UNIT

Medieval Europe
TITLE:

Unit purpose /focus/Big Question

(What are the big ideas or key concepts to this
learning?)
Guiding Questions How did societies change from the end of
What do I want the students to learn? the ancient period to the beginning of the
Why does the learning matter? modern age?

}
What key beliefs and values emerged
What are the big ideas or key concepts to this learning? and how did they influence societies?
What evidence will be collected to demonstrate student learning? What were the causes and effects of
What will students do? contact between societies in this period?
How will they be expected to do it? Which significant people, groups and
ideas from this period have influenced
the world today?

Subject: Year level: Time frame and duration

HASS History: Medieval Europe 8 Term 1: weeks 7-10
2 x 85 minute lessons and 1 x 40 minute lesson per
week
Background information (OPTIONAL) may include context for learning

AC band level description excerpt / AC strands & or sub-strands / AC achievement standard insert relevant aspect(s)
AC Band Description
The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650
1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and
political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and
change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a
particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These
strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
AC 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 describe different
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.
Content Descriptions
History Knowledge and Understanding
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)
History Skills
Chronology, terms and concepts
Sequence historical events, developments and periods (ACHHS148)
Use historical terms and concepts (ACHHS149)
Historical questions and research
Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
 Identify and locate relevant sources, using ICT and other methods (ACHHS151)
Explanation and communication
Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are
acknowledged (ACHHS156)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)

General Capabilities
The following elements of the general capabilities and cross-curriculum perspectives are covered:
(Darken /highlight the relevant element and include the strategy under relevant element) ICT is tick a box only.
Literacy Numeracy ICT
Comprehending texts Calculating and Estimating Applying social and ethical protocols and
practices
Grammar Knowledge Recognising and using patterns and relationships creativecommons.orgharvardgenerator.com
speak text-to-speech apps other_________
Visual Knowledge Using fractions, decimals, percentages , ratios Investigating with ICT
and rates gapminderorg USB microscope
Composing texts Google Earth other_________
Using spatial reasoning Creating with ICT
Word Knowledge Scratch Podcasting tellagami.org
Interpreting and drawing conclusions from other: Using ICT to create written and visual
Text Knowledge statistical information. pieces of work
Communicating with ICT
Using measurement Skype classroom bubbl.us
lync (on laptop) other_________
Managing and operating ICT
password strength filters/rules for emails
Transfer current ICT knowledge to new
situations and/or devices
File/folder conventions other________
Critical and creative thinking Ethical understanding Personal and social capability
Inquiring identify, explore, organise Understanding ethical concepts and issues Self-awareness
information and ideas
Reasoning in decision making and actions Self-management
Generating ideas, possibilities and actions Social awareness
Exploring values, rights and responsibilities
Reflecting on thinking and processes Social management

Analysing, synthesising and evaluating

reasoning and procedures

Intercultural understanding
Recognising culture and developing respect

Interacting with and empathising with others

Reflecting on intercultural experiences and taking responsibility

Cross-Curriculum Priorities
(highlight or tick those relevant to unit of work)
Living communities
Identity
Aboriginal and Torres Strait islander
People
histories and cultures
Culture
Country/place
Asia and its diversity
Asia and Australias engagement with
Achievements and contributions of the peoples of Asia
Asia
Australia/Asia engagement

Systems
Sustainability
World views
 Futures

GRADUATE QUALITIES
There are opportunities for students to demonstrate the
following within the unit concept. (Tick the appropriate)
Communication
Teamwork
Using Technology
Citizenship Initiative & Enterprise incl. problem solving
Planning & Organising incl. Self-management
Personal Development incl. Learning
Careers/World of Work Context
Opportunities for learning in relation to Careers/the World of Work

Unit Outline
F (Formative) Assessment
Weeks Tasks and activities
S ( Summative) focus/evidence
Introduction to Medieval Europe
Hook: Monty Python Camelot scene
Fact or Fiction Pearson 8 Activity Book pg. 23 F
Starter Questions:
What does the term Middle Ages mean? F
What sort of building is a castle? Describe what it looks like.
Think of a film you have seen that was set in the Middle Ages. What
was the film about, and what impression did it give you of the
Middle Ages?
What are some of the conveniences we have today that people in
the Middle Ages did not have?
Video the Middle Ages in 3.5 minutes
Jigsaw Activity:
The impact of the barbarian invasions Oxford pg. 86-87
7
Early medieval Christianity Oxford pg. 88-89
Spreading Christianity in the Early Middle Ages Oxford pg. 90-91

Feudal System
The Feudal System Oxford pg 92-93 (Questions 1-11 this includes
extra research questions involving finding primary sources)

Process of becoming a Knight F

Oxford pg. 98-99 reading and looking at images
Knights Coat of Arms (Heraldry) Pearson 8 Activity Book pg. 26-27

Daily Life Content & Description of Daily Life - Structure

Reading and Comprehension Activity pages 94-97 Pearson 8 TC
Explanation of Description task sheet S
Begin research
8
Description of Daily Life Writing
Research and writing description

Description of Daily Life Writing (due Sunday night)

Writing Description
Crime and Punishment & The Crusades
Ordeals by Fire and Water S
9
Ordeal by Combat
Medieval Punishments and Crime Prevention (Pearson 8 TC pg. 113-115)
 The Crusades (Oxford pg. 108-109, Questions 1-6, 8-10)
Impact of the Crusades (Pearson 8 TC pg. 111-112)

Castles, Churches and Democracy

Castles Oxford pg 102-103 Questions 1-3, 5, 6-8
Watch clips of Notre Dame Castle search youtube notre dame organ
music, and complete a looks like, sounds like, smells like, feels like.
Follow up question how do you think medieval peasants would have
felt on entering a cathedral?
The Magna Carta Pearson 8 TC pg. 116
Activity re-word clauses of the Magna Carta in modern English. Decide
which of the three clauses are the most important.

Research Task Devising a War Strategy

Introduce task and begin research
Research Task Devising a War Strategy
Group work task creation of model, explanation

Research Task Devising a War Strategy S

10
Group work task finishing model, explanation

End of Unit Quiz (Google Form) S

Complete end of unit quiz using Google Forms
Teaching and Learning Resources

Monty Python and the Holy Grail snippet Camelot Scene - https://www.youtube.com/watch?v=SQCArh_R9dY
The Middle Ages in 3 minutes - https://www.youtube.com/watch?v=6EAMqKUimr8
Oxford 8 pages 86-87, 88-89, 90-91, 92-93, 108-109, 102-103
Pearson 8 TC pages 94-97, 113-115, 111-112, 116
Pearson 8 Activity Book pages 23, 26-27
Google Form quiz