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Icon for The Ancient to The Modern World and The Emergence Of Medieval Europe

The Ancient to The Modern World and The Emergence Of Medieval Europe

Life in Medieval Europe

Learning Module

Abstract

This module for year 8 follows the guidelines the Australian Curriculum for History. It covers an overview for the historical period. The in-depth study focuses on the way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society.

Keywords

Ancient World, Modern World, Medieval Europe, Society, Primary Sources, Secondary Sources, Timeline, Feudalism, Christianity, Islam.

Achievement Standard

Year 8 Achievement Standard

By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describedifferent interpretations of the past.

Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information. 

 

1. Remembering the Ancient World

For the Student

In this Learning Module you are going to learn about the Ancient to the Modern World, there will be a strong emphasis on Medieval Europe. You will be assessed through as you demonstrate your understanding.

 

Focus Questions

In this Learning Module we will focus on the following questions:

What were the dark ages and how was Medieval Europe created?

How did people live in medievel Europe and what was the role of the feudal system?

What was the role of the chruch in medieval Europe?

How can we be sure our primary or secondary source is reliable and useful?

 

Learning Intention: Recall and share what you learnt in History in year 7. Predict what you think year 8 History will focus on. 

In your table group, discuss the main societies that were learnt about in year 7 history:

  • Ancient Sumer
  • Ancient Australia
  • Ancient China
  • Ancient Greece
  • Ancient Egypt

What other things did you learn about in year 7 History? Some examples might include:

  • Archaeology
  • Sources: Primary and Secondary

Write as many things as you can remember on a post it note and add it to your group sheet.

In a circle time discuss and predict what you think year 8 History will 

 

Comment: What was your favourite topic in year 7 history. Explain why and include important understandings that you gained. Comment on other students' comments (start with @Name), explaining if you agree or disagree with them.

Fig. 1: Khafre's Pyramid (4th dynasty) and Great Sphinx of Giza (c. 2500 BC or perhaps earlier)

For the Teacher

This learning module was designed using the Learning by Design framework (Kalantzis and Cope) which is based onMultiliteracies theory. 

Experiencing the known is valuing the prior knowledge of students, it builds upon their background knowledge of the topic. This activity is designed to encourage students to think back upon the learning that they did in year 7. It is important for them to gain an understanding that their learning is cumulative and that they are following a learning pathway in history from primary school through years 7-10.

Think-Pair-Share

Attempt to tackle a new question or problem by silent thinking, comparison with another learner’s attempt to answer the same question, and share this dialogue with other learners.

Think: Take a few minutes to think in silence about a new idea or a difficult question. Make mental or written notes.

Pair: Talk about your thoughts with a neighbor or partner. Compare notes: What are the most original, most convincing or most accurate ideas?

Share: Present the best ideas of the pair to the group or class. Adaptations of this strategy include Think-Write-Pair Share and Timed-Pair-Share.

Australian Curriculum Historical Skills​

  • Use historical terms and concepts (ACHHS149)

Australian Curriculum General Capabilities

Critical and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Identify and clarify information and ideas
  • Organise and process information

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

 

2. Timeline

For the Student

Learning Intention: Create an accurate timeline that includes key dates from Medieval History. 

In a class circle time discussion create a timeline of key dates from medieval history. Your teacher will guide you with information about each event to try and help you ascertain what the event is and where it should be placed on the timeline.

Comment: Why are timelines important? Are their any particular things on the timeline that you would like to know more about? Read and respond to at least 2 other students. 

Fig. 2: An Anglo-Saxon parade helmet from Sutton Hoo (7th century AD).

For the Teacher

Following on from the previous activity that took place in a circle time, continue in this format to create the timeline. In this Conceptualising by Naming activity create a timeline of key events. Guide the students with where to place the events and give them an overview of each event to help them form some context with which to study the period.

Australian Curriculum Content Descriptions

  • Key features of the medieval world (ACOKFH009)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)

Australian Curriculum General Capabilities

Numeracy 

Interpreting statistical information (Level 5)

  • Interpret data displays

Critical and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Identify and clarify information and ideas
  • Organise and process information

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

3. Societies in the Medieval and Early Modern World

For the Student

Learning Intention: To understand and discuss the socities that lived in the Medieval and Early Modern World.

Using the blank world map provided to you by your teacher cut out the circles that represent the different societies in the medieval and early modern world. Work with your table group to place these on your own individual map where you think that they should go (DO NOT stick them on at this stage).

Blank world map

Appoint one person in your group as a spy to go around and check where the other groups are placing their circles. Report back and make any changes to your map.

As a class go through the correct placing and stick all the circles in the correct position. Ensure your map is stuck into your book.

Look at the medieval trade routes map. Compare it to the map above. What information or questions canyou think of as you compare the two?

Fig 3: Medieval trade routes (AD 1212)

Comment: After todays lessons what question or questions would you like answered? Share 1 - 2 question. Read other students questions, if there are any that you can help respond to that student sharing your ideas. 

For the Teacher

Resources

Circles for the different societies can be found on pg 6-7 of Nelson Connect with History 8, Greer et.al.,Nelson C. Engage Learning, 2012 along with the answers for the activity.

Ensure that these circles are copied in a way in which the map in the background is removed and answers are not obvious to students in this handout.

Australian Curriculum Content Descriptions

  • Key features of the medieval world (ACOKFH009)
  • The emergence of ideas about the world and the place of people in it by the end of the period (ACOKFH010)
  • The way of life in Medieval Europe and the roles and relationships of different groups in society (ACDSEH008)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts(ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
  • Draw conclusions about the usefulness of sources (ACHHS154)

Australian Curriculum General Capabilities

Critical and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Identify and clarify information and ideas
  • Organise and process information

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critical and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

4. The "Dark Ages"

For the Student

Learning Intention: View the documentary about the dark ages. Record notes as you watch. 

As a class, you will learn about the well-known time in history called "The Dark Ages". Have a look at your class time line and check that you know where this period of time is in relation to Medieval Europe overall.

Use the Zooming in and zooming out strategy when taking notes. Be sure to note down key events and dates. Also note down themes during this time (for example, religion, health epidemics, violence, etc).

The Dark Ages - Zooming in and Zooming out
Media embedded January 16, 2016

Comment: Share your "Would not expect" from your zooming in and zooming out sheet. Read and respond to at least 2 other students. 

For the Teacher

Zooming in and zooming out

Australian Curriculum Content Descriptions

  • Tthe transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008)
  • Key features of the medieval world (ACOKFH009)
  • The emergence of ideas about the world and the place of people in it by the end of the period (ACOKFH010)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)

Australian Curriculum General Capabilities

Critical and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Identify and clarify information and ideas
  • Organise and process information

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critical and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating (Level 5)

  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others

Text knowledge (Level 5)

  • Use knowledge of text structure
  • Use knowledge of text cohesion

Grammar knowledge (Level 5)

  • Use knowledge of sentence structures
  • Express opionion and point of view

Information and communication technology

Create with ICT (Level 5)

  • Generate ideas, plans and processes

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

5. Why are the Dark Ages Significant?

For the Student

Learning Intention: Work together to brainstorm why the dark ages were significant.

Complete a mind map on the board as a class that notes down the main points as to why the Dark Ages were significant to history.

Using the information presented in the documentary, try and bring up points such as:

  • The fall of the Roman Empire and the end of Ancient times
  • The loss of information and why it happened
  • Living conditions
  • The end of the Dark Ages

Complete a PEC paragraph of at least 8 sentences, answering the question: Why are the Dark Ages significant to history?

For the Teacher

It is important to complete the mind map activity as a class because this will allow the teacher to scaffold the discussion and support students to easily answer the question in the PEC paragraph.

Fig 4: The "Dark Ages" mindmap

Australian Curriculum Content Descriptions

  • The transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008) 
  • Key features of the medieval world (ACOKFH009) 
  • The emergence of ideas about the world and the place of people in it by the end of the period (ACOKFH010)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts(ACHHS149)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155) 
  • Australian Curriculum General Capabilities

Literacy

Composing texts through speaking, writing and creating (Level 5)

  • Compose spoken, written, visual and multimodal learning area texts

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Create with ICT (Level 5)

  • Generate ideas, plans and processes

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

6. Primary Source: Anglo-Saxon Burial at Sutton Hoo

For the Student

Learning Intention: Read and respond to the source. Analysing where the source came and reliability of it. 

Read through the information based upon the Anglo-Saxon Burial at Sutton Hoo. As you read use a highlighter to highlight key words as they appear within the text.

Who were they?

The Romans invaded Britain in AD43. After that, for 400 years southern Britain was part of the Roman world. The last Roman soldiers left Britain in AD 410, and then new people came in ships across the North Sea. Historians call them Anglo-Saxons. The new settlers were a mixture of people from north Germany, Denmark and northern Holland.

In their own lands, most Anglo-Saxons were farmers. They lived in family groups in villages, not cities. Since they lived close to the sea and big rivers, many Anglo-Saxons were sailors too. They built wooden ships with oars and sails, for trade and to settle in new lands. Raiders in ships attacked Roman Britain

Fig 5: Sutton Hoo aerial photo

Comment: Where did the primary source originate? How do we know? How reliable is it to us as a primary source of Anglo-Saxon England? Why? Read and respond to at least 2 other students.

For the Teacher

This conceptualising with theory activity revisits primary and secondary sources from year 7 to remind students as to the difference between them and also revisits the source analysis method.

As you read through Evidence A with the class indicate the key words that they should highlight. When you arrive at Evidence B and C do the same thing. Students should then feel confident to complete evidence D and E in the same way as you continue to read through these sections.

Resources

Pages 10-13 Dark Ages to Discovery Parsons and Wilson

Australian Curriculum Content Descriptions

  • The transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008)
  • Key features of the medieval world (ACOKFH009)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts (ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
  • Identify the origin and purpose of primary and secondary sources (ACHHS152)
  • Draw conclusions about the usefulness of sources (ACHHS154)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Create with ICT (Level 5)

  • Generate ideas, plans and processes

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

7. Graphic Organiser

For the Student

Learning Intention:

Using Evidence C as a source for what was found within the Sutton Hoo burial, complete a graphic organiser.. This needs more details and informatio

For the Teacher

Fig 6: Graphic organiser "What was the life of an Anglo-Saxon King like?"

 

Australian Curriculum Content Descriptions

  • The transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008)
  • Key features of the medieval world (ACOKFH009)

Australian Curriculum Historical Skills

  • Use historical terms and concepts(ACHHS149) 
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150) 
  • Draw conclusions about the usefulness of sources (ACHHS154)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Create with ICT (Level 5)

  • Generate ideas, plans and processes

Communicating with ICT (Level 5)

  • Collaborate, share and exchange
  • Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

8. What was life like for an Anglo-Saxon King?

For the Student

Learning Intention: Explain what life was like for an Anglo-Saxon king.

Use the information you have gathered from the previous activities to write a PEC Paragraph discussing what life was like for an Anglo-Saxon king like?

Here is an example P sentence if you need it to get started:

The Anglo-Saxon kingdom was part of a rich and thriving civilisation and the life of a king was one of power and luxury.

For the Teacher

The PEC structure works at the whole text level as well as the paragraph level.

Point - The first sentence introducing the topic, idea, argument of the paragraph. The Point sentence signals to the reader what the main message is. It links to an objective of the point sentence giving 'prominence to the message in the text and allows for prediction of how the text will unfold.'

Evidence/Examples/Elaboration - 2-3 sentences which provide more information with evidence to support or explain the Point, or examples which help to prove the 'Point' sentence true.

Comment - A concluding sentence which reaffirms the 'Point' sentence and/or introduces the next paragraph.

Australian Curriculum Content Descriptions

  • Key features of the medieval world (ACOKFH009)
  • The emergence of ideas about the world and the place of people in it by the end of the period (ACOKFH010)

Australian Curriculum Historical Skills

  • Use historical terms and concepts(ACHHS149) 
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150) 
  • Draw conclusions about the usefulness of sources (ACHHS154)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Composing texts through speaking, writing and creating (Level 5)

  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others

Text knowledge (Level 5)

  • Use knowledge of text structure
  • Use knowledge of text cohesion

Grammar knowledge (Level 5)

  • Use knowledge of sentence structures
  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

9. Vicious Vikings

For the Student

Learning Intention: View a variety of videos and summarise what the life of a Viking was like.

Using a modification of the World Café strategy, watch through the five horrible histories videos on Vikings.

Media embedded January 16, 2016

 

Media embedded January 16, 2016

 

Media embedded January 16, 2016

 

Media embedded January 16, 2016
Media embedded January 16, 2016

After each video, as a group, write down some points about the topic before moving onto the next table group. One person from the group needs to remain at the table (they will stay there for the whole activity).

Each time the majority of the group moves on, they need to take the new group through the points that were noted down from the previous video. The newly arriving group can add to these if there are any missing that their group thought of.

Comment: Return back to your original groups at the end of the activity and come up with two sentences that summarise what the life of a Viking was like. Read and respond to at least 2 other students.

For the Teacher

World cafe

A series of cafés or tables are set up around the room. At each café is large piece of paper and a different coloured marker. Each café is assigned a topic, question or focus. The group is divided amongst the café’s and one person per café is designated as the owner. It is their job to stay at the café the whole time. Each group is given a period of time (5 to 10 minutes) to respond to the question or topic with their coloured marker. At the signal groups move on, with their coloured marker, to the next café. The café owner stays behind getting ready to share the responses with the next group of customers.

At the beginning of the second rotation the café owner takes their new group through the topic and the responses of the initial group. This group then adds their own thoughts or responses, in their colour, to that of the first. This process continues for as many rotations as can be fitted in or until the guests arrive back at their original café. It is interesting for this group to look at all subsequent responses and discuss this with the café owner. Finally the leader may want to elicit some reflections from the group.

It may be useful to assign roles in each group, for example:

  • Café Owner
  • Encourager and Recorder
  • Encourager and Cop

The recorder and cop roles are based upon the functional roles in MyRead.

Australian Curriculum Content Descriptions

  • Key features of the medieval world (ACOKFH009)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts(ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACGGS150)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Draw conclusions about the usefulness of sources (ACHHS154)
  • Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating (Level 5)

  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

 

10. The Most Famous Battle in Western History!

For the Student

Learning Intention: View a variety of videos about the Battle of Hastings. Summarise the information in notes.

You will learn about one of the most important and probably the most famous battle in Western History!

First, we will be learning about the three contenders for the throne of England in 1066. This is a key date in Medieval Europe (note where it sits on our class timeline). Then we will learn about the Battle of Hastings - where it took place, what happened and who won.

Watch the BBC Documentary detailing the events of the Battle of Hastings. As you watch complete your "Zooming in, Zooming out" chart to make note of the most important points being presented.

Battle of Hastings - Zooming in and Zooming out
 
Media embedded January 16, 2016

 

For the Teacher

Australian Curriculum Content Descriptions

  • Key features of the medieval world (ACOKFH009)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)
  • Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts (ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
  • Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

​Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating (Level 5)

  • Use language to interact with others

Text knowledge (Level 5)

  • Use knowledge of text cohesion

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

11. Looking at the Battle of Hastings through Primary Sources

For the Student

Learning Intention: View the Bayeux Tapestry, discuss and analyse its usefulness in understanding the Battle of Hastings.

With your teacher go through the images that looks at the most important primary source we have related to the Battle of Hastings - The Bayeux Tapestry.

Use the AOCAMBUR method to look at the "Content" of the Tapestry and its "Usefulness" by going through the attached sheet: Bayeux Tapestry Friezes.

Fig 7: Analysing the Bayeux Tapestry

Following this whole class discussion in your table groups answer the following content questions:

  • Frieze 2: How do we know that this is a funeral procession? What might the hand from the sky indicate?
Fig 8: The King is dead
  • Frieze 3: What evidence is there to support the description of what is happening here?
Fig 9: Long live the King
  • Frieze 4: Of what material are the boats made? What is your evidence?
Fig 10: Planning the invasion
  • Frieze 5: What do the soldiers take with them?
Fig 11: The crossing

Upon completing these questions discuss as a group the following question pertaining to usefulness of the source as a whole: What can the Bayeux Tapestry tell us about the Battle of Hastings and how it occurred?

For the Teacher

Understanding how to analyse primary and secondary sources is one of the key historical skills identified in the Australian Curriculum. It is also an excellent way of developing students' criticial analysis skills.The Bayeaux Tapestry is one of the world's most valuable historical treasures. This analyzing critically learning activity consolidates what the students have learnt about the Battle of Hastings while revisiting and applying their knowledge of source analysis.

Australian Curriculum Content Descriptions

  • Key features of the medieval world (ACOKFH009)
  • Significant developments and/or cultural achievements, such as changing relations between Islam and the West, architecture, medieval manuscripts and music (ACDSEH050)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts(ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
  • Identify the origin and purpose of primary and secondary sources(ACHHS152)
  • Draw conclusions about the usefulness of sources (ACHHS154)
  • Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

12. Castles Homework Assignment

For the Student

Part One: Castles Source Study

Learning Intention: Complete a source analysis on Medieval Architecture 

Read the handout entitled “Source Study: Medieval Architecture” and complete the following activities in full sentence format. You may type your responses or neatly hand write them.

  1. Create a chart of two columns with the headings ‘Advantages’ and ‘Disadvantages’ and list the pluses and minuses of stone as a building material for castles.
  2. Content: What were the two ways to attack a castle?
  3. Content: What does Source 4.7 tell you about the conditions inside the castle during a siege?
  4. Usefulness: Examine Source 4.8 – how effective a weapon do you think this was? How useful is it to us as historians trying to understand how medieval warfare worked?

 

Part Two: Creative Response and Rationale

Learning Intention: Create a replica Medieval Castle. Include a written rationale.

Individually, or as part of a group (the other students in your group can be in any history class), create a replica of a Medieval castle. You can create a physical model, describe it using creative writing, use Lego or use the program Minecraft.

For those who decide to create their castle on Minecraft:

  • You may use a PC, Xbox 360, or ios device to do so.
  • You may submit and show your assignment by taking screenshots or filming it either with a smartphone or a computer program.

Comment: Share photos of your castle on your page. View and respond to at least 4 other students.

 

Part Three: Bibliography

Learning Intention: Create a bibliography of the sources used to help create the castle

There are many ways you can create a bibliography we recommend using a site like EasyBib. You can easily add the information and they site will put it all together for you! 

For the Teacher

Resources

Source study handout: Pearson History 8, Pearson,Port Melbourne,VIC.Pg. 104-106.

Australian Curriculum Content Descriptions

  • Key features of the medieval world (ACOKFH009)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)
  • Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
  • Continuity and change in society in ONE of the following areas: crime and punsihment; military and defence systems; towns, cities and commerce (ACDSEH051)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts (ACHHS149)
  • Identify and locate relevant sources, using ICT and other methods (ACHHS151)
  • Identify the origin and purpose of primary and secondary sources (ACHHS152)
  • Draw conclusions about the usefulness of sources (ACHHS154)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)
  • Develop texts, particularly descriptions and explanations that use evidencefrom a range of sources that are acknowledged (ACHHS156)
  • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating (Level 5)

  • Compose spoken, written. visual and multimodal learning area texts
  • Use language to interact with others

Text knowledge (Level 5)

  • Use knowledge of text structures
  • Use knowledge of text cohesion

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Investigating with ICT (Level 5)

  • Locate, generate and access data and information
  • Select and evaluate data and information

Creating with ICT (Level 5)

  • Generate ideas, plans and processes

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

13. Feudal Fellows

For the Student

Learning Intention: Predict where you think each person belongs on the pyramid.

In pairs use the blank pyramid and cut out the list of classes and their image and place them on the pyramid where you think they should go. When you are finished work with the other people in your table group to make sure you are correct before coming together as a class to check your answers.

Fig 12: Blank Feudal System
Fig 13: Images

Knights/Vassals - Clergymen

 

Merchants/Farmers/Craftspeople

 

Pope/Church

 
Peasants: Serfs/Villeins

Nobles: Dukes/Barons/Archbishop

 King

As a class read through the two descriptions of the feudal system and highlight the key words or words that are unfamiliar to you in the text.

Comment: Which definition/explanation of the feudal system do you think is better? Why?

For the Teacher

Feudal system templates

 Australian Curriculum Content Descriptors

  • Key features of the medieval world (ACOKFH009)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Australian Curriculum Historical Skills

  • Use historical terms and concepts (ACHHS149)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

14. The Feudal System: So What?

For the Student

Learning Intention: Analyse the feudal pyramid.

Fig 14: Feudal System

Using the diagram and reading you completed in the previous activity discuss the following questions as a class:

  • What do you notice when you look at this diagram?
  • What is interesting?
  • What surprised you?
  • What do you think life would have been like under this system?
  • How would the lives of each class have been different?
  • How is life different today?

Comment: Share one idea from the discussion.

For the Teacher

Australian Curriculum Content Descriptors

  • Key features of the medieval world (ACOKFH009)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Australian Curriculum Historical Skills

  • Use historical terms and concepts (ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
  • Draw conclusions about the usefulness of sources (ACHHS154)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Text knowledge (Level 5)

  • Use knowledge of text cohesion

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

15. Interesting Words Chart: Feudalism

For the Student

Learning Intention: Deepen understanding of the topic by clarifying the meanings of different words

Using the words you highlighted in the previous activity complete an interesting word chart. Examples of words that are good to use are:​

Word Your guess Dictionary meaning

Feudalism

    

Nobles

    

Peasants

    

Fiefs

    

Vassals

    

Serfs

    

Villeins

    

Loyalty

    

Subsisted

    

Allegiance

    
Interesting word chart

Comment: Share 1 - 2 defintions of words that you found. Try and include a word that has been shared previously. 

For the Teacher

Interesting word chart

Interesting word charts can be used throughout all activities in the unit and added to whenever a student/teacher finds a word that is interesting/difficult. It does not need to be a once off activity and can be built into a spelling program.

Australian Curriculum Content Descriptors

  • Key features of the medieval world (ACOKFH009)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Australian Curriculum Historical Skills

  • Use historical terms and concepts (ACHHS149)

Australian Curriculum General Capabilities

Literacy

Word knowledge (Level 5)

  • Understand learning area vocabulary
  • Use spelling knowledge

Grammar knowledge (Level 5)

  • Use knowledge of words and word groups

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Identify and clarify information and ideas
  • Organise and process information

16. Feudalism: Tree Diagram

For the Student

Learning Intention: Research what life was life for each class during medieval times. 

Using the following website: http://www.learner.org/interactives/middleages/feudal.html, research what life was like for the difference classes during medieval times. Note down three points for each class on your tree diagram worksheet. Fill in as much as you can from this website. There is a lot of information on peasants and the church and several points about the other classes as well. If you find you do not have enough information Google some additional points about some classes e.g. Knights, to finish your diagram. Think carefully about the search terms you place in the search engine - what will give you the best result.

Tree diagram
Fig 15: Tree diagram

 

For the Teacher

Taxonomy (Tree diagram)

Create a taxonomy which uses a tree structure to show how concepts are link to each other. Start with a ‘root’ or main concept, then show branches (child concepts) and sub-branches (children of children etc.). A taxonomy has more formal links than a Mind Map, and may be a way of visually mapping the terms in a glossary (as described in the ‘Conceptualising by Naming’ section, above). It can also be used in word study to explore prefixes, suffixes and root words.

Fig 16: Taxonomy (Tree diagram)

Australian Curriculum Content Descriptors

  • Key features of the medieval world (ACOKFH009)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Australian Curriculum Historical Skills

  • Use historical terms and concepts (ACHHS149)
  • Identify and locate relevant sources, using ICT and other methods(ACHHS151)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Develop texts, particularly descriptions and explanations that use evidencefrom a range of sources that are acknowledged (ACHHS156)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Text knowledge (Level 5)

  • Use knowledge of text cohesion

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

17. Who Wins/Who Loses?

For the Student

Learning Intention: To analyse the roles in the feudal system focussing on who wins and loses.

Who wins and loses in the feudal system? Which classes have it better than others? Why might some of the lower classes benefit from being where they are in the social hierarchy? Record your ideas in a table. 

Perspectives Advantages Disadvantages
Peasants: Serfs/Villeins    
Merchants/Farmers/Craftspeople    
Knights/Vassals - Clergyman    
Nobles: Dukes/Barons/Archbishop    
King    
Pope/Church    
Who wins? Who loses?

Complete a PEC paragraph based upon the following question: What was the Feudal System? How did it impact upon the lives of the people who lived in Medieval times? 

For the Teacher

Who wins/Who loses?

The focus on critical literacy here, deepens students' understanding of class, power and hierarchy, and the impact on people's lives.

Australian Curriculum Content Descriptors

  • Key features of the medieval world (ACOKFH009)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Australian Curriculum Historical Skills

  • Use historical terms and concepts(ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150)

Australian Curriculum General Capabilities

Literacy

Composing tests through speaking, writing and creating (Level 5)

  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

18. Crime and Punishment

For the Student

Learning Intention: Discuss and analyse how crime and punishment changed over time in medieval Europe. 

Watch a series of clips from Tony Robinson's BBC documentary series on medieval crime and punishment. Watch each of these clips one at a time:

Media embedded January 16, 2016
Media embedded January 16, 2016
Media embedded January 16, 2016
Media embedded January 16, 2016
Media embedded January 16, 2016

Each member of your group should have a different colour pen. After each clip each member of your group should write 1-2 dot points into your retrieval chart summarising the information from the clip.

In table groups discuss why you think crime and punishment changes over the medieval period.

Comment: Share one of your key ideas about why crime and punishment have changed over the medieval period. Read and respond to 2 - 3 other students.

For the Teacher

Resources

Tony Robinson BBC Documentary Crime and Punishment:

  • Clip 1: Introduction (0.00 mins - 1.30mins) 
  • Clip 2: Oath Swearing & Trial by Ordeal (13.30mins - 20.15mins) 
  • Clip 3: Normans and Public Humiliation (0.00mins - 10.54mins) 
  • Clip 4: Encouraging Trial by Jury (10.03mins - 11.57mins) 
  • Clip 5: Magna Carta (13.36mins - 18.21mins and 22.25mins - 23.04mins) 

Teaching tips

Following clip 2 (Oath Swearing and Trial by Ordeal) make sure to note to the class that the death penalty was to be either hanged or decapitated.

Australian Curriculum Content Descriptors

  • Key features of the medieval world (ACOKFH009)
  • Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts(ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
  • Draw conclusions about the usefulness of sources (ACHHS154)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

19. Types of Medieval Torture

For the Student

Learning Intention: Describe and define the types of torture used in medieval Europe.

Using the image of the medieval torture chamber fill in the retrieval chart describing and defining eight different types of torture used in medieval times.

Type of torture Description
The rack  
Judas chair  
Iron maiden  
Wheel  
Water torture  
Head crusher  
Molten lead  
Rat cage  
Types of medieval torture

Write a PEC paragraph that analyses the development of crime and punishment during medieval times by answering the following questions:

How was crime dealt with in medieval times? What types of punishment were used? How did crime and punishment change from Anglo-Saxon times to 1066 and beyond?

For the Teacher

The image can be found Oxford Big Ideas History 8 textbook.

Australian Curriculum Content Descriptors

  • Key features of the medieval world (ACOKFH009)
  • Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce(ACDSEH051)

Australian Curriculum Historical Skills

  • Use historical terms and concepts(ACHHS149)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153).

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

20. The end of the middle ages: Changing beliefs

For the Student

Learning Intention: Read, research, discuss and analyse the end of the middle ages.

Read the sources provided. 

More information needs to be added to this activity. 

For the Teacher

Australian Curriculum Content Descriptions

Australian Curriculum Historical Skills

  • Use historical terms and concepts (ACHHS149)
  • Identify a range of questions about the past to inform a historical inquiry(ACHHS150)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)

​Australian Curriculum General Capabilities

21. Mindmap

For the Student

Learning Intention: Create a visual representation in the form of a mind map that displays your understanding of what you have learnt about medieval Europe. You can create this on an iPad or hand draw it.

You should include points about the following:

  • Trade
  • The Dark Ages
  • Anglo-Saxon Burial at Sutton Hoo
  • Vikings
  • The Battle of Hastings
  • Castles
  • Feudal system
  • Crime and punishment
  • The end of the middle ages

Take a photo and share on scholar.

For the Teacher

If you have the technology available allow students to use iPads and the Poplet app to create a mind map that has the ability to stretch beyond what pen and paper can and can also be shared with other members of the class and the teacher.

Fig 16: Example of completed mindmap

Australian Curriculum Content Descriptors

  • The transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008)
  • Key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) (ACOKFH009)
  • The emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment) (ACOKFH010)
  • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)
  • Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
  • Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce(ACDSEH051)
  • Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)

Australian Curriculum Historical Skills

  • Sequence historical events, developments and periods (ACHHS148)
  • Use historical terms and concepts(ACHHS149)
  • Identify and locate relevant sources, using ICT and other methods(ACHHS151)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)
  • Develop texts, particularly descriptions and explanations that use evidencefrom a range of sources that are acknowledged (ACHHS156)
  • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)

Australian Curriculum General Capabilities

Literacy

Composing texts through speaking, writing and creating (Level 5)

  • Compose spoken, written, visual and multimodal learning area texts

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Consider points of view

Information and communication technology

Create with ICT (Level 5)

  • Generate ideas, plans and processes

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

22. The Catholic Church and Charlemagne

For the Student

Learning Intention: Read and respond to information about the church in medieval Europe.

Read through the paragraphs about the Church in medieval Europe. 

Comment: How were the government (the King) and religion (the Catholic Church/Pope) connected with each other in medieval Europe? What was Charlemagne’s relationship with the Church like?

Read the description of Charlemagne.

“He was heavily built, sturdy, and of considerable stature, although not exceptionally so, since his height was seven times the length of his own foot. He had a round head, large and lively eyes, a slightly larger nose than usual, white but still attractive hair, a bright and cheerful expression, a short and fat neck, and he enjoyed good health, except for the fevers that affected him in the last few years of his life. Toward the end, he dragged one leg. Even then, he stubbornly did what he wanted and refused to listen to doctors, indeed he detested them, because they wanted to persuade him to stop eating roast meat, as was his wont, and to be content with boiled meat.” Written in 817 CE.

Draw a sketch of what you think Charlemagne may have looked like, based on this historical description.

Comment: Describe how truthful this source might be and why you think this. Are there other ways we could more accurately recreate what Charlemagne looked like?

For the Teacher

Resources

Nelson History 8. An alternative text could also be used.

Australian Curriculum Content Descriptors

  • The transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008)

  • Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)

Australian Curriculum Historical Skills

  • Use historical terms and concepts(ACHHS149)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

23. The Crusades

For the Student

Learning Intention: Read and respond to information about the Crusades.

Read the background description about the Crusades on your worksheet. There are three different translations of the same speech by Pope Urban, who started the Crusades.

Read each translation

  • How are the translations different from each other?
  • Why are they different?
  • How do the differences change our understanding of the speech and what Pope Urban is saying?

Use the source analysis method to analyse one of Pope Urban's speeches. 

Comment: Summarise what you learnt after anaylsying one of Pope Urban's speeches. Share on scholar. Read and respond to at least 2 other students. 

For the Teacher

Australian Curriculum Content Descriptors

  • The transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008)
  • Key features of the medieval world 
  • Significant developments and/or cultural acievements, such as changing relations between Islam and the West (including the crusades), architecture, medieval manuscripts and music (ACDSEH050)

Australian Curriculum Historical Skills

  • Use historical terms and concepts (ACHHS149)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Draw conclusions about the usefulness of sources (ACHHS154)
  • Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

24. The Domesday Book

For the Student

Learning Intention: Become and expert on the Doomsday book, sharing ideas with your peers. 

Fig 18: The Doomsday Book

The Domesday Book is a detailed survey of the land held by William the Conqueror and his people, the earliest surviving public record, and a hugely important historical resource. In an expert group you will read a selection of pages on the Doomsday book. In your expert group, discuss what you've read, selecting/highlighting the important information consider the following:

  • What information is presented here?
  • Which facts and details are important?
  • Summarise the key information available to report it back to your group 

Move into a new group, share what you read, the historical context, how it was made and the translation and what it contained. 

Comment: Is the Doomsday Book a reliable source? Can it be trusted? Why/why not? What makes it reliable or unreliable. Write a PEC paragraph. Read and respond to 2 - 3 other students. 

For the Teacher

Australian Curriculum Content Descriptors

  • Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)

Australian Curriculum Historical Skills

  • Use historical terms and concepts(ACHHS149)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Identify and describe points of view, attitudes and values in primary andsecondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

25. Trade and Discovery

For the Student

Learning Intention: To learn and understand about trade and discovery in Medieval England.

Look at the map. What do you notice about it? Record your observations.

Fig 19: Lands held by European countries in 1550

Read through pages 14 - 17 as a class.

Fig 20: Ancient Map

Comment: Write a 3 sentence explanation describing what you reading pages 14 - 17. 

Using the information you have learnt so far, complete the primary source analysis. 

Fig 21: Garcia Lopes de Cardenas

Comment: What can this source tell us about Medieval times?

For the Teacher

Resources

Nelson: Connect with History textbook - maps showing the spread of Christianity and Islam pp9, 11

Australian Curriculum Content Descriptions

  • Key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict)(ACOKFH009)

Australian Curriculum Historical Skills

  • Use historical terms and concepts (ACHHS149)
  • Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
  • Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

Australian Curriculum General Capabilities

Literacy

Comprehending texts through listening, reading and viewing (Level 5)

  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Grammar knowledge (Level 5)

  • Express opionion and point of view

Ethical understanding

Exploring values, rights and responsibilities (Level 5)

  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

Information and communication technology

Communicating with ICT (Level 5)

  • Collaborate, share and exchange

Personal and social capability

Self-management (Level 5)

  • Work independently and show initiative

Social management (Level 5)

  • Work collaboratively

Critcal and creative thinking

Inquiring – identifying, exploring and organising information and ideas (Level 5)

  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes (Level 5)

  • Transfer knowledge into new contexts

Acknowledgements

Title: (Source), Fig. 1: (Source), Fig. 2: (Source), Fig 3 (Source), Fig 4 (Created by Jennifer Nott), Fig 5 (Source), Fig 6 (Created by Jennifer Nott), Fig 7 (Created by Jennifer Nott), Fig 8 (Source), Fig 9 (Source), Fig 10 (Source), Fig 11 (Source), Fig 12 (Created by Jennifer Nott), Fig 13 (Clipart Images), Fig 14 (Created by Jennifer Nott), Fig 15 (Created by Jennifer Nott), Fig 16: (Source); Fig 17 (Created by Jennifer Nott); Fig 18 (Source); Fig 19 (Source); Fig 20 (Source); Fig 21 (Source);