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Big Ideas
Framing Questions
What methods can we use to compare societies
from different eras and regions?
What are the most significant differences
between Canadian society and societies of the
past?
What are the most significant differences among
early societies?
In what ways did the environment influence early
societies?
Does the environment have the same impact on
Canadian society?
Lesson 1
Lesson 2
Overall Expectation:
A1. Compare key aspects of life in a few early societies (3000 BCE
1500 CE), each from a different region and era and representing a
different culture, and describe some key similarities and differences
between these early societies and present-day Canadian society
Specific Expectations:
Lesson Description:
This lesson focuses on what people wore in medieval Europe
and today in Canadawhat the clothing was made from , the
styles, and how clothing styles varied depending upon wealth
Learning Goals:
Today I will Learn
The types of clothing worn in medieval Europe and today in
Canada
How the clothing relates to natural resources
How clothing and materials suits different climates
Success Criteria
I can research the clothing worn depending on wealth in
medieval Europe
I can identify the materials my clothes are made from
I can compare the materials and clothing worn in medieval
Europe and today in Canada
Minds On 10 min
The teacher will bring in different materials, fabrics or clothing
articles (cotton, wool, linen, leather, silk)
Have the kids look at each of the samples brought in and
discuss the characteristics of each fabric (texture, weight, and
appearance). The students will record the observations.
Action 30 min
The students are going to get into groups and use the books provided to
find the different types of clothing that was worn in medieval Europe in
each economic class. They will record their information on their
observation chart.
When they are done, they are then going to check the labels on their
clothing (shirts, pants, sweaters, hats, jackets, shoes) to see what
materials they are made from. These materials will also be added onto
the observation chart
For the last five minutes, the class will meet back to discuss what they
have found. The teacher will ask based on the student's clothing :
Which of these materials could have existed in medieval Europe?
To discuss the types of materials and whether they are humanmade or natural.
What are the similarities and differences from materials used in
early societies?
Peasant
This man is wearing a brown woollen long jacket over short breeches. These were probably the only
clothes he owned. As you can see he did not wear a hat or shoes.
Consolidation 10 min
The class will then further discuss:
How does the clothing suit the climate of the two regions?
Lesson 3: Agriculture
Overall Expectations:
A2 - Inquiry: use the social studies inquiry process to
investigate ways of life and relationships with the
environment in two of more early societies (3000 BCE
1500 CE), with an emphasis on aspects of the
interrelationship between the environment and life in
those societies
Specific Expectations:
A 2.1 - formulate questions to guide investigations into
ways of life and relationships with the environment in two
or more early societies, with an emphasis on aspects of
the interrelationship between the environment and life in
those societies
Lesson Description:
Students will research agriculture methods in medieval
times and compare them to the methods used today.
Students will need to identify the importance of crops
within the feudal system.
Lesson Goals:
I will learn who did the farming in medieval times
I will learn what tools and methods were used in farming
I will learn how it was different from todays farming
Success Criteria:
I can identify who did the farming
I can list the tools and methods used in farming
I can identify how farming and agriculture has changed
Minds On 10 min
Discuss what we know about farming now
ask questions, record students answers
e.g. who farms? machinery used? how do
they plough? what do they plant? how do they
fertilize? how do they deal with pests and weeds?
Action 30 min
Split class up into groups of six, each member
gets a different aspect of farming to research
e.g. ploughing, seeding, caring for the soil,
caring for the crops, harvesting, processing
Consolidation 10 min
Class shares main findings
Compare how they are different to what they
know about current methods
Lesson 4
In this lesson we will focus on the layout of
Medieval Europe on a map and how it is similar
and different to the current layout of the area
Specific Expectation:
A 2.3 - analyse and construct print and/or digital
maps, including thematic maps, as part of their
investigations into interrelationships between the
environment and life in early societies
Lesson 5
Architecture in Medieval Europe
Lesson Plan Description: students will learn about the types of
architecture found within this era . Students will look through various
resources and by the end of the lesson, attempt to describe the
architectural characteristics unique to the era and place themselves
within the perspective of a medieval tour guide.
Big Idea: Not all early societies were the same.
The concept of Disciplinary Thinking: Significance- determine
the importance of something (e .g ., an issue, event, development,
person, place, process, interaction). The significance of something
is generally determined by its short- and/or long-term impact on
people and or places.)
Expectations
Overall expectation: A3.
Understanding Context: demonstrate
an understanding of key aspects of a
few early societies (3000 BCE1500
CE), each from a different region and
era and representing a different culture,
with reference to their political and
social organization, daily life, and
relationships with the environment and
with each other.
Minds On
Duration: 15 minutes
https://www.youtube.com/watch?v=zsA_Bw1
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%2Fwatch%3Fv%3DzsA_Bw1jjFE&has_verified
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Action
Duration: 30 minutes
Assessment
Assessment Mode: Written and
oral.
Assessment Strategy and Task for
Students: individual and
cooperative.
Assessment Tool: Rubric
Students will place themselves in the shoes of a Medieval real
estate agent. They will write out a tour of either a medieval
castle or church, explaining the different features of the
structure and what they are good for. In the consolidation and
connection period of the lesson, the students will try and sell
the building to their elbow partner. They may use the pictures
in the texts from the resource station to help with their sales
pitch.
Duration: 5 mins
Teacher asks the students to find a spot with their neighbor and
give them a verbal tour of a castle or church using the two to three
paragraphs they created.
Lesson 6
Students will learn about the social hierarchy found
in medieval Europe. They will learn about the
roles and responsibilities of each social class ex,
monarchs, the clergy, artisans etc.
Specific expectation:
A3.8 describe the social organization of some
different early societies.
Culminating Task
Medieval Festival
Part One:
The class decides on a date for their festival and
makes a list of people who would attend. Each
student selects a role
Part Two:
Make a list of facts gathered about the character as
well as fictional information.
Make a drawing or figure of your character with
correct clothing for their level of wealth.
Part Three:
Write one or two paragraphs introducing their
characters to the rest of the class
Resources
Chong, S., & Cairo, M. (2014). Chapter 4: The Needs of Daily Life. In
Early societies. Toronto: Nelson Education.
Lawson, J. (2005). Hands-on social studies (2nd ed.). Winnipeg: Portage
& Main Press.
Medieval Life Worksheets. (n.d.). Retrieved October 19, 2015, from
http://www.historyonthenet.com/lessons/worksheets/medieval_life.htm
http://www.medievalchronicles.com/medieval-architecture/
http://www.timeref.com/places/archrch.htm
https://www.youtube.com/watch?v=zsA_Bw1jjFE&oref=https%3A%
2F%2Fwww.youtube.com%2Fwatch%3Fv%3DzsA_Bw1jjFE&has_verifie
d=1