See also Duffy's Black Death Package:
Now available as a free download!
This task is essentially the framework which I use to complete depth studies into Medieval Europe and The Black Death in Year 8 History.
Each year at the beginning of our Year 8 History course, I ask students to create a medieval identity. The identity is referred to across our depth studies on Medieval Europe and The Black Death. Students use the identity to answer questions, complete tasks, and as a basis for the major assignments.
This has been useful for engagement and critical thinking as students are encouraged to make connections between their worlds and the world we are studying.
This idea was inspired by the Society for Creative Anachronism (the SCA): a roleplaying society who are obsessive in creating historically accurate identities. If you’re curious, check out their website: http://www.sca.org/ and their links to research on the Middle Ages: http://www.sca.org/links/misc.html
Note: I limit the research students do to 14th century England purely so their identity could be a victim of the Black Death!
Included in this package:
* Black Death Diary Assignment
* Common Medieval English Names Factsheet
* Medieval Identity Comparison Assignment
* Medieval Identity Poster Templates
* Medieval Identity Profile
* Medieval Identity Rank Cards and Record Sheets
* Medieval Identity Research Links
* Medieval Identity Teachers Notes
1. Within the first week I introduce the concept of feudalism :
The PowerPoint I use is very popular and available here:
2. Then I invite students to pull a ‘rank’ out of a hat (Medieval Identity Rank Cards).
There is only one royal and a limited amount of clergy (monk/nun), nobility and knights. This provides a talking point about how approximately 5% of the population were the ‘ruling classes’ while the remainder were workers.
3. Students then do the research to find the profile information (Medieval Identity Profile and Medieval Identity Research Links):
a. An appropriate name for a 14th century Englishman or women of that rank.
b. An occupation
c. A family motto
d. A family crest or shield
e. Everyday life including clothing, housing, occupation, free time etc.
4. Students create an A4 (Letter) sized poster showing their information.
In the past I have given students a template, just to keep the posters uniform (Medieval Identity Poster Template) though in the future I might encourage students to design their own.
An example of the Profile Poster:
The posters are then arranged on a pinboard in the Feudal Pyramid, to match the diagram from the Feudalism PowerPoint: http://www.teacherspayteachers.com/Product/Feudalism-Hierachy-Pyramid-of-Power-PowerPoint-and-Poster-834750
6. At the end of our depth study on Medieval Europe, students complete a major assignment: Medieval Identity Comparison.
7. We then commence the depth study on the Black Death. I have been busy upgrading this unit of work to put up on TPT.
My Black Death depth study can be found starting here: http://www.teacherspayteachers.com/Product/What-is-the-Black-Death-Depth-Study-Introduction-ACARA-1456263
8. At the end of our depth study on the Black Death, students complete another major task: Black Death Diary Assignment, whereby they write a diary from the perspective of their medieval identity. Students enjoy this as it is creative and I encourage students to ‘coffee stain’ their paper to get a medieval effect.
Australian Curriculum Links:
Year 8 History
DEPTH STUDY 1 The Western and Islamic world
Students investigate ONE of these societies/empires from the Western or Islamic world in depth: the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy.
DEPTH STUDY 3 Expanding contacts
Students investigate ONE of the following historical developments in depth to explore the interaction of societies in this period: the Mongol expansion or the Black Death in Africa, Asia and Europe or the Spanish conquest of the Aztecs and Incas.
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