This unit will teach about what life was like during the Medieval Times. Students will learn about ballads, tournaments, and dance. They will learn about themselves as they create a code of chivalry and a coat of arms. Hopefully, students will gain an appreciation for our accomplishments as they learn about feudalism and the Black Death. The unit will conclude with a Medieval Festival, where students can perform for their peers and taste medieval foods.

This unit focuses strongly on several of the Show-Me Standards. Many of the activities incorporate Goal 1.9 (identify, analyze, & compare institutions, traditions, and art forms of past and present societies), Goal 2.1 (plan & make written, oral, & visual presentations for a variety of purposes and audiences), and Social Studies Standard 6 (acquire knowledge of relationships of the individual and groups to institutions and cultural traditions).

Length of Time:  2 months
Grade Level:  This unit is intended for use in a 5^th grade classroom but could be adapted for 4^th through 6^th grade.

1. construct a coat of arms.
2. explain the significance of the parts of a coat of arms.

• 1.2 conduct research to answer questions & evaluate info/ideas
• 1.4 use technological tools/other resources to locate, select, & organize info
• CA3 reading/evaluating nonfiction works and material
• SS6 relationships of the individual and groups to institutions & cultural traditions
• FA5 visual & performing arts in historical & cultural contexts

Procedure(s):

1. Discuss the coat of arms – what it is, which symbols are used, and what the symbols represent.
2. Students will brainstorm characteristics that represent them and positive character qualities that they believe represent their families.
3. Students will research (using books in the classroom) different symbols that represent the characteristics they chose and will design a family coat of arms on paper.
4. Students will use felt and tacky glue to build their coat of arms from the patterns they drew.
5. Students will share their coat of arms with the rest of the class.

1. identify the causes and effects of the Black Death
2. construct a scroll TV to teach information about the Black Death

• 1.5 comprehend & evaluate written, visual, & oral presentations and works
• 1.9 identify, analyze, & compare the institutions, traditions, & art forms of past and present societies
• 2.1 plan/make written, oral, & visual presentations for a variety of purposes & audiences
• 2.3 exchange info, questions, & ideas regarding works of the arts, humanities, & sciences
• FA1 process and techniques for production, exhibition, or performance of one or more of the visual or performed arts
• SCI3 characteristics and interactions of living organisms
• HPE3 diseases and methods for prevention, treatment, & control

Procedure(s):

1. Discuss the cause of the Black Death. Discuss the reasons disease spread so quickly and fatally in the medieval days.
2. Divide students into pairs. Each pair will draw a "comic strip-type" original story about living amidst the Black Death.
3. Students will use their stories to create scroll TV’s, which will be placed on display throughout the classroom.

1. define apprenticeship and describe its role during medieval times.
2. Identify advantages and disadvantages to the apprenticeship system.

• 1.9 identify, analyze, & compare institutions, traditions, & art forms of past and present societies
• 2.4 present perceptions/ideas regarding works of the arts, humanities, & sciences
• 3.5 reason inductively from a set of specific facts & deductively from general premises
• CA4 writing formally and informally
• CA6 participating in formal/informal presentations & discussions of issues and ideas
• SS6 relationships of individuals & groups to institutions/culture

"stone" blocks (prepared in advance by mixing plaster of Paris with vermiculite and salt; coating the inside of small milk cartons with petroleum jelly; pouring the plaster mixture into the milk cartons; leaving the cartons to set overnight; and removing the cartons from the hardened blocks), plastic knives, tin cans (with smooth edges), markers, sand, hammers, wire, **several parent volunteers**

1. Discuss apprenticeship and its role during medieval times.
2. Allow students time to write a response paper (1 page) to whether they prefer the idea of an apprenticeship or college study and why they chose what they did. Discuss responses as a class.
3. Inform students of their opportunity to be apprentices. They will learn two activities (stone-carving and tinsmithing). Two stations will be set up at the back of the classroom.
4. Before students are dismissed to work, pass out instruction sheets for both activities to the students. Review the instructions with the students and allow time for questions.
5. Students will be divided into two groups. One group will "carve stone" while the other group builds a lantern, and then the groups will switch.
6. Discuss with the students which activity they preferred and why. Then, discuss how apprentices during medieval times often did not have a choice as to what occupation they would learn.

• 1.8 organize data, info, & ideas into useful forms for analysis or presentation
• CA6 participating in formal/informal presentations & discussions of issues and ideas
• FA1 process & techniques for production, exhibition, or performance of one or more of the visual or performed arts
• FA2 principles & elements of different art forms

Newspaper strips, Papier-mache paste, Cardboard scraps (different shapes & sizes), Shoeboxes (or other small boxes), Watercolor paints, Paintbrushes, **parent volunteers**

1. Pass around photographs of different medieval castles.
2. Students will share observations on the design of the castles.
3. Discuss castles of medieval times—how they were built, what they looked like, and important features (like a mote, a drawbridge, and etc).
4. Students will sketch a castle design on a sheet of paper.
5. Students will use boxes and cardboard scraps to build the castle they’ve designed.
6. Students will cover their model with papier-mache, and after it dries, students will paint their models.

1. identify the weapons and armor used by knights.
2. identify differences between protecting the land in medieval and modern society.

• 1.2 conduct research to answer questions & evaluate info/ideas
• 1.9 identify, analyze, & compare institutions, traditions, & art forms of past and present societies
• 2.1 plan & make written, oral, & visual presentations for variety of purposes and audiences
• 4.3 analyze duties & responsibilities of individuals in society
• CA3 reading/evaluating nonfiction works & material

 Procedure(s):

1. Discuss the role of the knight in medieval times and how it compares to the role of the military today.
2. Divide students into groups. Each group will be given a resource on armor and weapons of a knight.
3. Groups will research the pieces of armor and weapons used during medieval times.
4. Groups will design a poster advertisement for an armory shop, with illustrations and descriptions of the parts of a suit of armor and medieval weapons.
5. Groups will share posters with the class.
6. Discuss as a class why knights wore armor and the differences between defending the castle in medieval times and defending the country today.

1. recognize minstrel music.
2. identify common themes of minstrel music.

• 1.5 comprehend/evaluate written, visual, & oral presentations & works
• 1.9 identify, analyze, & compare the institutions, traditions, & art forms of past and present societies
• 2.4 present perceptions & ideas regarding works of the arts, humanities, & sciences
• CA6 participating in formal/informal presentations & discussions of issues & ideas
• FA3 vocabulary to explain perceptions about & evaluations of works in dance, music, theatre, & visual arts
• FA4 interrelationships of visual & performing arts & relationships of arts to other disciplines
• FA5 visual & performing arts in historical & cultural contexts

 Procedure(s):

• Brainstorm what music might have been like in the medieval times.
• Ask students to think about what types of themes might have been prevalent in medieval times.
• Discuss minstrel music.
• Play a segment of minstrel music. Students will respond to the music by illustrating what comes to mind as the music is playing.
• Students may share their illustrations.
• Compare & contrast minstrel music with music of today.

• 2.3 exchange information, questions, & ideas while recognizing the perspectives of others
• 2.5 perform or produce works in the fine and practical arts
• CA4 writing formally and informally
• FA5 visual and performing arts in historical/cultural contexts

Procedure(s):

1. Play a recording of a ballad for the class.
2. Discuss the purpose and characteristics of ballads.
3. Divide students into pairs.
4. Each pair will write a ballad about Saint George (from Saint George and the Dragon). They can choose to put the ballad to a familiar tune or to the tune of the ballad we listened to.
5. Students who wish to share their ballad may, but they will not be required to share it.

• 1.1 develop questions/ideas to initiate & refine research
• 1.2 conduct research to answer questions & evaluate info & ideas
• 1.4 use technological tools and other resources to locate, select, & organize information
• 1.8 organize data, info, & ideas into useful forms for analysis & presentation
• 2.1 plan & make written, oral, & visual presentations for a variety of purposes & audiences
• 2.3 exchange info, questions, & ideas while recognizing the perspectives of others
• CA5 comprehending/evaluating the content & artistic aspects of oral & visual presentations
• SS7 use of tools of social science inquiry
• FA4 interrelationships of visual & performing arts & the relationships of the arts to other disciplines

 Procedure(s):

1. Explain to students the historical significance of nursery rhymes.
2. Divide students into groups. Each group will draw a different nursery rhyme that relates to medieval times (i.e. Ring Around the Rosie, London Bridge is Falling Down).
3. Take students to the computer lab to research via Internet the origins of their nursery rhymes.
4. Return to the classroom. Each group will prepare a visual presentation of their nursery rhyme to the class.

1. play a song on a minstrel’s flute.
2. describe various medieval instruments.

• 1.5 comprehend/evaluate written, visual, & oral presentations & works
• 1.9 identify, analyze, & compare institutions, traditions, & art forms of past and present societies
• 2.4 present perceptions/ideas regarding works of the arts, humanities, & sciences
• 2.5 perform or produce works in fine & practical arts
• CA6 participating in formal/informal presentations and discussions of issues & ideas
• FA3 vocabulary to explain perceptions about & evaluations of works in dance, music, theatre, & visual arts
• FA5 visual & performing arts in historical/cultural contexts

 Procedure(s):

1. Show students pictures of the different medieval instruments, and play recordings of each instrument.
2. Discuss the instruments—their sounds and their similarities/differences to modern day instruments.
3. Have students listen again to the minstrel music (from their previous music activity), and ask students to guess what instruments are being used.
4. Show students the minstrel’s flute and demonstrate how to play different notes.
5. Pass out minstrel flutes and give students opportunity to experiment with them.
6. Students can choose a song to play on their flute.

• 1.1 develop questions/ideas to initiate & refine research
• 1.2 conduct research to answer questions & evaluate info & ideas
• 2.1 plan & make written, oral, & visual presentations for a variety of purposes & audiences
• 2.5 perform or produce works in the fine & practical arts
• CA2 reading & evaluating fiction, poetry, & drama
• FA1 process & techniques for production, exhibition, or performance of one or more of the visual or performed arts
• FA5 visual & performing arts in historical & cultural contexts

Procedure(s):

• Students will draw for a ballad to learn. If possible, play a recording of the performance of those ballads for the students.
• Students will be given time in class to research the historical significance of their ballad.
• Students will have the duration of the unit to memorize their ballad.
• At the medieval festival at the end of the unit, students will recite their ballads for the class and will explain the origin of their ballad.

• 1.9 identify, analyze, & compare the institutions, traditions, & art forms of past & present societies
• 2.5 perform or produce works in the fine & practical arts
• CA6 participating in formal/informal presentations & discussions of issues & ideas
• SS6 relationships of individuals and groups to institutions & cultural traditions
• FA1 process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts
• FA5 visual & performing arts in historical and cultural contexts

Procedure(s):

1. Discuss dance in medieval times.
2. Compare and contrast the types and purposes of dancing in the life of a serf and the life of a noble.
3. Allow the class to choose a dance that they would like to learn. Students will vote for the dance of their choice. The dance with the most votes wins.
4. Teach the class the dance they voted for.
5. As a class, perform the dance to medieval music for a younger grade.
6. Discuss the types and purposes of dance in our society today.
7. Compare and contrast medieval dance with today’s dance

1. identify Blindman’s Bluff as a game that originated in Medieval Times.
2. Identify the rules and procedures for playing Blindman’s Bluff.

• 1.9 identify, analyze, & compare institutions, traditions, & art forms of past & present societies
• HPE4 principles of movement & physical fitness

Procedure(s):

1. Have students read A Door in the Wall by Marguerite de Angeli.
2. Discuss how Hoodman’s Blind and Blindman’s Bluff had their origins in Medieval Times.
3. Take students to the playground and describe the rules of Blindman’s Bluff (One player is "it." That player is blindfolded and spun around. He or she tries to tag another player, who then becomes "it.").
4. Play Blindman’s Bluff.

1. identify different games from medieval times.
2. create a board game.

• 1.9 identify, analyze, & compare institutions, traditions, & art forms of past & present societies
• 2.1 plan & make written, oral, & visual presentations for a variety of purposes & audiences

Procedure(s):

1. Discuss different games that originated during medieval times (checkers, backgammon, horeshoes, etc)—how they started, when they were played, and by whom they were played.
2. Set up different centers across the room with a different "medieval" game at each center. The rules for the game will also be at the center.
3. Students will be divided into groups and sent to a center.
4. Students will learn the rules for the game and then play the game at that center.
5. Groups will rotate centers.
6. After attending all the centers, each group will create their own board game to quiz each other on what they’ve learned about medieval times.

1. work in a group to achieve a specific goal.
2. Identify items related to medieval times

• 2.3 exchange info, questions, & ideas while recognizing the perspectives of others
• 4.6 identify tasks that require a coordinated effort and work with others to complete those tasks
• CA6 participating in formal & informal presentations & discussions of issues & ideas

 Procedure(s):

1. Toward the end of the unit, ask students to review what they’ve learned so far about the medieval times.
2. Divide students into teams. Give each team the scavanger hunt list.
3. Teams will search in the classroom for the items on the list.
4. After all items are found, ask students to discuss why the items were used and other items that may have been used.

• 1.9 identify, analyze, & compare the institutions, traditions, & art forms of past & present societies
• CA6 participating in formal & informal presentations & discussions of issues & ideas
• SS6 relationships of individuals & groups to institutions & cultural traditions

Procedure(s):

1. Watch the portion of a "Robin Hood" movie where the archery tournament is being held.
2. Discuss how tournaments of that sort were common in medieval times, and have students brainstorm why they think tournaments were held.
3. Lecture on tournaments in medieval times.
4. Tell students that darts is like a miniature game of archery, and teach students how to hold a dart. Explain the target to students.
5. Take students to the gym where different dart boards are set up, and let them experiment with playing the game of darts. (use a child-safe dart set). Students must take turns or they’ll forfeit their right to play.
6. Have students brainstorm what has replaced the enjoyment of tournaments in today’s society.

1. Create your own dictionary. Students will compile a dictionary of medieval terms of their choice. Dictionary must include at least 30 terms and have a well-illustrated cover page.

 
2. Read and discuss The Door in the Wall by Marguerite DeAngeli. Students will keep a daily reading-response journal.

 
3. Create a medieval newspaper. Students will be divided into pairs, and each pair will draw for a topic of research. Possible topics include the Black Death, an upcoming tournament, knighthood, creation of a monetary unit, and etc. Pairs will write an article pertaining to their area of research, revise their article, and then type their article on the class computer. As a class, we will determine the layout for our newspaper and arrange the articles to fit our layout.

 
4. Discuss the knight’s code of chivalry. As a class, we will discuss the knight’s code of chivalry and re-word it in modern terms. Then, the students will write their own code of chivalry.

 
5. Read and discuss Saint George and the Dragon by Margaret Hodges. Discuss how the book is a myth and the story elements of the fantasy genre. Students will individually write a children’s fantasy book set in medieval times. Students will edit and revise their books and then illustrate and bind them.

1. Create a map of Europe. Have a class discussion on the characteristics of maps. Pass around medieval maps for the students to look at. Students will sketch their own map of medieval Europe (with a key) on paper that has been stained with tea. Students will have a choice of medium (i.e. charcoal, colored pencils, calligraphy pen, etc) to use on their maps.

 
2. Discuss feudalism and its effects on society. Class will gather in a circle, and students will draw for different characters to role-play in a feudalistic society. They will role-play a given scenario from the medieval times.

 
3. Research the holidays that were celebrated during medieval times. Students will be divided into groups. Groups will draw for a holiday and will prepare a plan for how the class can celebrate that holiday. Then, students will individually create a greeting card for the holiday of their choice.

 
4. Design a real estate advertisement. Bring in several samples of real estate advertisements. Allow students to study the samples, and then discuss as a class the components of a good advertisement. Students will individually create their own real estate advertisement for the castles they’ve made in their art activity.

 
5. Compare life today with life during medieval times. Close to the end of the unit, students will use what they’ve learned to create a list of what life was like in medieval times and what life is like today. The student lists will be combined to form a class list, and the items will be written on strips of poster board. A life-size Venn diagram will be created on the floor with string, and students will draw an item from the list and stand in the appropriate spot on the Venn diagram.

1. Plan a meal. Briefly discuss different foods during medieval times. Prepare a handout of pricing information (using "medieval" monetary units) for several different food dishes. Students will be given a specified budget (in dollars) and will convert the dollars to "medieval" money to determine what their budget is. Then, they will plan a medieval feast for the class. Students may not overspend.

 
2. Discuss area and perimeter. Conduct a class discussion on the meaning of area and perimeter and different methods for finding area and perimeter. Allow students to come up with suggestions and experiment with their suggestions. Finally, students will determine the area and perimeter of the castles they constructed in their art activity.

 
3. At the beginning of the unit, discuss the development of a monetary unit and banking during medieval times. Students will be given a small amount of fake medieval money. Throughout the unit, students will have the opportunity to "earn" or "lose" money by completing assignments or behaving (and vice versa). Students will be required to keep a ledger of their "account" and all "deposits" or "withdrawals." At the end of the unit, students will have the opportunity to spend their "money" on food or toys at our medieval festival.

 
4. Discuss the use of candles for telling time. Have four candles of different heights and widths set up on the teacher’s desk. After the class discussion, light all four candles and let them burn during the rest of the day’s activities. At each half-hour interval, blow out the candles and ask student volunteers to measure the height of a candle. Students will then measure the corresponding unburned candle and mark the half-hour mark in the proper spot on the candle. Near the end of the day, discuss observations about the candles and brainstorm advantages and disadvantages to using the candle method to tell time.

 
5. Discuss the importance of scales and weights in medieval times. Divide students into groups. Allow groups time to experiment with a set of scales and weights. Then, distribute various objects to each group. Groups will use the scales and standardized weights to figure the weight of each of their objects. As a class, discuss the problems related to the use of a scale and weights in medieval times (dishonesty).

1. Discuss the use of natural ink in medieval times. Brainstorm items that could possibly be used for ink. Then, have students develop a list of important qualities in ink. In advance, create several containers of ink, using different substances (different berries, and etc). Divide students into groups and allow the groups to move from station to station to experiment with the different types of ink, using quills. Finally, students will vote on the best ink, using their set guidelines.

 
2. Discuss parasites and their role in spreading disease. Lecture on the living conditions during medieval times. Students will individually create a plan of action for how people in medieval times could have remained healthier and prevented the spread of disease (students may not use means that were not available during that time—such as antibiotics or etc.).

 
3. Discuss the practice of alchemy. Students will be divided into pairs and will perform the chemistry experiment that makes a penny look like gold. Discuss why the penny appears to be gold and the chemistry that is involved.

 
4. Divide students into groups to research a different invention of the medieval times. Each group will prepare a presentation on their invention and will be given materials to construct a model of their invention.

 
5. Share with the class about the invention of the compass. Take students to the playground, and divide them into groups. Each group will be given a compass and a set of directions, and they will be responsible for following the directions and charting their course.

GROUP EVALUATION 25 pts total
Contributed to the group 10
Shared materials 5
Did his/her share of the work 10
 
ACTIVITY 50 pts total
Shows effort/work 15
Met the specified requirements 15
Neat/Attractive work 5
Completed with a good attitude 5
Additional pts (differs for each) 10

**Long-term or select activities may be awarded more than 50 pts

Student points will be added up at the end of the unit, and students will be awarded a certificate of merit according to their rank.

RANKS

King/Queen 95-100% of the total pts possible
Lord/Lady of Manor 90-94% of the total pts possible
Knight/lady-in-waiting 85-89% of the total pts possible
Squire 80-84% of the total pts possible
Page 70-79% of the total pts possible
Peasant 60-69% of the total pts possible
(no certificate awarded) less than 60% of the total pts possible

At the end of the unit, students will fill out a self-evaluation sheet describing the learning strategies they used and what learning strategies they might also have used. They will also evaluate the unit by describing whether or not they would recommend it for "next year’s class" and why or why not, as well as what they would like to see added to it if it were taught again.

The teacher will evaluate the unit throughout by noting which activities work well and which ones students have difficulty handling. The teacher will note whether students improve in communication skills and research skills, and if students end the unit with an understanding of the relationship of the Medieval Times to society today.

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