* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Crusades Lesson Plan
Survey
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
Transcript
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: I. II. III. 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. Setting i. 1096-1204 in Europe Events 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. IV. V. 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 excommunicated. 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 Crusade iv. Pope Innocent III – Fourth Crusade Effects i. All Crusades except the first failed to take the Holy Land from the Turks. 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 rocks. 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 audience). The class will be split in half. First half of the class will do a RAFT with the following criteria: Role: Crusader Audience: Muslims Format: Letter Topic: Christianity Second half of the class will do a RAFT with the following criteria: 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) Differentiation: 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). (Synthesis) 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.