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Medieval Europe

A 7th grade learning module focused on Medieval Europe & the Crusades

Learning Module

Abstract

Within this learning module, students will digitally and actively engage in the history of Medieval Europe with a focus on the affects of the Crusades. As students complete each module they will be meeting the California standards for 7th grade World History. Each learning module will contain an interactive and engaging update. There are two student works that must be submitted for this learning module, both with which will be displayed in the Week 1 Module to best help the students plan ahead.

Keywords

7th grade, history, world history, Medieval Europe, the Crusades, digital activities

Overview

Within this learning module students will be engaging with the content through digital tools and resources. Students will have the opportunity to engage with each other through the class discussion board. To showcase their learning each update will require students to make an update of their own and if they should choose, the Culminating Question at the end of each update. If the student answers each Culminating Question at the end of each update, they will only need to finalize or have the instructor review their project before submission.

I have taught Social Studies at the secondary level for about nine years, with one year, as a substitute teacher, at the middle school level. In relation to this learning module, I have taught both World History (7th & 10th grade), AP European History, and AP World History. Some of the materials that students will engage with, relating to this topic, have been used in the traditional classroom setting. I will be enhancing these resources to best fit a virtual and engaging online learning format.

In reflecting on how I have taught this subject before, I have worked to update the style of teaching, by the resources so that the resources are engaging and help to enhance the students' understanding of the content. To best engage the students with the content, I will be using a Blended Learning approach that was adapted from Catlin Tucker's Blended Learning 5E lesson plan design (2021):

  • Engage
  • Explore
  • Explain
  • Elaborate
  • Evaluate

Using the above approach will help me to engage my students in a topic that they were not interested in but prompt questions from the students about what they were learning.

For this learning module I will be using some of the principles of Blended Learning in combination with reflexive learning. As Kalantzis & Cope (2021) noted about reflexive learning, students are the knowledge producers. Each learning module will engage the students with content, each other, and allows them to create something that solidifies their learning of the content.

Learning Objectives

Student

Welcome to the beginning of your 7th grade World History course. Upon beginning this learning module, you may know some things about Medieval Europe such as: knights, kings & queens, Crusaders, peasants, and castles; or you may know very little. Regardless of what you may or may not know, this learning module will transport you back in time to discover the truth about Medieval Europe and how hard life was for people. Below are the topics which we will be covering in this learning module:

  • Geography: Location, location, location!
  • Christians are everywhere: The spread of Christianity
  • Feudalism: It's not a lifestyle, it's a way of life.
  • Peer Review Assignment
  • Relationships are complicated: Rulers and the Church
  • The Crusades: Knight it up!
  • The Black Death: Where did it all go wrong?
  • Medieval Passport

You will quickly realize that upon beginning of Update #1 we will not be focusing on our textbook. Rather, we will be using digital resources, Google apps, and practical examples to help teach you about Medieval Europe. I encourage you to use your smart phones or other connected devices to dive into each update and do not be afraid to CLICK HERE (What If, 2019) at the end of each update for more information. My goal is to not bore you with content and dry lectures, but to use resources to bring this time period to life.

I strongly encourage each of you to fully engage the content and with each other. Be open to each other's thoughts and opinions. Before you journey into Medieval Europe it will be helpful for you to review the following Key Terms (Higuera, 2010) and the key terms and/or Interactive Quizizzes within each update.

Before you begin your journey be sure to take the prior knowledge quiz to see how you know about Medieval Europe: Prior Knowledge Quiz

CLICK HERE (What If, 2019) for an introduction into Medieval Europe.

 

Teacher

This learning module is targeted towards 7th grade World History students. Below is not only the list of updates but their alignment to the California State Standards, intended learning outcomes, duration of each learning module and resources needed.

Updates California State Standards Learning Outcomes Duration Resources

Geography: Location, location, location!

 7.6.1: Study the geography of Europe and the Eurasian landmass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe. Student will have an understanding of the role geography played on Medieval way of life.  1-2 class periods

YouTube

Google Jamboard

Map of Medieval Europe

Quizlet

 

Christians are everywhere: The spread of Christianity

 7.6.2: Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire. Students will know how Christianity spread throughout Medieval Europe and how monasteries would become beacons of knowledge.  1-2 class periods

YouTube

Google Slides

Monasteries in Europe

Quizlet

Feudalism: It's not a life style, it's a way of life.

 7.6.3:Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order Students will know how the feudal system works and how it affected the formation of kingdoms and the growth of towns.  1-2 class periods

YouTube

Digital Presentation

Flipgrid

Quizlet
Peer Review Assignment N/A Students will understand the positives and negatives of life in Medieval European Society. While improving upon their writing skills.  2-3 class periods Resources from Updates 1, 2, 3

Relationships are complicated: Rulers and the Church

 7.6.4: Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV). Students will understand the ever changing relationship between monarchs and the papacy.  2 class periods

YouTube

Google Jamboard

Coat of arms maker

Quizlet
The Crusades: Knight it up 7.6.6: Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. Students will understand the cause and impact the Crusades had on Europe and Eurasia.  2-3 class periods

YouTube

Google Jamboard

Digital Resources (text-based)

Quizlet
The Black Death: Where did it all go wrong? 7.6.7: Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population. Students will understand the spread and global impact of the Bubonic Plague. 1-2 class periods

YouTube

Google Jamboard

Digital Resources (text-based)

Quizlet
Peer Review Assignment  Culmination of the standards Students will take the knowledge & information gained to showcase life in Medieval Europe through a digital presentation.   2-3 class periods

Jamboard

YouTube

Quizlet (key terms) 

Digital Resources

Teacher assistance

 

Update 1

Student

Geography: Location, location, location!

Location, location, location! It is all about where you live in this week's update. After the fall of the Roman Empire, a once united Europe became fragmented as you can observe in the map below:

(Lafferty, n.d.)

With many different areas of Europe, it is important to know that where you lived during this time period affected your way of life. It impacted what foods you ate, the clothes that you wore, and your lifestyle. To best help you understand the geography of Medieval Europe select 2 out of the 3 resources provided to you to best help answer the discussion question and create an update of your own.

Do not forget to review the Key Terms (Yun, 2021) and check out the CLICK HERE at the end of this section for an additional resource. As promised your culminating project question is listed as well. 

Resource #1: Geography of Europe Presentation Notes (Ames, 2019)

Resource #2:

Media embedded February 25, 2022

                                                             (Instructomania, 2019)

Resource #3: Text based source (Donn, n.d.)

Discussion Board Question: After review of the resources, explain what area of Medieval Europe would you prefer to live. Include 2-3 reasons as to why.  

  • Initial Post minimum 50 words
  • Respond to 2 of your classmates posts: Explain if you agree or disagree with their selected location

​Update: Using Google Jamboard:

  1. Create a Jamboard with the map as the background. CLICK HERE for your map, then copy & paste it onto your Jamboard. 
  2. Using the sticky note feature, label the following geographical items on the map with 2-3 notes explaining its significance: Baltic Sea, Rhine & Danube Rivers, English Chanel, Mediterranean Sea, Eurasia, the Alps, and Pyrenees Mountains. 
  3. An example can be seen HERE

Culminating Project Question: Medieval Passport: You have been transported back to Medieval Europe, but you get to decide your fate. The question that needs to be answered using Google Jamboard is:

  • Locate on the map what region/area you would like to start your new life in Medieval Europe. Explain the reasons as to why you chose this area. 

You may use the sticky note feature and include other images to explain your decision. 

CLICK HERE (CrashCourse, 2019)  

Teacher

Within this update students will be learning about the geography of Medieval Europe, as well as the significance of key areas.

Learning Objective: Students will have an understanding of the role geography played in the Medieval way of life.

Following the principles of Tucker’s (2021) 5E lesson plan design students will:

  • Engage: This occurs when the student interacts with the resources available within the update. The resources are available in video format, digital presentation, and a text-based source. Students will have the option of selecting 2 of the 3 resources to engage with. As well as access to the key terms and the CLICK MORE resource to learn more about Medieval Europe. 
  • Explore: Students will be exploring the impact geography can have on one's life during Medieval Times.
  • Explain: Through their response to the discussion board question students will be using the information gained from the resources to explain what they have learned, as well as learning from their peers posts by responding to them. 
  • Elaborate: The update allows students to take what they have learned and create a map which will serve as a point of reference for them as they learn more about Medieval Europe. It will also aid them in their Medieval Passport culminating assignment. 
  • Evaluate: The evaluation process occurs upon review of their discussion board responses and update. 

Update 2

Student

Christians are everywhere: The spread of Christianity

To best help you understand the spread of Christianity of Medieval Europe select 2 out of the 3 resources provided to you to best help your answer the discussion question and create an update of your own.

Do not forget to review the Key Terms (Nathaniel, 2018) and check out the CLICK HERE at the end of this section for an additional resource. As promised your culminating project question is listed as well.

Resource #1: 

Media embedded February 25, 2022

                                                                 (Diehm, 2015)

Resource #2: Digital Presentation (Millhollen, 2012) 

Resource #3: Text Resource ​(Willcox, 2021)

Discussion Board Question: Upon Christianity becoming legal in the Roman Empire, explain how it spread throughout Medieval Europe. Be sure to include in your answer what made Christianity appealing to the people.

  • Initial Post minimum 50 words
  • Respond to 2 of your classmates posts

​Update: Using the following link (2022) create a Five Slide-Fast Fact virtual tour of a Medieval European monastery using Google Slides. Be sure to include the following:

  1. Fact #1 - location of the monastery
  2. Fact #2 - intended purpose
  3. Fact #3 - notable people who lived and/or studied there
  4. Fact #4 - something you found interesting in researching your selected monastery
  5. Fact #5 - what is the current state of the monastery? 

EXAMPLE

Culminating Project Question: Medieval Passport: You have been transported back to Medieval Europe, but you get to decide your fate. The question that needs from this update is:

  • Using your selected location, indicate which monastery you are more likely to visit and explain the reasons you would go to visit a monastery and its role for your area. 

CLICK HERE (2010)

Teacher

Within this update students will be learning about the spread of Christianity throughout Medieval Europe.

Learning Objective: Students will know how Christianity spread throughout Medieval Europe and how monasteries would become beacons of knowledge.

Following the principles of Tucker’s (2021) 5E lesson plan design students will:

  • Engage: This occurs when the student interacts with the resources available within the update. The resources are available in video format, digital presentation, and a text-based source. Students will have the option of selecting 2 of the 3 resources to engage with. As well as access to the key terms and the CLICK MORE resource to learn more about Medieval Europe.
  • Explore: Students will be exploring the spread of Christianity and how monasteries were places of education during Medieval Times.
  • Explain: Through their response to the discussion board question students will be using the information gained from the resources to explain what they have learned, as well as learning from their peers posts by responding to them.
  • Elaborate: The update allows students to take what they have learned and create a digital presentation on a monastery, which if they would like can still visit today. It will also aid them in their Medieval Passport culminating assignment.
  • Evaluate: The evaluation process occurs upon review of their discussion board responses and update.

Update 3

Student

Feudalism: It's not a life style, it's a way of life.

Today, there are many that chase fame, a dream job, or followers on social media. Today, you have a choice in what you want to become and what to do with your life. Putting it in simply, you can live your life the way you want (within the limits of the law) without anyone stopping you.

This was not the case in Medieval Europe. Yet, in order to obtain any of those things you would have to hope that you were born into the right social class.  

Depending upon the social class you were born into determined:

  • Your status
  • Life-span
  • Wealth
  • Quality of Life

To best help you understand Feudalism and how it worked in Medieval Europe select 2 out of the 3 resources provided to you to best help answer the discussion question and create an update of your own.

Do not forget to test your Medieval knowledge with our Interactive Quizizz (Pineda, 2021) and check out the CLICK HERE at the end of this section for an additional resource. As promised your culminating project is listed as well.

Resource #1:

Media embedded February 25, 2022

 

                                                             (History Hub, 2021)

Resource #2: Lecture Notes/Slides

Resource #3: 15 Facts about Feudalism (Goodman, 2022) 

Discussion Board Question: Explain how feudalism came into existence in Medieval Europe. In your opinion, explain if this was a fair way of life for all or it one or more groups benefited more from this system. 

  • Initial Post minimum 50 words
  • Respond to 2 of your classmates posts: Explain if you agree or disagree with your peers opinion.

​Update: Using our class Flipgrid record a 2-3 minute response to the following:

  • Explain the hardships and daily life of peasants and one other social class in Medieval Europe and why you would or not be a peasant.

Mid-Unit Assignment:

Culminating Project Question: Medieval Passport: You have been transported back to Medieval Europe, but you get to decide your fate. The question that needs to be answered from this update is: 

  • Explain how the Feudal System would work in your selected location. Be sure to include location of the castle, what crops your peasants would grow and explain how to manage the land and how would you solve any problems among the people.

CLICK HERE (Simple History, 2018)

Teacher

Within this update students will be learning about the Feudal System that was a way of life throughout Medieval Europe.

Learning Objective: Students will know how the feudal system works and how it affected the formation of kingdoms and the growth of towns.

Following the principles of Tucker’s (2021) 5E lesson plan design students will:

  • Engage: This occurs when the student interacts with the resources available within the update. The resources are available in video format, digital presentation, and a text-based source. Students will have the option of selecting 2 of the 3 resources to engage with. As well as access to the key terms and the CLICK MORE resource to learn more about Medieval Europe.
  • Explore: Students will be exploring how feudalism was a way of life and how very few in society benefitted from it.
  • Explain: Through their response to the discussion board question students will be using the information gained from the resources to explain what they have learned, as well as learning from their peers posts by responding to them.
  • Elaborate: The update allows students to take what they have learned and create a Flipgrid post showing their knowledge on the subject and helping them develop public speaking skills.
  • Evaluate: The evaluation process occurs upon review of their discussion board responses and update.

Peer Review Assignment

Student

Using the resources from Updates 1, 2, 3 and approved outside resources explain the positives and negatives to life during Medieval Europe in a 1000 word essay. Be sure to include an answer to the following question: 

  • Why would or why would you not want to live during the Medieval European time period. 

Be sure to explain your answer fully and cite your sources. You will also be peer reviewing each other initial drafts.

See the rubric below:

 

Teacher

Using the resources from Updates 1, 2, 3 and approved outside resources, students will be explaining the positives and negatives to life in Medieval Europe. They will also be answering the following question:

  • Why would or why would you not want to live during the Medieval European time period.

Each student will need to fully explain their answer and cite their sources. Upon submission, the students will have their essay peer reviewed. This will help the students to learn from their peers to enhance their own writing. 

The students will be scored using the rubric below:

 

Update 4

Student

Relationships are complicated: Rulers and the Church

I feel that we can all agree, that friendships are complicated. One moment you're friends with someone and the next moment you may not be friends with that person. There may or may not be a reason as to why, but over time we learn how to build friendships and forgive each other's mistakes.

In Medieval Europe, relationships were just as complicated between the rulers and the Church. In this unit we will look at three Medieval Rulers and their complicated relationship with the Church.

To best help you understand and learn from the complications from the rulers and the Church select 2 out of the 3 resources provided to you to best help answer the discussion question and create an update of your own.

Do not forget to review the Key Terms (McFadden, 2013) and to check out the CLICK HERE at the end of this section for an additional resource on a Medieval heroine.

Resource #1: Charlemagne & the Church

Media embedded February 26, 2022
Media embedded February 26, 2022

                                                     (Bedtime History, 2019)

Resource #2: Pope Gregory VII & King Henry IV (Zoller, n.d.)

Resource #3: King Henry VIII & the Church

Media embedded February 26, 2022

                                                        (Goodman, 2013) 

Discussion Board Question: Explain who you think held the most power in Medieval Europe, the Church or a monarch? 

  • Initial Post minimum 50 words
  • Respond to 2 of your classmates posts: Explain if you agree or disagree with your peers opinion.

​Update: Select one monarch from the list below and post a 1-2 minute response on Flipgrid explaining briefly who they were and their relationship with the church.

  • Holy Roman Emperor Frederick Barbarossa
  • King Philip IV of France 
  • Holy Roman Emperor Otto I
  • King Richard the Lionheart
  • King John London

Culminating Project Question: Medieval Passport: You have been transported back to Medieval Europe, but you get to decide your fate. The question that needs to be answered from this update is:

  • If you were a king or queen during this time, explain what your relationship with the Catholic Church would look like? Would it be positive relationship where you work together or would it be a negative relationship that may cause a divide? 

CLICK HERE (IT'S HISTORY, 2018)

Teacher

Within this update students will be learning about the complicated relationships between Monarchs and the Church. 

Learning Objective: Students will understand the ever changing relationship between monarchs and the papacy.

Following the principles of Tucker’s (2021) 5E lesson plan design students will:

  • Engage: This occurs when the student interacts with the resources available within the update. The resources are available in video format, digital presentation, and a text-based source. Students will have the option of selecting 2 of the 3 resources to engage with. As well as access to the key terms and the CLICK MORE resource to learn more about Medieval Europe.
  • Explore: Students will be exploring the complicated relationship between monarchs and the Church.
  • Explain: Through their response to the discussion board question students will be using the information gained from the resources to explain what they have learned, as well as learning from their peers posts by responding to them.
  • Elaborate: The update allows students to take what they have learned and create a Flipgrid post showing their knowledge on the subject and helping them develop public speaking skills.
  • Evaluate: The evaluation process occurs upon review of their discussion board responses and update.

Update 5

Student

The Crusades: Knight it up

There are many people in your life that you look up to or admire. It may be your favorite athlete, a parent, or a superhero. Whether they are real or fiction, they all stand for things or do amazing things with their time, talent, or wealth. 

Europeans during the Medieval time period had their version of a hero in the form of a knight. Knights were seen as heroes because they lived by a code, fought to protect the lands from enemies, and everyone wanted to be like them. In this update you will learn all about knights and the impact of the Crusades.

As knights had their own coat of arms to identify their values and what they stood for:

(Bie, 2022)

You too will get to create your own coat of arms. From the resources below select 2 of the 3 to review to help you in writing a response for the discussion board and creating your update. 

Do not forget to test your Medieval knowledge with our Interactive Quizizz (2020) and to check out the CLICK HERE at the end of this section for an additional resource.

Resource #1: The Crusades Slides (the crusades, n.d.)

Resource #2: Medieval Knights

Media embedded February 26, 2022

                                                         (Simple History, 2018) 

Resource #3: Impact of the Crusades (History Crunch, 2022)

Discussion Board Question: After posting your coat of arms onto the discussion board, explain the result of the Crusades and its impact on Europe and Eurasia. 

  • Initial Post minimum 50 words
  • Respond to 2 of your classmates posts: Explain what you learned from about peers through their coat of arms.

​Update: Using the following resources create your coat of arms. Then screenshot the your coat of arms onto a Google Jamboard. Then using the sticky note feature explain the symbolism of each feature of your coat of arms. 

Coat of Arms Builder (2018)

EXAMPLE

Culminating Project Question: Medieval Passport: You have been transported back to Medieval Europe, but you get to decide your fate. The question that needs to be answered from this update is:

  • Explain your role as a king, queen, or knight during the Crusade. What impact would the Crusades have on you and your land.

CLICK HERE (FISM TV, 2021

Teacher

Within this update students will be learning about the significance of Medieval knights and the impact of the Crusades on Europe and Eurasia.

Learning Objective: Students will understand the cause and impact the Crusades had on Europe and Eurasia.

Following the principles of Tucker’s (2021) 5E lesson plan design students will:

  • Engage: This occurs when the student interacts with the resources available within the update. The resources are available in video format, digital presentation, and a text-based source. Students will have the option of selecting 2 of the 3 resources to engage with. As well as access to the key terms and the CLICK MORE resource to learn more about Medieval Europe.
  • Explore: Students will be exploring the significance of knights and the impact of the Crusades on Europe and Eurasia. 
  • Explain: Through their response to the discussion board question students will be using the information gained from the resources to explain what they have learned, as well as learning from their peers posts by responding to them.
  • Elaborate: The update allows students share the knowledge gained about the impact of the Crusades on Europe and Eurasia. As well as learn about their peers through their own coat of arms.
  • Evaluate: The evaluation process occurs upon review of their discussion board responses and update.

Update 6

Student

The Black Death: Where did it all go wrong?

As COVID-19 disrupted and impact our world, the Black Death also known as the Bubonic Plague, had the same disruption and impact on Medieval Europe. 

To best help you understand Feudalism and how it worked in Medieval Europe select 2 out of the 3 resources provided to you to best help your answer the discussion question and create an update of your own.

Do not forget to test Medieval knowledge with our Interactive Quiz (Hise, 2019) and to check out the CLICK HERE at the end of this section for an additional resource.

Resource #1: 

Media embedded February 26, 2022
Media embedded February 26, 2022

                                                            (TED-Ed, 2014)

Resource #2: Medical Information on the Bubonic Plague (2021)

Resource #3: Bubonic Plague Slides

Discussion Board Question: How is the impact of the Bubonic Plague similar and different to COVID-19?

  • Initial Post minimum 50 words
  • Respond to 2 of your classmates posts

​Update: Using Google Jamboard, create a web with the Bubonic Plague at the center and five branches. Each branch should be an impact the Bubonic Plague had on society. 

EXAMPLE

Culminating Project Question: Medieval Passport: You have been transported back to Medieval Europe, but you get to decide your fate. This final question needs to be answered from this update is:

  • Explain the origins and effects of the Bubonic Plague and what were some of the methods people came up with in order to try and survive the plague. 

CLICK HERE (The Infographics Show, 2021)

Teacher

Within this update students will be learning about impact of the Bubonic Plague on Europe.

Learning Objective: Students will understand the spread and global impact of the Bubonic Plague.

Following the principles of Tucker’s (2021) 5E lesson plan design students will:

  • Engage: This occurs when the student interacts with the resources available within the update. The resources are available in video format, digital presentation, and a text-based source. Students will have the option of selecting 2 of the 3 resources to engage with. As well as access to the key terms and the CLICK MORE resource to learn more about Medieval Europe.
  • Explore: Students will be exploring the impact of the Bubonic Plague on Europe and Eurasia.
  • Explain: Through their response to the discussion board question students will be using the information gained from the resources to explain what they have learned, as well as learning from their peers posts by responding to them.
  • Elaborate: The update allows students share the knowledge gained about the impact of the Bubonic Plague and its comparison to COVID-19.
  • Evaluate: The evaluation process occurs upon review of their discussion board responses and update.

Assessment: Medieval Passport

Student

We have reached the end of our unit on Medieval Europe. It is now time for you to create your Medieval Passport. This culminating project will include all of the questions listed at the end of each update and the overall question, see below: 

  • Update 1: Locate on the map what region/area you would like to start your new life in Medieval Europe. Explain the reasons as to why you chose this area.
  • Update 2: Using your selected location, indicate which monastery you are more likely to visit and explain the reasons you would go to visit a monastery and its role for your area.
  • Update 3: Explain how the Feudal System would work in your selected location. Be sure to include location of the castle, what crops your peasants would grow and explain how to manage the land and how would you solve any problems among the people.
  • Update 4: If you were a king or queen during this time, explain what your relationship with the Catholic Church would look like? Would it be a positive relationship where you work together or would it be a negative relationship that may cause a divide?
  • Update 5: Explain your role as a king, queen, or knight during the Crusade. What impact would the Crusades have on you and your land.
  • Update 6: Explain the origins and effects of the Bubonic Plague and what were some of the methods people came up with in order to try and survive the plague.

It is your role to explain to others what your life is like in Medieval Europe. Each of the above questions are designed to help you accomplish this. You will present your information in note format using a digital presentation tool such as: Google Slides, Jamboard, Adobe Spark Video, or a story board. Please, note that images, pictures, and maps are welcome in your presentation. 

The rubric below is provided below to help answer questions on how you will be scored for this project. 

Item 5 points 3.5 points
Accuracy Information presented is accurate and relevant Information presented contains inaccuracies
Visual Aids Student incorporates visual aids that help showcase what is being presented Student incorporates little to no visual aids in presentation
Oral Presentation Student showed that they practiced and came prepared to deliver their presentation Student showed that they were not prepared to present their presentation
Grammar/Spelling Presentation is free of grammar and spelling errors Presentation contains many grammar and spelling errors 
Update Questions Student fully answered the update questions  Student did not fully answer all of the update questions

Please, note that you may use any of the resources available to you from prior updates. Also, if you would like for me to review your project for feedback you are able to do so. 

Teacher

The assessment attached to this learning module is designed to highlight the knowledge and information gained from all of the updates. By having allowing students to choose how they want to present the information gives them the opportunity to use a platform or app that is familiar to them, while also allowing them to be creative in how the information is presented. Rather than the student presenting or regurgitating

the information students are placing themselves in the time period and show what their land and life would like in Medieval Europe. The presentation also helps to develop public speaking, organization, critical thinking, and problem solving skills. All skills that will help the student to be successful in the future.

The construction of this presentation will not only serve the student who might be receiving it, but it serves the teacher because they can check for mastery of the subject matter.

The use of the rubric provides the student with a checklist or roadmap on the items that they need to focus on to obtain high marks. Without the rubric a student would not have a clear idea of what my expectations are, and this may cause a poor product to be created. A rubric also helped to answer questions that would otherwise need to be answered by the teacher.

References

*(2022). Impacts of the crusade. History Crunch. https://www.historycrunch.com/impacts-of-the-crusades.html#/

*Ames, B. (2019, March 15). Physical Geography of Medieval Europe. Prezi.https://prezi.com/nzdnku605dav/physical-geography-of-medieval-europe/

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