The Middle Ages
For Mr. Hillhouse's ISB 7th Grade Social Studies
Path of Study
Enrichment
Top 10 European Medieval Towns
When did France become France?
What is the Magna Carta?
[VIDEO] What if the Crusades never happened? (Thanks, Hunter!)
The Pope and the Russian Orthodox Patriarch to meet (they last met in 1054)
"Witch Marks" carved into early churches to protect against evil
10 "Medieval" tales which you may want to read
*MYSTERY* Why did the Viking settlements disappear in Greenland?
Creepy, but interesting. Sedlec Ossuary in the Czech Republic (I've been here!)
The real Grimm's fairy tales...
The Cockatrice, a Medieval turducken. Recipes! (don't try at home)
A Little More Reformation, a Lot Less Monasteries (Henry VIII parody song)
How dark were the Dark Ages? The Middle Ages were the middle of... what, exactly?
Watch two (or more, for the brave!) of these trailers and be prepared to answer this question: What tropes (styles, models, features, and characteristics) about the Middle Ages are presented? Think about gender roles, race, religion, politics, socio-economics, and other lenses. Take notes and be prepared to discuss in class. Have evidence for your ideas. What similarities and differences do you see?
NOTE: Make sure you get parental approval first because these are trailers for PG rated movies.
The Princess Bride (1987)
The Adventures of Robin Hood (1938)
The Black Shield of Falworth (1954)
Sword of Lancelot (1963)
The Court Jester (1955)
How does the media present the Middle Ages? Were damsels really in distress? Were knights really chivalrous?
Take this quiz to learn what your medieval occupation would have been. Did you agree with the result? Be prepared to share your profession in class.
Middle Ages Battle Royale
In the next few weeks we will have a tournament to decide who the most significant king or queen of the Middle Ages was. You will be assigned a monarch and it is your job to do the following:
- Research the king or queen
- Create an argument showing why the king or queen deserves to win the tournament
- Present in front of the class (3 minute presentation)
THIS IS A CRITERION B: INVESTIGATING GRADE!
Use these links as a starting point for researching your monarch.
Edward I the Hammer of the Scots
Charles VI the Beloved, the Mad
Isabella I of CastileHow did people live and die in the Middle Ages?
I'm asking you to go the Metropolitan Museum of Art's Art History collection. The website is located here.
Use the drop down boxes to select "Geographical Region - Europe" and "Time Period - 1000 - 1400 AD". There should be around 250 works of art for you to view!
Select ONE work of art from this area and period that interests you or speaks to you in some way. Click on the picture and you will get more information about the piece.
Write a brief paragraph where you outline the origin, the purpose, the content, the value, and the limitation of the work of art to historians of the European Middle Ages.
Submit the paragraph next class. Make sure your name is on your paper. The title of your paper should be the name of the work of art.
Case Study: Was Henry VIII a good or poor ruler?
When I was a kid, I LOVED this TV program. So I'm sharing it with you. It's called "Time Team". Please watch season 2, episode 2 "Medieval Dining Hall" and respond to the following questions on a paper:
1. What methods do the team use to learn about the past?
2. What evidence did the team discover?
3. Why does the evidence point to a dining hall?
4. What does this episode reveal about Medieval life?
What was the point of the Crusades? What is the lasting impact?
The British Library has a wonderful archive of recipes written in Medieval times. You'll find the archive here.
Click through the pages on the tab to the right to view different recipes. Pay attention to the ingredients used (meat, vegetables, spices, herbs) as well as the methods of cookery, and don't forget to ask the question: who is cooking for whom? Does this website suggest different social classes ate different foods?
Be prepared to share your findings with your group.
How did art and science lead to the Renaissance? What is the legacy of the Renaissance?
Two of the enduring thinkers of the Early Renaissance in Italy are Leonardo da Vinci and Niccolo Machiavelli. Both men provided their support to their patrons, powerful and ambitious Italian nobles who paid, protected, and sponsored them to produce work. This was a time and place where the rulers of cities competed for dominance and control of the Italian peninsula.
For this exercise, you are an ambitious leader of an Italian city-state. You want to be the patron for a thinker who can expand your power and glory. Who do you decide to hire - Leonardo da Vinci or Niccolo Machiavelli? Explain your thinking in a paragraph.
Leonardo da Vinci
Niccolo Machiavelli
How did religious authority lead to the Reformation? What is the legacy of the Reformation?
Directions: Choose one claim from this list.
- The Black Death was positive for Europe
- The feudal system gave people opportunities to advance in society.
- It’s a pity the Eastern Roman Empire isn’t still around today.
- It’s pointless to try to label a 1000-year period of time “the Middle Ages”.
- The Middle Ages is completely irrelevant to our lives today.
- People think the Renaissance was a big deal. It wasn’t.
- Women were oppressed during the Middle Ages.
- Crusaders represented the very best of chivalry.
Write an ACE paragraph with the following components:
· State your argument
· Make a citation
· Explain how your evidence supports your argument
IN ADDITION
· Present a counter-argument
· Refute the counter-argument
· Conclude with a final thought or analysis.
Final Project - you get to choose!
OPTION 1 - Create a guide for a monarch explaining how they can successfully lead their country.
OPTION 2 - Create an annotated map of a region or country with key events from history identified.
OPTION 3 - Using technology available to people in the Middle Ages, propose a test and treatment for the Black Death.
OPTION 4 - Choose one country or national group and create an annotated timeline of their history from 500 to 1500.
OPTION 5 - Pitch an original project to me.
OPTION 6 - Create a report card for grading a monarch’s rule. Create report cards for 4 rulers of your choice.
OPTION 7 - Create a blueprint either showing where you would place your castle and serfs, OR indicating how you would successfully conquer an existing castle.
OPTION 8 - Research one of these areas – fashion, weapons, art, architecture, or cuisine – and describe how it evolved from 500 to 1500.
OPTION 9 - Create a recruitment poster promoting a side in the Crusades.
Contacting Mr. Hillhouse
I prefer to discuss concerns with you in person, but you may also email me at the address below.
Email: hillhousero@beaverton.k12.or.us
Website: https://www.beaverton.k12.or.us/schools/isb
Phone: (503) 259-3800
Twitter: @robaceratops
MYP Information
Changes in society occur as a result of identity, innovation, and revolution.
Essential Questions
•What are the Middle Ages? (factual)
•What misconceptions of the Middle Ages exist? (factual)
•How did people live and die in the Middle Ages? (factual)
•What (was the impact of the Crusades? (conceptual)
•How did the Renaissance, Reformation, Scientific Revolution, and Exploration change the world? (debatable)
Unit Assessment
Scholars, working in pairs, will choose two final product tasks from a selection of final assessment options.
Beaverton Targets
I can identify and describe significant events and
cultures within civilizations.
- AST 1.1 - Historical Events : I can demonstrate an understanding of historical events, people, religions, and cultures.
- AST 1.2 - Government : I can describe different forms of government.
- AST 1.3 - Economics : I can explain basic economic concepts,
Social Studies ALT 2
I can apply my knowledge to analyze information
(historical documents, data, maps, graphs, charts,
models) and develop a relevant conclusion with
appropriate evidence.
- AST 1.1 - Analyze for Conclusion : I can accurately analyze information to reach a relevant conclusion.
- AST 1.2 - Relevant Evidence : I can support my thinking with sufficient, relevant evidence.
- AST 1.3 - Basic Arguments : I can give basic arguments for and against an issue.
- AST 1.4 - Analyze Relationships : I can analyze relationships.
Oregon Standards
- 7.1. Describe and compare the beliefs, the spread, and the influence of religions throughout Europe, Asia, and Africa, Islam, Crusades, Holy Roman Empire.
- 7.2. Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe, Asia, and Africa.
- 7.3. Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest.
Geography
- 6.11. Distinguish among different types of maps and use them to analyze an issue in the Western Hemisphere.
- 6.12. Collect and analyze data to describe regions of the Western Hemisphere.
- 6.13. Classify and analyze the types of connections between places in the Western Hemisphere.
- 6.14. Identify physical features of the Western Hemisphere and explain their effects on people and events.
- 6.15. Explain how people have adapted to or changed the physical environment in the Western Hemisphere.
- 6.16. Explain how technological developments, societal decisions, and personal practices influence sustainability in the Western Hemisphere.
Civics and Government
- 6.17. Compare and contrast early forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Western Hemisphere.
Social Science Analysis
- 6.20. Critique information to determine if it is sufficient to answer questions.
- 6.21. Clarify key aspects of an event, issue, or problem through inquiry and research.
- 6.22. Gather, interpret, document, and use information from multiple sources, distinguishing facts from opinions and recognizing points of view.
- 6.23. Interpret documents and data from multiple primary and secondary sources (art, artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites, charts, graphs, diagrams, written texts).