Download Crusades Lesson Plan

yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project

Document related concepts

Battle of Arsuf wikipedia , lookup

Third Crusade wikipedia , lookup

Savoyard crusade wikipedia , lookup

History of Jerusalem during the Kingdom of Jerusalem wikipedia , lookup

Rhineland massacres wikipedia , lookup

Siege of Acre (1189–1191) wikipedia , lookup

Despenser's Crusade wikipedia , lookup

Albigensian Crusade wikipedia , lookup

Battle of Nicopolis wikipedia , lookup

Fourth Crusade wikipedia , lookup

Siege of Acre (1291) wikipedia , lookup

Second Crusade wikipedia , lookup

First Crusade wikipedia , lookup

Barons' Crusade wikipedia , lookup

Northern Crusades wikipedia , lookup

Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude 9/06
Teacher’s name: __Jake Miller____________________ Date: __11/2/06__________
Subject: _World History I____ Grade Level: _9/10__Topic: _The Crusades_____
Essential Questions: What impact did The Crusades have on the world during the Late
Medieval Period?
General Objective[s]:
Virginia SOLs:
WH1.12. The student will demonstrate knowledge of social, economic, and political changes and
cultural achievements in the late medieval period by
b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol
conquests, and the fall of Constantinople.
NCSS Strand:
V. Individuals, Groups, Institutions
b) analyze group and institutional influences on people, events, and elements of culture
in both historical and contemporary settings;
c) describe the various forms institutions take, and explain how they develop and change
over time;
d) identify and analyze examples of tensions between expressions of individuality and
efforts used to promote social conformity by groups and institutions;
f) evaluate the role of institutions in furthering both continuity and change.
Learning Outcomes:
The student will be able to explain when and why each of the Crusades happened.
The student will be able to list four results of the Crusades.
The student will be able to explain the Crusades from either perspective (Muslims/Crusaders).
The student will be able to evaluate whether or not the Crusaders were justified in beginning the
Crusades to spread their religion.
Assessment: Methods of Evaluating Student Progress/Performance:
I have two assessment plans for this lesson. The first is the in-class RAFT paper - to determine if
students are able to understand where both sides are coming from during the Crusades. The
second is the homework assignment - a 2-4 page essay assessing the justifiability of the
Crusades. They must take one side or the other, and also include basic historical information when and why the Crusades happened as well as the major impacts of the Crusades.
Content Outline:
Cause: To regain the Holy Land from the Turks.
i. During the late 1900s, the Seljuq Turks, a Muslim people from Central
Asia, gained control of Palestine – known among Christians as "the
Holy Land." The Turks went on to attack Asia Minor, part of the
Byzantine Empire. When they threatened the capital city of
Constantinople, the Byzantine emperor called on Pope Urban II in
Rome for help. Because Christian pilgrims to Palestine reported that
they had been persecuted by the Turks, the Byzantine emperor’s
appeal met with a warm reception.
Urban was eager to regain the Holy Land from the Turks. In 1095 he
called a meeting of church leaders and feudal lords. They met in
Clermont, France. Urban asked the lords to stop fighting among
themselves and join in a great war to win back the Holy Land. They
would "wear the cross of Christ on their right shoulder or back, and
with one voice... cry out: 'God wills it, God wills it, God wills it!'"
ii. Individual Crusaders joined for different reasons.
1. Some went to save their souls.
a. They believed if they died on crusade they would go
straight to heaven.
2. Some knights hoped to gain land and wealth in Palestine and
Southwest Asia.
3. Some merchants saw a chance to make money.
i. 1096-1204 in Europe
i. First Crusade  1096-1099
1. The crusaders captured Jerusalem, bringing much of the Holy
Land under European control.
2. As a result, European customs and institutions were put into
place in parts of Southwest Asia and the Holy Land. The
crusaders set up four small states, introducing European
feudalism and trade sprung up.
ii. Second Crusade  1147-1149
1. By 1146, the Turks had united their forces. They started taking
back cities that the crusaders had captured.
2. King Louis VII of France and German King Conrad III led
separate armies across Europe.
a. At the city of Damascus, the two armies joined forces.
b. They failed to recapture the city and the crusaders
returned to Europe.
iii. Third Crusade  1189-1192
1. Muslim leader Saladin gained control of Jerusalem.
2. Holy Roman Emperor Frederick Barbarossa, King Philip II of
France, and King Richard I of England, led separate armies in
the Third Crusade.
3. It failed when Barbarossa drowned on the way to the Holy
Land his army retreated.
a. Philip and Richard quarreled, and Philip took his army
back home to seize English lands in France.
b. Richard and his forces remained in the Holy Land, but
they could not capture Jerusalem.
c. Richard settled for a truce with Saladin, that the
crusaders received control of some towns along the
Palestinian coast.
iv. Fourth Crusade  1202-1204
1. Pope Innocent III gathered a group of French knights for the
Fourth Crusade.
2. The crusaders attacked many Christian cities and were later
Key People
i. Pope Urban II – Causality of the Crusades
ii. King Louis VII, King Conrad III – Second Crusade
iii. Saladin, Frederick, Barbarossa, King Philip II, King Richard I – Third
iv. Pope Innocent III – Fourth Crusade
i. All Crusades except the first failed to take the Holy Land from the
ii. Muslims controlled Palestine at the end of the Crusades.
iii. Crusades brought about many changes in Europe including:
1. Weapons and Warfare
a. Began to use the crossbow.
b. Learned how to undermine walls and catapults to throw
2. Political changes
a. Power of European kings grew stronger and placed new
taxes and led armies drawn from their entire country.
3. Ideas and Trade
a. European culture enriched by ideas exchanged during
the Crusades.
i. Foods such as apricots, lemons, melons, rice,
and sugar were exchanged.
Student and Teacher Activities with Estimated Time Blocks:
10 minutes
Hook  Mystery Box. As students enter the classroom,
they will see a large box covered in wrapping paper. They
will ask yes or no questions as they try to determine what is
in the box. A student volunteer will write all the things that
the mystery item is/is not on the board. Eventually,
students will determine that the following items (or
representatives or items) are in the mystery box: crossbow,
apricots, lemons, melons, rice, and sugar. Students will be
told that they will hear more about this later – this is an
important part of the lesson today, and they cannot lose
sight that this is the most important thing to learn.
30 minutes
Jigsaw  Students will be split into five groups to become
“experts” on each of the four crusades and the Children’s
Crusade. They will read in the textbook about their
assigned crusade on pages 319-321. They will complete
their section of the worksheet attached. Next, individuals
in the group will rotate to other groups to “teach” each
other about each of the crusades. By the end of this
activity, each student will have a fully completed
worksheet. See attached worksheet – graphic organizer for
The Crusades.
(10 minutes in expert groups, 20 minutes in mixed groups)
15 minutes
Review of Graphic Organizer as a whole group  I will
then review the Inspiration Map on the overhead, to ensure
that all important dates, details, and people have been
taught. It is attached. There are notes on each specific
aspect if the Inspiration file is viewed.
20 minutes
RAFT Writing Assignment  RAFT is a writing activity
in which the teacher assigns a group of students a “Role”
(the person doing the writing), an “Audience” (the
individual(s) to whom the person is writing), a “Format” (a
letter or closing statement or essay or newspaper article),
and a “Topic” (what the person is writing about to the
The class will be split in half.
First half of the class will do a RAFT with the following
Role: Crusader
Audience: Muslims
Format: Letter
Topic: Christianity
Second half of the class will do a RAFT with the following
Role: Muslim
Audience: Crusader
Format: Letter
Topic: After the First Crusade when 70,000 people die.
15 minutes
Closure – The Line Up  In a Line Up, the teachers asks
students consider a particular viewpoint they have that can
be plotted on a continuum. In this case, I will ask the
students to decide whether the Crusades were justified.
They will have to select their viewpoint on a continuum of
1-10. They must write their number and a few reasons why
they feel this way on an index card. A student selecting 1
feels that the Crusaders had every right to conduct the
Crusades and kill thousands of people because of divine
right to spread their religion. A student selecting 10 feels
that the Crusaders were fundamentally wrong in spreading
their religion and they should never have happened).
I imagine that the students will be spread relatively even
across the continuum, with a number of students bunched
in the middle. Then, the students will stand along a line in
order of their numbers.
The line will be folded so the most extremist are facing one
another. They will discuss with their new partner why they
feel this way. What they don’t realize is that this will be an
outline of a 2-4 page persuasive essay discussing whether
or not they feel the Crusaders were justified in spreading
their religion or not for homework.
Materials Needed for the Lesson:
Jigsaw Graphic Organizers (20)
Computer with Inspiration Capabilities and Projector
Crusades Inspiration File
RAFT Sheets (20)
Index Cards (20)
1. SWBAT explain when and why each of the Crusades happened. (Comprehension)
Differentiated Objective: SWBAT create a timeline of the Crusades. (For a lower level student)
2. SWBAT list four causes of the Crusades. (Knowledge)
Differentiated Objective: SWBAT determine what causes were primary and which were
secondary of the Crusades. (For a higher level student)
3. SWBAT explain the Crusades from either side in a RAFT assignment (Muslims/Crusaders).
Differentiated Objective: SWBAT explain the Crusades from an outside perspective. (For a
higher level student)
4. SWBAT evaluate whether or not the Crusaders were justified in beginning the Crusades to
spread their religion. (Evaluation)
Differentiated Objective: SWBAT list arguments as to why people feel the Crusades were
justified/unjustified. (For a lower level student).
Subject Matter Integration/Extension:
This lesson is important because it was a very important political change/event during the Late
Medieval Period. The Crusades had a massive impact on globalization, even though all but the
first one failed in reaching the goal of regaining the Holy Land from the Turks/Muslims. The
major impacts included improvements in weaponry and warfare, political changes ending the
feudal system, and ideas and trade were spread from nation to nation. This relates back to the
hook, as students must remember that the reason we study The Crusades is not necessarily the
“holy war” aspects of it but rather the use of new weaponry and the opportunity for global trade.
Reflections on Lesson Plan:
This lesson is very activity based. I believe that students work and learn best when they are
working with a subject firsthand and really are forced to take ownership over their own learning.
This lesson is a great reflection of that. I love the use of Inspiration as an illustrator of a topic,
and I think this lesson provides a great opportunity to use that as a review.