The Question

During the Old English period, life for the people was often dangerous and chaotic, marked by wars and raids.

After the Battle of Hastings and the Norman invasion, William the Conqueror worked to unify the smaller kingdoms into one nation and bring some order to the chaos. Although still struggling to maintain control, a hierarchical society emerged and town life began to flourish.

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How did the new social structure of the Middle Ages enable the growth of towns and a new

middle class?

Information Sources

The three websites below all provide an interactive look at medieval life. You will use these sites to help you learn about the social life and structure of the middle ages.– Middle Ages Interactive– Medieval Realms– Medieval Life

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Here are some questions to jump-start your thinking.Add some of your own as you begin your research.-Why did towns spring up around castles?-How did the needs of the castle and its inhabitants aid in the rise of merchants and craftsmen?-How did religion play a role in the politics of the feudal kingdom?

The ActivityYour teacher will break you into groups and

assign a person from the list at the right for your group to research. Your group must find images, videos, or sounds and short descriptions which depict the life, social position, and prospects of your person. Using Museum Box or PowerPoint, you will create a display which characterizes your person. You will share your display/presentation and discuss the reasons you included your items and descriptions. You should include as part of your oral presentation the ways in which your person impacted the formation of towns and a new middle class.

Your Museum box should be changed into a two cube exhibit space. Each space should include items which will help to define the person and their life and a short paragraph explaining the significance of the items on that cube. If using PowerPoint, you should create 8 slides with items as described for Museum Box.

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Your teacher will assign your group one of these people to research:• Knight• Serf – Female• Serf - Male• Monk• Bishop• Doctor• Merchant• Craftsman (stone cutter, weaver, etc.)• Musician/Storyteller

Use this graphic organizer to take your notes

The Assessment Activity

• Using the notes you recorded on your graphic organizer and the items you gathered to begin creating your presentation. Use the scoring tool for the method of presentation chosen: Powerpoint or Museum Box

• After all the presentations, you will write a journal entry which details one day in the life of your person in their voice. Don’t forget to include daily routines, interactions with others. What would be your person’s goals and dreams? Keep in mind the essential question and include observations your person might make about the life in the town, and financial position. Your journal entry will be assessed with this scoring tool.

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Enrichment Activities

For enrichment and extension:• Create a game about Medieval

Life (parody games such as Life or Candyland).

• Respond to a peer’s journal entry in the voice of your medieval person.

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Additional websites for research:• Medieval technology• Time traveller’s guide to Medieval Britain

Teacher Support Materials

ISTE NETS for Students:

• Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

• Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

• Students demonstrate a sound understanding of technology concepts, systems, and operations.

Time Management:• The lesson should take two days. The first day is for research

and creation of product. Day two is for sharing of the products and completing the reflection. The reflection could be assigned for homework.

Differentiation Strategies:• Group/partner students heterogeneously by reading ability and

technology skills• Have students use assistive tools embedded in the BCPS

databases such as read aloud and dictionary links.Learning Preferences/Styles:• Field dependent, auditory, visual, active, reflective, global,

sequential, kinesthetic

Notes to the Teacher:• MuseumBox does require registration. You can register your

school . Then check out the Teacher’s Area before the lesson. An explanation and video tour are under the About menu. It is recommended that you print copies of resource sheets and graphic organizers ahead of time. Resource sheets and graphic organizers can be used for either MuseumBox or PowerPoint. The Enrichment/Extension activities could be included for homework or other extra credit assignment.

• Consult with your Library Media Specialist for help in implementing the Slam Dunk.

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Created by Barb Falkinburg, Library Media Specialist Updated July 2015 BCPS Slam Dunk Model, Copyright 2010 , Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit

school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Lesson module.

Lesson Objective: The student will prepare for reading The Canterbury Tales by researching background information on Medieval England.

MSC Standards for English:

• 1.1.1 The student will prepare for reading, viewing, and/or listening to a text.

- Research background information as a preparation for reading.• 3.1.5: The student will create effective media presentations that use

visuals and/or sound and appropriate technology to present a particular point of view on a topic or idea

• 5.1.2 The student will participate in and contribute to large- and small-group collaboration for a variety of assigned and self-selected purposes

• 5.2.3 The student will use appropriate props, visual aids, and electronic media to enhance accuracy and audience appeal

• 6.1.2 The student will demonstrate understanding of information and ideas communicated orally

AASL Standards for the 21st Century Learner:

• 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

• 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings

• 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.

• 3.1.3 Use writing and speaking skills to communicate new understandings effectively

• 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess