering the sacraments (communion
and baptism chief among them), hearing their confession of their sins, assigning them
penance, and preaching sermons. The Church also endorsed the leadership of good kings
and nobles, and encouraged the construction of cathedrals, which helped to make cities
major centers of economic prosperity.
Cultural Expressions – There were both secular and religious forms of cultural expression
during the Middle Ages. The forms of expression associated with the Church were primarily
architectural, literary, and musical. The Church commissioned the construction of churches,
initially in the Romanesque style based on principles of Roman architecture and later in the
Gothic style, based on advances in engineering expertise which enabled architects to
increase the size of the windows and allow more light into the interior of buildings. These
churches—the largest of which were usually the home churches for bishops, which are
called cathedrals—were fitted out with stained glass and intricate sculpture. Monks, who
swore oaths to live celibate lives isolated from the rest of the world in monasteries,
contributed to the literary history of the period both by copying works from the ancient world
to preserve them and by writing new liturgy and hymns for Church services.
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The Middle Ages also saw the rise of the system of universities which continues to exist
into the modern era. Though they began as cathedral schools and were always attached to
the Church the universities facilitated the study of much more than theology, establishing
the disciplines of law and medicine. As cities gained prominence later in the Middle Ages
secular poets and authors, such as Geoffrey Chaucer and Petrarch, composed new
literature.
On the Move Again – With the fall of the Roman Empire migration and trade in western
Europe ground to a halt. The Roman state no longer kept the roads, rivers, and seas safe
for trade or travel, and many people lost the financial affluence necessary to travel. In
addition, the feudal obligations which people owed to their lords often made it difficult to
move, and for serfs—who existed at the bottom of the feudal hierarchy and were bound by
law to the land on which they worked—no mobility was possible. As the Middle Ages
progressed and people became more affluent this trend reversed itself. Consolidation of
power in the hands of powerful lords and kings made travel safer, and the political stability,
which centralization brought, helped to stabilize the economy and made it safer to trade.
Growing affluence also led to a demand for trade goods. Later in the Middle Ages the
Crusades—a series of Church-sanctioned wars aimed at recovering territory which had
once belonged to the Eastern Roman Empire and had fallen to Muslims, and sometimes
waged against heretics within Europe—re-opened trade routes with the east. Changes in
population caused by outbreaks of the Black Death in the 14th century and a series of wars
fought at around the same time made it easier for serfs and peasants to negotiate for rights
and so to leave the country and migrate to cities. This movement, along with the shifts in
trade patterns, contributed to the rise of the middle class.
Unit Enduring Understanding(s)
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Distribution of wealth affects societal
structure and quality of life.
Religious beliefs often influence
government decisions and cultural
expressions.
Movement of people, goods and ideas
had positive and negative effects.
Unit Essential Question(s)
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How did the distribution of wealth affect
societal structure and quality of life during
the Medieval Times?
How did the religious beliefs during this
time influence government decisions?
What positive and negative effects did
movement have on people, goods and
ideas?
Essential State Standards
Priority Objectives
6.G.1.2
 Explain the factors that influenced movement
of people, goods and ideas and effects of that
movement
6.C.1.1
 Analyze how cultural expressions reflected
the values of civilizations.
Supporting Objectives
6.H.2.4
 Explain the key historical figures and groups
in transforming society
6.G.1.3
 Compare distinguishing characteristics of
various world religions.
6.C.1.2
 Explain how religion transformed societies
6.E.1.1
 Explain how conflict, compromise, and
negotiation over resources impacts economic
6.C.1.3
 Summarize system of social structure within
various civilizations
6.E.1.2
 Explain how quality of life is impacted by
economic choices
6.C&G.1.2
 Summarize ideas that shaped political
thought
“Unpacked” Concepts
(students need to know)
6.G.1.2
 factors that influenced
movement of people, goods
and ideas and effects of that
movement
“Unpacked” Skills
(students need to be able to do)
6.G.1.2
 EXPLAIN
6.G.1.2
□ Understand
6.C.1.1
 ANALYZE
6.C.1.1
□ Analyze
6.C.1.1
 how cultural expressions
reflected the values of
civilizations.
6.C.1.2
 EXPLAIN
6.C.1.2
□ Understand
6.C.1.3
 SUMMARIZE
6.C.1.3
□ Understand
COGNITION
(RBT Level)
6.C.1.2
 how religion transformed
societies
6.C.1.3
 system of social structure
within various civilizations
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Essential Vocabulary
monarchy
secular
religion
society
class
hierarchy
clergy
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Enrichment Vocabulary
allegiance
fealty
obligation
Enrichment Factual Content
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Charlemagne
Gothic Architecture
coat of arms
Bayeux Tapestries
three field system
iron plow
Children’s Crusade
H
Unit “Chunking”
& Enduring
Understandings
Essential
Factual
Content
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Feudal System
Control of
resources affects
societal structure
and quality of life.
.
The Role of the
Church
Religious beliefs
often influence
government
decisions
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Cultural
Expression
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Vikings
Feudal
System
Monarchy
King
Priest
Lord
Vassals
Knights
Serf
Manor
Protection
Fief
Taxes
Magna Carta
Hierarchy of
the clergy
Pope
Catholic
Church
Sacraments
Tithe
Illiteracy of
serfs
Cathedrals
Stained glass
windows
Gothic
Architecture
Canterbury
Tales
“Divine
Comedy”
Religious
influence in
art
Suggested Lesson
Essential Questions
G
C
E
C
&
G
What were the causes
and effects of Viking
invasions?
How did the value of
land lead to the creation
of the feudal system?
What were the roles of
the feudal system and
why did they accept
those roles?
How did the feudal
system affect quality of
life for people in each
class?
How did the Magna
Carta influence change
in the quality of life?
How would the feudal
system compare to
modern society?
What was the role of the
church and why was it so
powerful?
What influence did the
church have on the
different classes?
How did the Pope use
his resources to
influence the king?
What issues created
conflict between the
church and state?
What impact did the
church have on cultural
expression?
2.4
1.3
1.3
1.3
1.3
1.3
1.2
1.2
1.2
1.2
1.1
On the Move
Again
Movement of
people, goods and
ideas can have
positive and
negative effects.
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Crusades
Crusaders
Holy Land
Pope
Urban II
Saladin
Richard the
Lionhearted
Increased
trade
Venice
Deaths of
knights &
nobles =
increased
power for
kings
Spread of
Muslim
culture in
Europe
Increased
religious
persecution
/strained
relationship
s between
Christians,
Jews &
Muslims
Black
Death and
its affects
What were the causes
of the Crusades?
2.4
1.2
What are the effects of
the Crusades?
2.4
1.2
How did the increased
global contact through
trade foster the spread
of the Black Death?
1.2
Sub Concepts
HISTORY
Conflict
Invasion
GEOGRAPHY
Region
CIVICS & GOVERNMENT
Power
Taxation
ECONOMICS
Standard of living
Trade
CULTURE
Values and
Beliefs
Cultural
Expression
Language Objective EXAMPLES
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Key Vocabulary LO: SWBAT define and explain the terms monarchy, secular, religion,
society, class, hierarchy, and clergy.
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Language Functions LO: SWBAT explain how societal structure can influence the quality of
life. (I.E.- how did the feudal system effect the quality of life.)
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Language Skills LO: SWBAT read a passage about the Black Death and identify the
cause and effects of the Black Death. (Reading passages should be chosen/modified in
accordance with the LEP students’ zone of proximal development).
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Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the quality of life for each class in the
feudal system. .
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Lesson Tasks LO: SWBAT read and summarize a passage about the feudal system and
explain this summary to a group.
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Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of the feudal system. (The linguistic load
will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or
other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
6.H.1.1 Construct charts, graphs & historical
6.G.2.1 Use maps, charts, graphs, geographic data
narratives to explain particular events or
and available technology tools to draw conclusions
issues over time.
about the emergence, expansion and decline of
civilizations, societies and regions.
Use the graphic organizers to fill in information
on the Feudal System.
Have students look at the chart and make
Feudal System Graphic organizer
conclusions about the spread of the Black Death.
Feudalism Triangle
Map of the spread of the Black Death
Black Death statistics
6.H.1.2 Summarize the literal meaning of
historical documents in order to establish
context.
6.H.1.3 Use primary and secondary sources
6.G.2.2 Construct maps, charts and graphs to
explain data about geographic phenomena (e.g.,
migration patterns and population, resource
distribution patterns, etc.)
to interpret various historical perspectives.
Middle Ages Data Based Question (DBQ)
Create chart that explains how the Black Plague
impacted the population of Europe. Use the data
from the site.
Overview of the Plague
Black Death DBQ
Use this website to look at the different
sections of the Bayeux Tapestry and interpret
what you think the pictures mean.
Bayeux Tapestry
.
General Unit Resources
○
○ “Straight Ahead”
□“Uphill”
∆ “Mountainous”
 If your school has BrainPop-this has numerous organizers and activities for this era.
 Mr. Donn Middle Ages
 KidiPede Middle Ages
 Kids Discover Middle Ages
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Interactive map of the Black Death
Great PowerPoint on the impact of the Black Death
Middle Ages Printables
More Middle Ages Printables
Middle Ages for Kids
KidsKonnect Middle Ages
Social Studies for kids links to Middle Ages resources
Feudalism Project
Learning Through History: Medieval Europe
Science perspective of Black Death
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Information on a wide range of Middle Ages topics
Life in the Middle Ages
Electronic version of Canterbury Tales
Electronic version of “Divine Comedy”
Middle Ages DBQ
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task
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Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change