Your name: Amanda Dill

Mini-unit title: "Crusaders and the Plague"

Course: World History
Grade level: 9th Grade

Abstract: This mini-unit covers two major conflicts that happened during the 12th-14th centuries
in Europe and the "far eastern" countries. One conflict being the Crusades, and the other being
the Plague known as the "Black Death". Day one will consist of an activity to hook students into
the general concept of the Crusades (fighting for what one believes is right or their mandated
right). Then the day will shift into a short video and lecture about the general overview of the
first three Crusades. Day Two will consist of finishing up the lecture PowerPoint from the
previous day, Day 2 will consist of a lecture lesson with a preview and processing activity.
Students will be given a scenario to think and reflect on at the beginning of the lesson, and then
during the main part of the lesson they will create their own postcards/letters home in the point
of view of a crusader based off of the information they learned from their lecture notes. Day 3
will be an inquiry lesson based on the C3 framework where students will be reviewing an
annotating documents about the plague and form their own hypothesis based off of a main lesson
inquiry question. Day 4 will be discussion based where students will gather their thoughts and
ideas based off of the previous days and participate in a Socratic seminar, working out/discussing
answers that revolve around the essential question: How did both the Crusades and the Plague
affect medieval society?

Rationale: This mini-unit is important because it focuses in on two major events that altered
medieval society and is a great for the bigger unit which covers the world transitioning in
thoughts and actions that it follows. For example, students are introduced to feudalism, castles,
kings, etc. before the mini-unit takes place in the classroom, so they will see how both the
Crusades and the Plague wiped this idea (feudalism) away from society's way of life. This Mini-
Unit would fall after a much larger unit about the world in transition between an Ancient Rome
unit and a Renaissance unit (depending on district curriculum).

Essential question: How did both the Crusades and the Plague affect medieval society?

Standards:

Arizona Social Studies Content Standards:

S2C3-PO4: Describe the interaction of European and Asian civilizations from the
12th to the 16th centuries:
a. Effects of the Crusades (i.e., increase in trade, religious intolerance, weakens
feudalism, increase in power of King, rise in education, decrease power of Pope)
d. causes (i.e., rats, fleas, trade, poor sanitation) and effects (i.e., killed one-third of
population, helped end feudalism) of the plague
 Linking Performance Objective: S4C4-PO6: Analyze factors (e.g., biotic) that affect
human populations (i.e., role of disease).

Arizonas College and Career Ready Standards (ACCRS):

CCR. 1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
CCR. 6. Assess how point of view or purpose shapes the content and style of a text.
CCR. 7. Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
CCR. 9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
CCR. 10. Read and comprehend complex literary and informational texts independently
and proficiently
CCR. 8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
CCR. 10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.

(910.SL.4) Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
(910.SL.3) Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.

Lesson Objectives:
Students will be able to:
Evaluate the causes of the Crusades and their effects on the people of medieval
Europe.
Create a postcard representing details about the Crusades.
Analyze the effects of the Plague on medieval society.
Research and interpret primary sources from the Crusades and the Plague.
Identify the reasons why the Plague was a devastating force on the population.
Identify the causes of the Plague.
Debate findings on the Crusades and the Plague in a Socratic seminar
DAY 1

Title of lesson: Introduction to the Crusades

Type of lesson: Day 1/Anticipatory Set
Your Name: Amanda Dill (Ms. Dill)
Length of lesson: 50 minutes

Overview:
Beginning: (20 Min)
Students will start out by participating in an activity called "Castle Crashers" which is a game-
like scenario to symbolize the crusades. Students will be divided into groups and have materials
handed to them (15 index cards per group, and paper cutouts of shields-3 each for 4 students).
The teacher will then set the scenario by splitting each group in half and stating that one half will
receive extra credit (3 points worth, which ultimately acts as participation points for the day)
since it is their right as students. This should spark the other halves in the groups to detest the
situation. The teacher will then explain that the other half of students will have the opportunity to
gain their own extra credit points, yet they must capture the "extra-credit's" castle. The teacher
will then explain the activity:
The "Extra Credit" side will take the provided index cards and look through them. These
cards have written on them different kinds of castle defenses (catapults, motes, etc.). A
few of the cards however have "safe" descriptions listed on them and will not be able to
send the player back to home. All cards act as game tile pieces.
o It is explained to these students by the teacher that they have 2 minutes to decide
how to strategically place their defenses on the ground in 3x5 rows (15 index
cards total per group) face down.

While these students are figuring out the layout of their index cards, the teacher will
discuss with the other halves of the groups what they must do.
o Each "invading player" will have 3 shields given to them (These are handed out to
them now). These shields are used as lives to get them through the "minefield" of
castle defenses the other side is laying out.
o To advance through the 5 rows, they must safely pass each row by picking a game
tile index card within each row and stating whether or not they would like to use a
shield before flipping over the index card to reveal what it says.
If they choose to use their shield and the index card describes a castle
defense, they are safe and are able to move up to the next row on their
next turn.
If they choose to not use a shield and a defense card is turned over, they
must go back to start and try again, their shields starting back at 3 as well.
Some cards have no effect, known as "safe cards", and the student is able
to stay and then advance to the next row on their next turn, although they
still could have lost a shield if they had decided to use one.
NOTE: Remind students that they should pay attention because their memory will aid them in
the activity.
Students will then start the activity and attempt to make it to the other side of the rows in
order to gain their rights to "extra credit" for the remainder of the activity time. Once this
time is up, the teacher will call the class back to order and announce that they are pleased
with everyone's participation and award everyone extra credit (even if they didn't make it
all the way through the rows).
(Transition Time: 5 min)
The teacher will ask that students to return the desks back to normal and pick up the
index cards
After the completion of the activity and the room returned to normal, the teacher will ask
students to reflect on how they felt about the situation of not receiving extra credit at first
and a few students are asked to share. (Examples looking for: it wasn't fair, it wasn't right,
etc.). The teacher will then connect this to the First Crusade and how the Crusaders
thought that it was their "divine holy right" to fight the Turks (Muslims) and take over the
holy land of Jerusalem.
Middle: (20 min)
The teacher will show the students a Crash Course History video on the Crusades. After which
will show a lecture PowerPoint on the first three Crusades in overview (stopping at slide 4. This
PowerPoint will be continued at the beginning of day 2).
End: (2-5 min)
The teacher will end the class period with students silently reflecting on the day's lesson and
activities in their personal classroom journals. Students are reminded that they can make any
kind of connection to the material such as personal knowledge of the material they may have
learned outside of school or prior knowledge they might have learned in school. This ticket-out
reflection may be asked to complete as homework if students are unable to finish their entries
before class is done. (This could be due to the lecture time running over due to unexpected
amounts of questions, ect.).

Objectives (these will be from the mini-unit objectives):

Students will be able to:
Evaluate the causes of the Crusades and their effects on the people of medieval
Europe.

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
CCR. 7. Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.

Arizona Social Studies Content Standard(s):

S2C3-PO4: Describe the interaction of European and Asian civilizations from the 12th to
the 16th centuries:
a. Effects of the Crusades (i.e., increase in trade, religious intolerance, weakens
feudalism, increase in power of King, rise in education, decrease power of Pope)
Materials/Evidence/Sources:
15 Pre-labeled index cards (36 students =4 groups of 9 students, 60 index cards
total)
Printed out "shield papers" (3 per 4 students in each group = 48 printed shields
total *round to 50*)
PowerPoint for lecture
Student journals
Crash Course History video Link: https://www.youtube.com/watch?v=X0zudTQelzI

Procedure to Teach the Lesson: (include numbered steps with times in parentheses (5 min))
Beginning (anticipatory set, see overview for detailed description of activity):
25min
o Step 1: Before the school day starts the teacher will arrange desks out of the
way, creating floor space.
o Step 2: (3 min) The teacher will split students up into groups of 9 then split
groups in half and explain how one half automatically receives extra credit points
because it is their right as a student. The teacher will explain that the other half of
the group will have the opportunity to earn extra credit as well.
o Step 3: (5 min) The teacher will explain the rules to each side of the groups, and
what each side has to do with the materials provided. Extra credit side must
strategically place their index card game tiles, and non-extra credit sides must
figure out a way to successfully cross the opposing side's "minefield" of defenses.
o Step 4: (10 min) Students participate in the activity, after time is up, the teacher
will call the students back to order, and let students know whether they managed
to storm the castle or not, everyone receives extra credit for their participation in
the activity.
o Step 5: (5 min) Students are asked to return the room to normal and the teacher
will transition into the lesson by connecting how this activity relates to the general
premise of the Crusades.
o
Middle (Video + Brief Lecture)
20 Min
o Step 1: (10 min) The teacher will pull up Crash Course History's video on the
Crusades. After introducing the Crash Course video to the students, they have
previously viewed Crash Course a few times in class, the teacher will ask students
to take out their notebooks and while the video is playing, ask them to write a list
of five facts they hear during the video.
Play video until 7:45.
The teacher will then ask students to share facts they learned from the
video. The teacher will also do short opinion discussion and ask a couple
students to volunteer answering if they think the Crusades were a Holy
war or a pilgrimage. The teacher is not looking for a right or wrong
answer, more for a check to see what students are thinking about.
 o Step 2: (12 min) After the video, the teacher will pull up a PowerPoint which is a
general overview of the first three Crusades. This is intended to be a BRIEF
lecture, stopping after slide number 4 of the PowerPoint.

End (closure)
2-5 Min
Step 1: (2-5 min depending on 'time buffering') Ticket-out, students are asked to take
out their journals that are used in class and reflect on the day's lesson and activity. This is
considered homework if students are unable to complete their reflections in class, or due
to time running over from other activities.
Assessment:
Students journal entries (ticket out) are checked at the end of the mini-unit.

DAY 1 APPENDIX
*PowerPoint*

Appendix A (Shield Art that will have many to a page to print out) :
Link to Stock Image Site: http://www.dreamstime.com/photos-images/medieval-eagle.html
 DAY 2

Title of lesson: Postcards from the Crusades (Crusades Continued)

Type of lesson: Lecture
Your Name: Amanda Dill
Length of lesson: 50 minutes

Overview: Students will be engaged at the start of the lecture by the teacher giving them a
scenario relating to the crusades. Students are asked to write a reflection piece for this process
activity, and a few students are asked to share. The teacher then brings back the PowerPoint that
had been partially shown the previous day and continue the lecture, students are to take notes.
The teacher will then wrap the lecture up, asking students if they have any questions relating to
the lecture. Students will then be introduced to a processing activity of creating postcards/letters
home relating to the information they learned about the plague (explained below). The lesson
will then wrap up with a few students volunteering to share their postcards/letter and defend their
choices of what they put on their postcards, or in their letters referencing their notes and the
lecture. Homework is assigned in this lesson.

Objectives:

Students will be able to:

Evaluate the causes of the Crusades and their effects on the people of medieval
Europe.
Create a postcard representing details about the Crusades.

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
CCR. 7. Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
CCR. 8. Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
CCR. 10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.

(910.SL.4) Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.

Arizona Social Studies Content Standard(s):

S2C3-PO4: Describe the interaction of European and Asian civilizations from the 12th to
the 16th centuries:
 a. Effects of the Crusades (i.e., increase in trade, religious intolerance, weakens
feudalism, increase in power of King, rise in education, decrease power of Pope)

Materials/Evidence/Sources:
Group Craft Boxes (Boxes contain markers, colored pencils, glue, tape, erasers, and
a ruler)
8x11in white paper for postcards
Notebook paper
Pencils
PowerPoint from previous day
Printed Documents for Homework Reading

Procedure to Teach the Lesson:

Beginning (anticipatory set - Preview Activity, 10 min)
o Step 1 (2 min): Students will enter the room. When class time starts, the teacher
will call student attention and open the lesson by stating this scenario and
question to the students:
President Obama has decided to issue a state of address that all high
school students should leave school, their families, pets, jobs, etc. to join
the efforts in helping aid the refugees from Syria by traveling to their
country and the others affected by the refugees and protesting to all forms
of government through any means necessary. If high school students go
and do this, they will be rewarded with free college tuition for when they
are ready to enter this level of education.
Step 2 (1 min): After the teacher reds this scenario, they will ask students to
silently reflect on the matter and ask them, How do you feel about this address
from the President? Does it make you angry, excited? How do you feel about
having to drop everything you care about to go to another country and help
millions of people?
Step 3 (3 min): Students will silently reflect in their notebooks.
Step 4 (2 min): The teacher will tell students to share with their shoulder
partners.
Step 5 (2 min): The teacher will call class to attention and ask for a couple
students to share their answers as timing permits.

Middle (35 min):

The teacher will then move on to the lecture, asking students turn take out their
notes they had started the previous lesson. While students are doing this, the
teacher will open up the Crusades PowerPoint and display this to the class.

o Step 1 Lecture (10 min): The teacher will lecture on the remaining slides of the
PowerPoint (Slides 5&6) while students take notes. (See appendix B below for
full lecture notes). After the PowerPoint ends, the teacher will make sure if any
students have questions or not before moving on.
 o Step 2 - Processing Activity (25 min): The teacher will introduce the activity to
the class. Students will be making Postcards from Crusaders to their
(hypothetical) families, or writing letters home to (hypothetical) families based
off of their analysis of the information learned in the notes they took, or what they
may have learned from the previous days lesson. This information could be
anything from how the weather is (hot in the desert like climate) to how they feel
about the situation of the Crusades. Students are given full creativity for this
activity. They are also allowed to work in pairs if they choose, however the
teacher must state that both students must turn in their work with both names on it
to receive credit (participation points).

Step 3: The teacher will walk around and observe students working on the
activity, answering questions or encouraging students by giving
compliments.

End (closure, 5 min)

o Step 1 (2 min): The teacher will call students to attention. After students are
listening, the teacher will announce that for homework, students must take home
the Crusades document handout and read the documents and answer all of the
questions for each document. The teacher will pass out the handout as they are
explaining the assignment.
The assignment is to be turned in on Day 4s lesson.
o Step 2 (3 min): The teacher will then ask students to volunteer to share their
postcards/ or letters with the rest of the class. The teacher will also ask these
volunteers to make sure to explain why they wrote and/or drew the things that
they did, relating these choices back to their notes

Assessment: Students will be graded on completion of questions within document handout given
as homework that they turn in for grading on day four of mini-unit. Students are also required to
turn in their postcards/letters for points.

DAY 2 APPENDIX

*PowerPoint*

Appendix B (Lecture Notes):

Lecture Notes ( Day 1&2)

Slide 1: Sets of long wars fought between two large religious factions
Christians
Muslims
Both sides thought they were fighting for their own holy and official right to the land. The
Christians thought the land (Jerusalem) was the birthplace of Jesus, therefore it was their right to
have the land because of their beliefs.
The Muslims, or Islamic people were rapidly taking over the land around the region, believing it
was their birthright to have the land. (Birthright of their king).

These two factions fought over what they considered to be the Holy Land.
In the middle of this land was Jerusalem.
Large capital city.

Slide 2: Muslim Turks captured Jerusalem:

They attacked Christian pilgrims
Christians had been on a holy pilgrimage for years. Remember this is the
birthplace of Jesus, their savior.

The Byzantine Empire, whom they stole Jerusalem from, were worried that the
Turks would attack Constantinople.

Pope Urban II called upon feudal lords, knights, and peasants to return the Holy
Land to the Christian faith.

Urban promised that those who took up arms in the Crusade would have all their
sins renounced and their passage to Heaven secure, they had his word.
Question to students: Why do you think this method was successful?
Peasant armies were less successful due to inadequate resources.
What kinds of weapons are peasants famously known to
possess? (Pitchforks, scythes etc.)

Knights were successful and were able to take Jerusalem back.

Make it apparent to students that knights were the ones who had
the funds to supply themselves efficiently during the long years of
the Crusades. They could afford to buy swards when peasants
could not.

Slide 3: After the first crusade, there was peace between Christians and Muslims.
Many Christians returned to Jerusalem.
Muslim Turks began to attack again!
Really?! No surprise. Ask students why they think this might be.
A call to action was sent out again.
France and Germany responded by sending armies, however they were unsuccessful due
to many reasons.
Famine, poor conditions, not enough men, etc.
If you cannot feed yourself, how are you to be successful? Relate this to students
on when they sometimes skip breakfast or not sleep most of the night before a big
test, no energy= poor results.
 Slide 4: A man named Saladin, who was the Sultan of Egypt, captured Jerusalem.
This caught the attentions of Europeans once again, another crusade was called.
3 big players:
Richard the Lionheart (King Richard I).
King Philip II of France.
Frederick I (Holy Roman Emperor).
Had early success, although food and water supplies ran low, and they were forced to
turn back.
King Richard however did secure a truce with Saladin.
Sometimes referred to as the "King's Crusade"

Slide 5: Developed trade:

Ask students the benefits of people to people communication before slide
change to #5.
Turks would travel around and trade their goods.
What good things might this have brought? Think basic trade we have
talked about in class.
Europeans, after coming into contact with the East, wanted goods such as cotton,
silk, sugar, exotic spices, etc.
Feudalism Declines due to the mass amounts of money feudal lords put into funding their
part in the Crusades. Or they ended up being killed in battle.
All that gear didnt pay for itself. Explain how the low finances of the knights
reflected on their feudal Lords (or themselves if they were their own masters).
Improvements in transportation paved ways for travel.
Ships, maps, and other advancements in naval technology caused Europeans to
want to travel more.
Ask students, what possibilities did this open up for future of these two
societies? Economy, technology, etc.

Appendix C (Crusades Document Handout for Homework):

Documents taken from website:

https://ecworlddynamics.wikispaces.com/Understanding+the+Crusades+Through+Primary+Sour
ces

Crusades Documents
Directions: Read the following documents and answer the questions after each.
Document 1:
Excerpt from Pope Urban IIs Speech, 1095 C.E.
Original Source: Bongars, Gesta Dei per Francos, 1, pp. 382 f., trans in Oliver J. Thatcher, and Edgar Holmes McNeal, eds., A
Source Book for Medieval History, (New York: Scribners, 1905), 513-17

"All who die by the way, whether by land or by sea, or in battle against the pagans, shall have
immediate remission of sins. This I grant them through the power of God with which I am
invested. O what a disgrace if such a despised and base race, which worships demons, should
conquer a people which has the faith of omnipotent God and is made glorious with the name of
Christ! With what reproaches will the Lord overwhelm us if you do not aid those who, with us,
profess the Christian religion! Let those who have been accustomed unjustly to wage private
warfare against the faithful now go against the infidels and end with victory this war which
should have been begun long ago. Let those who for a long time, have been robbers, now
become knights. Let those who have been fighting against their brothers and relatives now fight
in a proper way against the barbarians. Let those who have been serving as mercenaries for small
pay now obtain the eternal reward. Let those who have been wearing themselves out in both
body and soul now work for a double honor. Behold! on this side will be the sorrowful and poor,
on that, the rich; on this side, the enemies of the Lord, on that, his friends. Let those who go not
put off the journey, but rent their lands and collect money for their expenses; and as soon as
winter is over and spring comes, let hem eagerly set out on the way with God as their guide."

Answer the Following Questions on a separate sheet of paper:

1. Who do you think Pope Urban IIs audience is for this speech?

2. Who do you think the Pope granting a remission of sins would be a valuable incentive
to join the Crusades?

3. Do you feel this speech would have been inspiring to you if you were in the audience?
Why or why not?

[Page Break]

Document 2:
Fulk of Chartres account of the Siege of Jeurselem, 1099 C.E.
Original Source: Fulk (or Fulcher) of Chartres, Gesta Francorum Jerusalem Expugnantium [The Deeds of the Franks Who
Attacked Jerusalem], in Frederick Duncan and August C. Krey, eds., Parallel Source Problems in Medieval History (New York:
Harper & Brothers, 1912), pp. 109-115

On the seventh of June the Franks besieged Jerusalem. The city is located in a mountainous region, which is lacking
in rivers, woods, and springs, except the Fountain of Siloam, where there is plenty of water, but it empties forth only
at certain intervals. This fountain empties into the valley, at the foot of Mount Zion, and flows into the course of the
brook of Kedron, which, during the winter, flows through the valley of Jehosaphat. There are many cisterns, which
furnish abundant water within the city. When filled by the winter rains and well cared for, they offer both men and
beasts an unfailing supply at all times. Moreover, the city is laid out most beautifully, and cannot be criticized. for
too great length or as being disproportionately narrow. On the west is the. tower of David,. which is flanked on both
sides by the broad wall of the city. The lower half of the wall is solid masonry, of square stones and mortar, sealed
with molten lead. So strong is this wall that, if fifteen or twenty men should be well supplied with provisions, they
would never be taken by any army. . . .

When the Franks saw how difficult it would be to take the city, the leaders ordered scaling ladders to be made,
hoping that by a brave assault it might be possible to surmount the walls by means 'of ladders and thus take the city,
God helping. So the ladders were made, and on the day following the seventh, in the early morning, the leaders
ordered the attack, and, with the trumpets sounding, a splendid assault was made on the city from all sides. The
attack lasted till the sixth hour, but it was discovered that the city could not be entered by the use of ladders, which
were few in number, and sadly we ceased the attack.

Then a council was held, and it was ordered that siege machines should be constructed by the artisans, so that by
moving them close to the wall we might accomplish our purpose, with the aid of God. This was done.......

. . .When the tower had been put together and bad been covered with hides, it was moved nearer to the wall. Then
knights, few in number, but brave, at the sound of the trumpet, took their places in the tower and began to shoot
stones and arrows. The Saracens defended themselves vigorously, and, with slings, very skilfully hurled back
burning firebrands, which had been dipped in oil and fresh fat. Many on both sides, fighting in this manner, often
found themselves in the presence of death.

. . . On the following day the work again began at the sound of the trumpet, and to such purpose that the rams, by
continual pounding, made a hole through one part of the wall. The Saracens suspended two beams before the
opening, supporting them by ropes, so that by piling stones behind them they would make an obstacle to the rams.
However, what they did for their own protection became, through the providence of God, the cause of their own
destruction. For, when the tower was moved nearer to the wall, the ropes that supported the beams were cut; from
these same beams the Franks constructed a bridge, which they cleverly extended from the tower to the wall. About
this time one of the towers in the stone wall began to burn, for the men who worked our machines had been hurling
firebrands upon it until the wooden beams within it caught fire. The flames and smoke soon became so bad that none
of the defenders of this part of the wall were able to remain near this place. At the noon hour on Friday, with
trumpets sounding, amid great commotion and shouting "God help us," the Franks entered the city. When the pagans
saw one standard planted on the wall, they were completely demoralized, and all their former boldness vanished,
and they turned to flee through the narrow streets of the city. Those who were already in rapid flight began to flee
more rapidly.

Count Raymond and his men, who were attacking the wall on the other side, did not yet know of all this, until they
saw the Saracens leap from the wall in front of them. Forthwith, they joyfully rushed into the city to pursue and kill
the nefarious enemies, as their comrades were already doing. Some Saracens, Arabs, and Ethiopians took refuge in
the tower of David, others fled to the temples of the Lord and of Solomon. A great fight took place in the court and
porch of the temples, where they were unable to escape from our gladiators. Many fled to the roof of the temple of
Solomon, and were shot with arrows, so that they fell to the ground dead. In this temple almost ten thousand were
killed. Indeed, if you had been there you would have seen our feet colored to our ankles with the blood of the slain.
But what more shall I relate? None of them were left alive; neither women nor children were spared.

Answer the Following Questions on your sheet of paper:

1. What is the purpose of this document?

2. Name two things that were constructed for the siege. State whether or not they were
effective.
3. Briefly describe what happened during the siege. Who survived?

[Page Beak]
Document 3
Spoils taken by the Christians
Original Source: Fulk (or Fulcher) of Chartres, Gesta Francorum Jerusalem Expugnantium [The Deeds of the Franks Who Attacked
Jerusalem], in Frederick Duncan and August C. Krey, eds., Parallel Source Problems in Medieval History (New York: Harper & Brothers, 1912),
pp. 109-115.

This may seem strange to you. Our squires and poorer footmen discovered a trick of the Saracens, for they learned
that they could find byzants [note: a gold coin] in the stomachs and intestines of the dead Saracens, who had
swallowed them. Thus, after several days they burned a great heap of dead bodies, that they might more easily get
the precious metal from the ashes. Moreover, Tancred broke into the temple of the Lord and most wrongfully stole
much gold and silver, also precious stones, but later, repenting of his action, after everything had been accounted
for, be restored all to its former place of sanctity.

The carnage over, the crusaders entered the houses and took whatever they found in them. However, this was all
done in such a sensible manner that whoever entered a house first received no injury from any one else, whether he
was rich or poor. Even though the house was a palace, whatever he found there was his property. Thus many poor
men became rich.

Afterward, all, clergy and laymen, went to the Sepulcher of the Lord and His glorious temple, singing the ninth
chant. With fitting humility, they repeated prayers and made their offering at the holy places that they had long
desired to visit. . . .

It was the eleven hundredth year of our Lord, if you subtract one, when the people of Gaul took the city. It was the
15th day of July when the Franks in their might captured the city. It was the eleven hundredth year minus one after
the birth of our Lord, the 15th day of July in the two hundred and eighty-fifth year after the death of Charles the
Great and the twelfth year after the death of William I of England.

Answer the following questions on your sheet of paper:

1. Why did the Christians burn the bodies of the dead?

2. How does the author describe the Crusaders?
 DAY 3

Title of lesson: Not Your Average Flu Bug (The Plague)

Type of lesson: Inquiry Lesson using C3 framework
Your Name: Amanda Dill
Length of lesson: 50 minutes

Overview: Students will be examining and annotating documents to aid them in identifying why
the plague was so devastating. They will be reviewing the lessons question and then formulate
their own hypothesis for the question. Within the documents they will be reviewing, there are
problems they will identify and within a graphic organizer provided, they must answer modern
day solutions in medicine that would have prevented the spread of the plague in the past. After
students read and fill out their graphic organizer, they will revisit their hypothesis alter it if
needed and then use it to answer the lessons question. Students will then reflect on their findings
in a five sentence (or more) paragraph. Homework is assigned at the end of this lesson for
students to review all of their notes and documents read and form five open ended questions to
bring to class for day 4. Students will have completed open ended questions in the past and
should know what this entitles them to do.

Objectives

Students will be able to:

Analyze the effects of the Plague on medieval society.
Research and interpret primary sources from the Crusades and the Plague.
Identify the reasons why the Plague was a devastating force on the population.
Identify the causes of the Plague.

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
CCR. 1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
CCR. 7. Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
CCR. 9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
CCR. 10. Read and comprehend complex literary and informational texts independently
and proficiently
CCR. 8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
CCR. 10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
(910.SL.4) Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
(910.SL.3) Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.

Arizona Social Studies Content Standard(s):

S2C3-PO4: Describe the interaction of European and Asian civilizations from the
12th to the 16th centuries:
d. causes (i.e., rats, fleas, trade, poor sanitation) and effects (i.e., killed one-third of
population, helped end feudalism) of the plague

Linking Performance Objective: S4C4-PO6: Analyze factors (e.g., biotic) that affect
human populations (i.e., role of disease).

C3 Standard:
D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.

Inquiry Question: To what extent did the lack of knowledge of modern medicine effect the
spread and devastation of the plague?

Materials/Evidence/Sources:

Plague Documents (See Attachments)

Bottles of Hand sanitizer (one for each group, 7 total, teacher will have extras to
replenish any bottles as the school day goes on).
Student Notebooks
High lighters
Pencils

Procedure to Teach the Lesson:

Beginning (7 min):
o Step 1 (2 min): The teacher will call class to attention when all students have
entered the classroom and the class time has started. The teacher will remind
students that their document handout packets they had been given the previous
day are due at the start of the class tomorrow (day 4).
o Step 2 (5 min): The teacher will lead the class into the days lesson by pulling up
the CNN video on YouTube titled what is the Plague? (Link:
https://www.youtube.com/watch?v=ew1ffv7p0nc).
The teacher, while getting the video ready, will inform students that the
video does contain a picture of a plague infested arm and dead animals
briefly.
The teacher then, before playing the video introduce the lessons main
Inquiry question:
 Today we are going to be analyzing the plague and its effects on
society. Now days we dont have to worry about the plague being
so harmful to us because of the modern times that we live in. So
my question to you for today is this, To what extent did the lack
of knowledge of modern medicine effect the spread and
devastation of the plague? I want you all to keep this question in
mind while watching the video.
The video is only 1.5 min. Teacher plays the video for students.
When the video is finished, the teacher will then ask students
questions such as, According to the video, is the plague still
present in our society? What about in our backyards? Has Arizona
been reported having signs of the plague? (video time 50seconds
shows a map that the teacher can go back to on the video) Did
anyone by chance catch how many people catch and die from the
plague on a yearly basis? (answer 1 person dies, and seven people
get sick in the U.S per year). How many of these questions will be
asked is depending on time.

o Step 3: Teacher will hand out documents (Appendix A) for students to read along
with graphic organizer (Appendix B).

Middle (Document Analysis 35 min):

o Step 1: Teacher will restate the lessons question again for students. As a clue
the teacher would have provided bottles of hand sanitizer for each of the groups
and make a joke referencing to the bottles saying that they should all use the hand
sanitizer since the teacher could potentially have the plague and they were all
infected now since they touched the papers handed out by the teacher. Students
will form their own hypotheses to the lesson question
o Step 2: Students will read over the documents and use annotation methods they
have learned at the beginning of the school year.
o Step 3: The teacher will ask students to create a T-Chart in their notebooks. On
the top of the left side, students will be asked to write poor methods used in the
past (during the plague). The teacher will give an example of poor sanitization
such as hand washing. Then on the top right side the teacher will ask students to
write modern day fix, and the teacher will give the example of how hand
washing and bathing have become necessary habits for modern day society to
maintain good health. The teacher reminds students to input details into their T-
Charts as they read through the documents. Students are allowed to work within
their groups to fill out their graphic organizers.

End (closure 8 min):

o Step 1: The teacher calls the students back to attention and instructs students to
review the information they found from the documents. Students will then return
 to their original hypotheses and if needed, alter this hypothesis depending on the
information they discovered.
o Step 2: Students will reflect on their hypothesis and findings in a five sentence
paragraph. This paragraph will be turned in at the end of class as a ticket out.
Teacher reminds students to put their hypothesis on this paper.
o Step 3: The teacher will assign homework for students to complete the next day.
Students are to finish their crusades document handout questions if they havent
already, and then the must create 5 open ended questions to bring to the Socratic
Seminar discussion (day 4). The teacher tells students to use their notes and both
document handouts to complete this assignment.

Assessment: Students five sentence paragraph reflections on their findings and answer to the
question. Their hypothesis must be present.

DAY 3 APPENDIX

Appendix A (Plague Document Handout):

Plague Document Handout
Directions: Read the following documents and annotate them by using annotation
methods learned in class. Use these documents to fill out your graphic organizer (t-
chart) in your notebook.

Document 1:
Gabriele de' Mussi on the Plague - Sicily
Original Source: George Deaux, The Black Death 1347. New York: Weybright and Talley, 1969. Chapter IV, pp.
75ff.
Web Source: http://www.brown.edu/Departments/Italian_Studies/dweb/plague/perspectives/de_mussi.php

"Tell, O Sicily, and ye, the many islands of the sea, the judgements of God. Confess, O Genoa, what thou
hast done, since we of Genoa and Venice are compelled to make God's chastisement manifest. Alas! our
ships enter the port, but of a thousand sailors hardly ten are spared. We reach our homes; our kindred and
our neighbours come from all parts to visit us. Woe to us for we cast at them the darts of death! Whilst we
spoke to them, whilst they embraced us and kissed us, we scattered the poison from our lips. Going back
to their homes, they in turn soon infected their whole families, who in three days succumbed, and were
buried in one common grave. Priests and doctors visiting the sick returned from their duties ill, and soon
were numbered with the dead. O death! cruel, bitter, impious death! which thus breaks the bonds of
affection and divides father and mother, brother and sister, son and wife. Lamenting our misery, we
feared to fly, yet we dared not remain."

Document 2:
Petrarch on the Plague
Original Source: (M.R., ed: D.S.) Adapted from: George Deaux, The Black Death 1347. New York: Weybright and Talley, 1969.
Chapter IV, pp. 92-94.
Web Source: http://www.brown.edu/Departments/Italian_Studies/dweb/plague/perspectives/petrarca.php

My brother! My brother! My brother! A new beginning to a letter, though used by Marcus

Tullius [Cicero] fourteen hundred years ago. Alas! my beloved brother, what shall I say? How
shall I begin? Whither shall I turn? On all sides is sorrow; everywhere is fear. I would, my
brother, that I had never been born, or, at least, had died before these times. How will posterity
believe that there has been a time when without the lightnings of heaven or the fires of earth,
without wars or other visible slaughter, not this or that part of the earth, but well-nigh the whole
globe, has remained without inhabitants. When has any such thing been even heard or seen; in
what annals has it ever been read that houses were left vacant, cities deserted, the country
neglected, the fields too small for the dead and a fearful and universal solitude over the whole
earth?... Oh happy people of the future, who have not known these miseries and perchance will
class our testimony with the fables. We have, indeed, deserved these [punishments] and even
greater; but our forefathers also have deserved them, and may our posterity not also merit the
same...

Document 3:
Jean de Venette on the Progress of the Black Death
Original Source: Richard A. Newhall, ed., Jean Birdsall, trans., The Chronicle of Jean de Venette (New York: Columbia University Press, 1953),
pp. 48-51.
Web Source: http://www.historyguide.org/ancient/plague.html

[]

This plague, it is said, began among the unbelievers, came to Italy, and then crossing
the Alps reached Avignon, where it attacked several cardinals and took from them
their whole household. Then it spread, unforeseen, to France, through Gascony and
Spain, little by little, from town to town, from village to village, from house to house,
and finally from person to person. It even crossed over to Germany, though it was not
so bad there as with us. During the epidemic, God of His accustomed goodness
deigned to grant this grace, that however suddenly men died, almost all awaited death
joyfully. Nor was there anyone who died without confessing his sins and receiving the
holy viaticum. . . .

Some said that this pestilence was caused by infection of the air and waters, since
there was at this time no famine nor lack of food supplies, but on the contrary great
abundance. As a result of this theory of infected water and air as the source of the
plague the Jews were suddenly and violently charged with infecting wells and water
and corrupting the air. The whole world rose up against them cruelly on this account.
In Germany and other parts of the world where Jews lived, they were massacred and
slaughtered by Christians, and many thousands were burned everywhere,
indiscriminately. The unshaken, if fatuous, constantly of the men and their wives was
remarkable. For mothers hurled their children first into the fire that they might not be
baptized and then leaped in after them to burn with their husbands and children. It is
said that many bad Christians were found who in like manner put poison into wells.
But in truth, such poisonings, granted that they actually were perpetrated, could not
have caused so great a plague nor have infected so many people. There were other
causes; for example, the will of God and the corrupt humors and evil inherent in air
and earth. Perhaps the poisonings, if they actually took place in some localities,
reinforced these causes. The plague lasted in France for the greater part of the years
1348 and 1349 and then ceased. Many country villages and many houses in good
towns remained empty and deserted. Many houses, including some splendid
dwellings, very soon fell into ruins. Even in Paris several houses were thus ruined,
though fewer here than elsewhere.

After this cessation of the epidemic, pestilence, or plague, the men and women who
survived married each other. There was no sterility among the women, but on the
contrary fertility beyond the ordinary. Pregnant women were seen on every side. . . .
But woe is me! the world was not changed for the better but for the worse by this
renewal of population. For men were more avaricious and grasping than before, even
though they had far greater possessions. They were more covetous and disturbed each
other more frequently with suits, brawls, disputes, and pleas. Nor by the mortality
resulting from this terrible plague inflicted by God was peace between kings and lords
established. On the contrary, the enemies of the king of France and of the Church or
stronger and wickeder than before and stirred up wars on sea and on land. Greater
evils than before [swarmed] everywhere in the world. And this fact was very
remarkable. Although there was an abundance of all goods, yet everything was twice
as dear, whether it were utensils, victuals, or merchandise, hired helpers or peasants
and serfs, except for some hereditary domains which remained abundantly stocked
with everything. Charity began to cool, and iniquity with ignorance and stand to
abound, for a few could be found in the good towns and castles who knew how or
were willing to instruct children in the rudiments of grammar.

[page break]
Document 4:
PISTOIA, "ORDINANCES FOR SANITATION IN A TIME OF MORTALITY"
Web Source: http://www2.iath.virginia.edu/osheim/pistoia.html

[]
III. Item. They provided and ordered that the bodies of the dead, after they had died,
can not be nor ought to be removed from the place in which they are found unless first
such a body has been placed in a wooden casket covered by a lid secured with nails,
so that no stench can issue forth from it; nor can it be covered except by a canopy,
blanket or drape under a penalty for 50 of pennies paid by the heirs of the dead
person.... And also that likewise such dead bodies of the dead must be carried to the
grave only in the said casket under the said penalty as has been said. And so that the
foresaid shall be noted by the rectors and officials of the city of Pistoia, present and
future rectors of the parishes of the city of Pistoia in whose parish there is any dead
person are held to and must themselves announce the death and the district [of the
city] in which the dead person lived to the podesta and captain or others of the
government of the said city. And they must notify them of the name of the dead
person and of the district in which the dead person had lived or pay the said penalty
for each contravention. And the podesta and captain to whom such an announcement
or notification has been made, immediately are held to and must send one of their
officials to the same location to see and inquire if the contents of the present article
and other statutes and ordinances concerning funerals are being observed and to
punish anyone found culpable according to the said penalty.... And the foresaid shall
not be enforced nor is it extended to poor and miserable persons who are declared to
be poor and miserable according to the form of any statutes or ordinances of the said
city.

IV. Item. In order to avoid the foul stench which the bodies of the dead give off they
have provided and ordered that any ditch in which a dead body is to be buried must be
dug under ground to a depth of 2 1/2 braccia by the measure of the city of Pistoia.
 DAY 4

Title of lesson: Socratic Seminar

Type of lesson: Discussion
Your Name: Amanda Dill
Length of lesson: 50 minutes

Overview: Students are asked the school day prior to review their notes, and think about
everything they have gone over the past few days of the unit then write down open ended
questions (a total of 5) to bring to class for the Socratic seminar. They can also base these
questions off of all documents they read for homework and in the classroom from the two
previous days. Students will use these questions to help guide their own thought process and
their classmates' during the seminar. Students are ultimately thinking about and discussion
answers for the essential question: How did both the Crusades and the Plague affect medieval
society? Students are asked to record things that their classmates bring up for further discussion
and personal reflection. This discussion is used as a form of review day for their essays.

Objectives:

Students will be able to:

Evaluate the causes of the Crusades and their effects on the people of medieval
Europe.
Create a postcard representing details about the Crusades.
Analyze the effects of the Plague on medieval society.
Research and interpret primary sources from the Crusades and the Plague.
Identify the reasons why the Plague was a devastating force on the population.
Identify the causes of the Plague.
Debate findings on the Crusades and the Plague in a Socratic seminar

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
(910.SL.4) Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
(910.SL.3) Evaluate a speakers point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Arizona Social Studies Content Standard(s):

S2C1 PO 3 Formulate questions that can be answered by historical study and research.
S2C3-PO4: Describe the interaction of European and Asian civilizations from the
12th to the 16th centuries:
a. Effects of the Crusades (i.e., increase in trade, religious intolerance, weakens
feudalism, increase in power of King, rise in education, decrease power of Pope)
 d. causes (i.e., rats, fleas, trade, poor sanitation) and effects (i.e., killed one-third of
population, helped end feudalism) of the plague
Linking Performance Objective:
o S4C4-PO6: Analyze factors (e.g., biotic) that affect human populations (i.e., role
of disease).

Materials/Evidence/Sources:
Student Notebooks with their prepared questions
Pencils
A timer possibly if debate occurs (this is encouraged).

Procedure to Teach the Lesson:

*This lesson day is meant to be purely student led, teacher will be monitoring the
discussion, taking notes of participation, only interjecting when needed. *
Beginning (5 min)
o Students will come into class and the desks will be pushed aside already. Students
are asked to leave their backpacks out of the center of the classroom (on the
desks) and take a seat. Once all students are in the classroom, they will be
numbered off (1 or 2) and all the 1's will create the inner circle, and all the 2's will
create an outer circle for the seminar.
Students will also be asked to have their prepared questions with them that
they did for homework. This was asked for them to do at the end of day 3.
Students need to have 5 prepared questions about the unit's content (The
Crusades, The Plague, or both)
Example questions students may bring to the discussion (these
can be used to guide the discussion if the discussion slows):
o In what ways were the Crusades justified by the Christians?
o Why were there multiple Crusades?
o How did the crusades effect the economy of Europe?
o Were the Crusades purely religious? Why or why not?
o Why was Pope Urban II so persuasive?
o What were some ways the plague spread from person to
person?
o Could the plague really have been preventable if the past
society knew the basics of how germs spread? Why or why
not?
o What caused the plague to spread so rampant?

Middle (40 min total)

o Students will participate in a Socratic seminar. The inner circle will be talking, the
outer circle will be taking notes on what their peers are saying, taking down
points of interest, interesting comments, new questions they might think of etc.
If a student from the outer circle needs to offer input, they are welcome to
enter the center of the inside circle to state their point or question they
might have.
 o After 15 min, the teacher will halt the discussion and ask for volunteers from the
outer circle to share any notes they might have heard, what they might have liked
that another student mentioned etc. (5 min)
o Students will switch, inner circle will become outer circle, outer becomes inner
and the process repeats itself for another 15 min, and an additional 5 min for a
quick discussion.

End (5 min)
o The seminar will be called to a close by the teacher. The teacher will then ask
students if there are any more questions that the students might have for the
teacher about the content.
If there are no questions, the teacher will alternatively use this time to
have students write a quick reflection piece about the seminar.
o The teacher will also remind students about their essay that will be written in class
the next school day.
Assessment:
Students are asked to keep their questions and recordings in their notebooks for participation
points, which are checked with everything else in their notebooks after the mini unit.

DAY 4 APPENDIX

No attachments for this lesson. See above lessons (day 2 and 3) for document attachments
students use to prepare themselves for the discussion.
Summative Essay (Day 5):

Directions: Read the following question below. Then, in a well thought out paragraph (10-
12 sentences), answer the question using evidence from your notes we took in class to
support your thesis. You have the whole class time to complete your essay.

**Remember H.I.P.P.O! (Historical Context, Intended Audience, Point of View, Purpose,

Outside Information) **

Question:
Pick either the Crusades or the Plague, and your job will be to explain how Europe changed
because of the event. Be sure not to just list topics we talked about, but explain why that event,
person, government, economy, etc. influenced change. Use at least 4 examples from your notes
to support your thesis.

Rubric:
Total = 15pts (of 3 2 1
test)
Structure 1 sufficient 1 paragraph is 1 paragraph is
paragraph is present. Contains present. Contains
present (more are 7-9 sentences in less than 7
acceptable). paragraph. sentences in
Contains 10-12 paragraph.
sentences in
paragraph.
Content Four or more Less than 4 No examples are
examples are used examples are given; content is
within the essay. given. Thesis is barley mentioned
Connects the present yet not regarding the
content learned in well defended. question.
class with outside No thesis present.
evidence.
Answers the
question
completely.
Thesis is clearly
stated and
defended.
Grammar, spelling, A couple More than 15 Mistakes are
sentence structure, mistakes are mistakes are clearly deriving
etc. present, but not made which pull attention from the
enough to take away from the content of the
away from the essays content essay. Essay is
essays content. slightly. written unclearly.
Essay Example for the Plague option (this is to be used as a guideline example relating to
the rubric present):

The Plague, more famously known as The Black Death, erupted in England in 1347. The
disease was very devastating to the population of England. During its outbreak and afterwards,
the Plague changed society by altering its perceptions of religion, eradicated its population, and
altered the established rules of government. When word of the Black Death reached the shores of
England, many were concerned and prepared themselves through dedicating more time to their
faith. Pilgrimages across the land took place and upon the roads traveled, merchants thrived by
selling magical cures and saintly tokens that would protect their consumers and wearers.
Peasants and Lords alike made these religious pilgrimages, but in reality, none were safe once
the Plague reached Englands shores. These pilgrimages also had the adverse affect of spreading
the disease once the Plague hit. More than 20 million people died due to the Black Plague,
roughly two-thirds of Englands total population. Since its population was eradicated, Englands
society changed completely once the Plague subsided. Mainly this change was to its government
and the system of feudalism that had been set in stone since 700 A.D. Because there was less
peasant labor available for land owners and feudal lords to have at their disposal, peasants
realized that they had the opportunity for change. Instead of working for minimal wages or as
slaves to their feudal lord, they demanded more wages and less restriction. Basic supply and
demand can relate to this issue because Lords needed peasant workers for their land, they
wouldnt work the land themselves, so they had no choice but to give in to the peasantry, thus
changing an established form of government.
 Citations

George Deaux, The Black Death 1347. New York: Weybright and Talley, 1969. Chapter IV, pp.
75. Retrieved from
http://www.brown.edu/Departments/Italian_Studies/dweb/plague/perspectives/de_mussi.
php

John Green. The Crusades - Pilgrimage or Holy War?: Crash Course World History #15.
(2012). Retreieved April 2016 from https://www.youtube.com/watch?v=X0zudTQelzI

Richard A. Newhall, ed., Jean Birdsall, trans., The Chronicle of Jean de Venette (New York:
Columbia University Press, 1953), pp. 48-51. Retrieved from
http://www.historyguide.org/ancient/plague.html

Understanding the Crusades Through Primary Sources. (n.d.). Retrieved May 02, 2016, from
https://ecworlddynamics.wikispaces.com/Understanding the Crusades Through Primary
Sources

What was the Plague? (2015). CNN. Retrieved April 30, 2016 from
https://www.youtube.com/watch?v=ew1ffv7p0nc

(n.d), Pistoia Ordinances for Sanitation in a Time of Morality Retrieved April 30th,
2016 from http://www2.iath.virginia.edu/osheim/pistoia.html