Medieval

Lesson by Lesson plan: ‘Medieval’ 24 lessons max
(realistically 20)

Lesson 1: Introductory lesson: 'How was medieval life different from our own?'
  1. Mini-P4C on picture of Medieval childbirth from P.4 in medieval minds. Wondering questions?
  2. Read through main text with students – explain when ‘medieval period’ was. Write in books: ‘Medieval period – 1066-1500 – title page’
  3. Students attempt ‘Think’ questions on P.5 in groups.
  4. Class discussion on groups different conclusions.
  5. Plenary – one word on a post it and on the board to describe ‘Medieval’

Lessons 2: What was the feudal system?

  • Look at P.57-62 in 'Think History'
  • Starter: Students look at Sources A+B on p57 and in groups answer 'lightbulb' questions. Discuss as a class.
  • Show chapter on 'feudal system' from horrible histories DVD.
  • Students shown diagram of feudal system (smart board file)
  • Reading from P.60/61.
  • Students given feudal ‘card’ and arrange themselves into feudal pyramid according to their rank and give homage using words on card.
  • Students draw out their own feudal diagram into their books
  • Plenary: Compare Feudal society with modern European society: social mobility, class structures etc.

Lessons 3, 4+5: Was Medieval life hard?

  • Activities P.162-171
  • Students complete starter from P162: what things make us content today?
  • Students read through information on pages 162-169 and note down key words to associate with the kings life, lord of the manor and the peasants. Also carry out tasks using easytech software: grouping jobs etc.
  • Students complete worksheet 6.4 on life in the middle ages.
  • Students compare and contrast the views of the these three groups.
  • Students compare the things that would make the three groups content with their own list from the beginning.

Lesson 6: Life in a medieval village


Lesson 7+8: Life in a medieval town

  • Activities etc from relevant pages in textbook. Could also be coverered by timetravel ICT activity.

Lessons 9-12: Medieval castles
  • 1. Why and where were castles built? Students could do ICT exercise of placing a castle strategically. Discuss why castles were built.
  • 2. Students complete task at activehistory planning the defence of a castle!
  • 3. Homework is to consider what the best parts of the students attack strategy were and what the worst were!
  • Students could also play fling the teacher game and comment on which form of castle defence they think was most important/crucial on the blog. There is also a key words half a minute game on the blog.
  • 4. Watch kingdom of heaven movie: the siege of Jerusalem: methods of attack and defence.
  • 5. Assessment: Criteria A+D: Attack strategy for a medieval castle. Students work in pairs.

Lessons 13-22 Medieval medicine

How was medieval medicine different from out own?

  • Use pages from students ‘think history’ text book to investigate medieval medicine and contrast it with our own.
  • Lesson 1: Students arrange events on the timeline on page 75 into 'progress' and 'going backwards' using the Think History interactive software to demonstrate that History isn't always a story of unbroken progress. 5W's task on the picture of a patient suffering from the black death on page 76 in think history. 5W'w worksheet also availiable. Students then select 'best' question for each W and stick them up around the classroom: returning to these questions as we work through the course.
  • Lesson 2 & 3: Medieval Hospitals. Starter: Brainstorm activity from page 77, 'what is it like in a modern hospital?'. Reading and activities from pages 78 & 79. 5W's on barber surgeons scene. Then working independently to do task 1 (recap task with Think History interactive drag and drop task) Then group work on questions 2&3 sorting exercise (worksheet with list of words availiable.). Plenary: advice you would give to a barber surgeon to improve + keywords half a minute quiz.
  • Lessons 4,5+6. Medieval Doctors. Replay medieval hospitals keyword activity. Starter exercise on page 81 in text books: keywords 'diagnosis' and 'treatment'. Main task: Read P.81-85. 4 groups of 4/5, each with one area to focus on the 4 areas in the 'tasks' on page 82 + one higher ability group producing answers to the lightbulb questions on p.82,83 + 85. They need to take notes collectively onto a piece of A3 paper. Then plan a slide(s), again on A3 paper. End of lesson 4. HW simply to read P81-86. Lesson 5 half lesson in ICT room students preparing their slides and save into common area. Rest of lesson can be spent finishing off and playing a www.classtools.net game. Lesson 6: Presentations have been merged into one 'class presentation', students present their bits to the class. Homework is for students to make their own game at www.classtools.net and save in common area for other students to use.
  • Lesson 7+8. Medieval child care. P87-92. Starter exercise from page 87. Introduce idea of 'infant mortality: is this the same everywhere? Has it always been this way? How has it varied over time? What affects this? Group reading pages 88-91. Students work on completing table as in task 1 on page 92. Then discuss as a group and reach an agreed 'position'. Group must then design 1 minute 'advert' to raise awareness in medieval communities and reduce infant mortality. Present to class at end of lesson 8.
  • Assessment: Medieval hygiene roleplay based on 'Cessville' activity in text book. 9 students given a 'part', then 1 'judge', '3-6 'jurors', group of 4 being the 'prosecution' (more able students), possibly one baliff. Students study their part and form an opening statement, forumulate questions, discuss what makes a good jury, judge forms opening statement, prepare room. Trial: each accused is questioned by the prosecution, Video the trial and then students present evidence on who was guilty and how the village can improve. (3 lessons in total). Criteria C: Selecting evidence, Criteria B: Contrasting time and place. Students could be assessed on their final 'report' into the events.
  • Followed by various holidays so no grade 7 lessons
  • Then 1 week of prep for trip 7th+
Subtopic: archaelogy and pompeii: connected to the trip 14th-18th May 2007.
  • 2 lessons prep for trip. Perhaps show 'the last day' and the video from pompeii.
When they come back it is 21st May. - 5 weeks max left (probably realistically 4 with shows, heat etc.)

What were peoples beliefs & the crusades

  • Lesson 1 & 2: quiz on keywords from previous topic. Followed by introduction to peoples beliefs: fear of hell, Church as the gateway to belief. P101-105, especially focusing on 'doom painting'.
  • Lesson 3 & 4: Who killed Novice John? P.106-112 in books.
  • Lesson 5 & 6: P120-128, crusades.