Major Religions of the World: 300-1500 CE

10th Grade

Purpose:

This formative and summative assessment is designed to give the students and the teacher
information regarding the students’ mastery over the interactions of the major world religions
during 300 to 1500 CE, as well as review their primary and secondary source-reading skills from
the previous unit. They will be given the opportunity after the assessment to respond to their
grades. Students will act as Historians, researching their topic in depth and creating a museum
exhibit to present to their peers. Their peers and the teacher will be their audience.
Students will spend the first day deciding which interaction between religions they wish
to design a museum exhibit around. Their options are the First Crusade, Second Crusade, Third
Crusade, the Fourth Crusade, Muslim Expansion in Southeast Asia, or the split between Catholic
and Orthodox Christianity. Up to five students may have the same interaction to talk about. They
will spend the first week researching their topic, with a check in at the end of the week. The first
formative assessment is this check in, where the teacher checks their progress and gives
feedback. The next week is spent on constructing the exhibit and planning their speeches.
Partway through the week, they will turn in their Exhibit Worksheet for feedback, which is the
second formative assessment. The third formative assessment is the teacher check in at the end of
this week, where the teacher checks their progress and gives feedback again. They present their
speeches at the end of the third week and give one peer feedback on a speech. The Peer
Feedback Form is their fourth formative assessment. The final speech is the summative
assessment, and they will be graded on the project as a whole. There are three rubrics, one for
research (75 points), one for the exhibit (75 points), and one for the speech (100 points). The
final collective grade is out of 250 points.
After everything is graded, they will be given the rubrics and comments from the teacher
and their peers back. They will have the opportunity to discuss their grade, but there will be no
opportunity to redo sections to improve their grade. They had the opportunity to earn extra credit
points in the course of this project, which can only be applied to their lowest test score, and are
an incentive for the students to bring in supplies they and their peers need on time.

Standards:

WHS 4.1.2 Using historical and modern maps and documents, analyze the continuing spread
of major world religions during this era and describe the encounters between
religious groups, including:
● Islam and Christianity (Roman Catholic and Orthodox) increased trade
and the Crusades
● Islam and Hinduism in South Asia
● Continuing tensions between Catholic and Orthodox Christianity.
 Learning Targets Day

I can do research like a historian, using primary and secondary sources. 1, 2, 3, 4, 5

I can create an informative and accurate museum exhibit. 6, 7, 8, 9, 10, 11, 12

I can present the information in my exhibit clearly to my peers. 13, 14, 15

Calendar/Schedule: December 2018

Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7

Day 1: Day 2: Day 3: Day 4: Day 5:

Introduction to Research Research Research Midpoint
the Project Worksheet Worksheet Worksheet Check In:
Research
Worksheet

10 11 12 13 14

Day 6: Day 7: Day 8: Day 9: Day 10:

Exhibit Exhibit Begin Construction Midpoint
Worksheet Worksheet: Construction Check In​:
Turn in at end Speech
Worksheet

17 18 19 20 21

Day 11: Day 12: Day 13: Day 14: Day 15: (½ Day)
Construction and Construction and Presentations Presentations Presentations
Rehearsal with Rehearsal with
Peers Peers

24 25 26 27 28

WINTER WINTER WINTER WINTER WINTER

BREAK BREAK BREAK BREAK BREAK

31

WINTER
BREAK
Daily Itinerary:
Day Plan and Materials Needed

1 Teacher introduces project, reading “Teacher Introduction” and students directions.

Student receive copies of the directions, rubrics, and worksheets.
● Teacher Introduction
● Student Directions
● Rubrics (Research section, Exhibit section, and Presentation section)
● Student Worksheets (Guided Research, Exhibit Planning, Speech Planning)

2 Student pick which interaction between religions they want to create a museum
exhibit on and begin their research. They may use the library computers or class
computers, if available. The teacher is available to answer any questions.
● Sign up list for interactions
● Student Guided Research Worksheet
● Computers

3 Students continue their research, using the Guided Research Worksheet. They may
use library computers or class computers, if available. The teacher is available to
answer any questions.
● Student Guided Research Worksheet
● Computers

4 Students continue their research, using the Guided Research Worksheet. They may
use library computers or class computers, if available. The teacher is available to
answer any questions.
● Student Guided Research Worksheet
● Computers

5 Teacher conducts Midpoint Check In. Students may ask any questions they still
have. The teacher collects the Guided Research Worksheet at the end of class. The
Worksheet is given back the next day of class with feedback.
● Student Guided Research Worksheet
● Computers

6 Students work on Exhibit Planning Worksheet, sketching out their plan for
organizing their exhibit. They have access to computers, colored pencils, markers,
and other craft supplies. The teacher is available to answer any questions. If they
finish early, they may turn the Worksheet in for feedback.
● Student Exhibit Planning Worksheet
● Computers
● Craft Supplies (Markers, Pencils, Glue, etc)

7 Students continue planning their exhibits. They turn in their Exhibit Planning
Worksheets when complete for feedback before they begin construction. The
teacher is available to answer any questions.
 ● Student Exhibit Planning Worksheet
● Computers
● Craft Supplies (Markers, Pencils, Glue, etc)

8 Students begin their construction of their exhibits. They have access to computers
and craft supplies. The teacher is available to answer any questions.
● Computers
● Craft Supplies (Markers, Pencils, Glue, etc)

9 Students continue their construction of their exhibits. They have access to

computers and craft supplies. The teacher is available to answer any questions.
● Computers
● Craft Supplies (Markers, Pencils, Glue, etc)

10 Students spend this class period planning their speeches. They may work with peers
if they wish. Teacher conducts Midpoint Check In, collecting Speech Planning
Worksheet at the end of class. The Worksheet is given back the next day of class
with feedback.
● Student Speech Planning Worksheet

11 Students continue their construction of their exhibits. They have access to

computers and craft supplies. The teacher is available to answer any questions.
They may also practice their speeches with peers if their exhibits are done.
● Student Speech Planning Worksheet
● Computers
● Craft Supplies (Markers, Pencils, Glue, etc)

12 Students continue their construction of their exhibits. They have access to

computers and craft supplies. The teacher is available to answer any questions.
They may also practice their speeches with peers if their exhibits are done.
● Student Speech Planning Worksheet
● Computers
● Craft Supplies (Markers, Pencils, Glue, etc)

13 Presentations take place. Students write comments and feedback for their peers.
● Feedback Form

14 Presentations take place. Students write comments and feedback for their peers.
● Feedback Form

15 If there is time, presentations take place. Students write comments and feedback for
their peers. Worksheets, Exhibit, and Feedback Forms are turned in.
● Feedback Form
 Teacher Introduction

READ:​ For the next month, you will be acting as museum historians. You will research one of

the Religious Interactions we’ve been learning about and build a shoebox size museum exhibit,

which you will then present to your peers. This is going to take us all the way to Winter Break,

and there will be multiple Check Ins to keep you guys on track. I will be available the entire time

to answer questions and I will be giving you feedback on every step of the process.

You have six options for interactions to research, so there will be multiple people doing

each interaction. A maximum of five people can do the same interaction, and tomorrow there

will be a sign up sheet for the interactions. Your choices are: Muslim Expansion in Southeast

Asia, the Catholic/Orthodox Christianity Split, the First Crusade, Second Crusade, Third

Crusade, or Fourth Crusade.

While you consider which interaction you wish to do and how you want to design your

exhibits, keep in mind the museum exhibits we’ve seen on field trips.
 Religious Interaction Sign Up Sheet

Muslim 1.
Expansion in 2.
SE Asia 3.
4.
5.

Catholic/ 1.
Orthodox Split 2.
3.
4.
5.

First Crusade 1.
2.
3.
4.
5.

Second 1.
Crusade 2.
3.
4.
5.

Third Crusade 1.
2.
3.
4.
5.

Fourth 1.
Crusade 2.
3.
4.
5.
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Museum Exhibit Project

Over the next few weeks, you will be acting as historians designing an exhibit. Your task is to
create a shoebox size exhibit about one of the interactions between religions that we have talked
about in class. You will need to research your interaction, using at least four trusted academic
sources ​other than your textbook​. Your choices are: Muslim Expansion in Southeast Asia, the
Catholic/Orthodox Christianity Split, the First Crusade, Second Crusade, Third Crusade, or
Fourth Crusade. There will be a sign up sheet, with a maximum of ​five​ people doing the same
interaction.

You will need to fill out three worksheets over the course of this project. You have a guided
Research Worksheet, an Exhibit Planning Worksheet, and a Speech Planning Worksheet. In this
packet, you also have the rubrics that I will be grading you on. Please keep them and turn them
in when you present.

At the end of this project, just before Winter Break, you will present your exhibits to your
classmates. You are each expected to fill out a peer feedback form at this time. The classmate
you will give feedback to will be assigned just before presentations.

I will be available for the duration of the project via class time or email for any questions you
have regarding this project.

Please note: You will need a shoebox or box of a similar size for this project.
You have until December 11​th​ to bring in a shoebox.

If you bring your box in earlier than Dec. 11​th​, you will get 5 points extra credit to add to
your lowest test score.

If you are able to bring more than one, please do! Each additional box is worth 1 point
extra credit to add to your lowest test score.

If you cannot find one or get one, please email me or talk to me in class. If you tell me
before Dec. 11​th​ that you need a box, you will get 3 points extra credit to add to your lowest
test score.
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Research Worksheet

Fill out this worksheet as you do your research. Make sure each question is answered. Write
down your sources as you find them. Historians must always show what sources they used when
they research! Use the given format for citing your sources. You must have at least four trusted
academic sources.

Interaction: ____________________

1. Who were the major figures in your interaction?

2. What happened? (Write in complete sentences.)

3. Where did this interaction occur? (Find a map or draw a map for your exhibit)
4. What immediate effect did your interaction have on the local region? (Write in complete

sentences.)

5. What lasting effect did your interaction have on the known world? (Write in complete

sentences.)

6. What effect did your interaction have on the two (or more) religions involved? (Write in

complete sentences.)

​ ity: Publisher, Year.)

8. What sources did you use? ​(Last Name, First Name. ​Title. C

1.
2.
3.
4.
Other Sources:
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Plan Your Exhibit
Below, sketch out a design for your exhibit. Consult the rubric for what content you need to
include.
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Plan Your Speech

Use the sentence prompts below to help you write your speech. Your speech should include all

of the information below. Make sure you write in complete sentences.

This is…. (Name of Interaction)

It involved….. (Major Figures)

It took place in…. (Location)

Basically, what happened is…. (Events)

Locally, it caused….(Short term effects)

For the rest of the world, it caused….(Long term effects)

We still talk about it today because….(Significance)

 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Plan Your Speech

Now, take your sentence starters and put them into a cohesive paragraph. Make sure to write in

complete sentences.
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Peer Feedback Form

Using the rubric below, grade your peer based on how you think they did presenting their speech.
Did they include all of the content? Was their speech easy to follow and clear? Below the rubric,
give your peer some comments. What did they do well? What can they do better next time?
Scoring 5 4 3 2 0
Criteria

Content My speech My speech My speech My speech My speech

(Score*10) includes ​all ​of includes ​most includes ​some includes ​only a includes ​none
this list: of this list: of this list: few​ things from of this list:
____/50 *Major figures, *Major figures, *Major figures, this list: *Major figures,
including including including *Major figures, including
images; *Place, images; *Place, images; *Place, including images; images; *Place,
including a map; including a map; including a *Place, including including a map;
*Immediate *Immediate map; a map; *Immediate
Impact; *Impact Impact; *Impact *Immediate *Immediate Impact; *Impact
on the on the Impact; *Impact Impact; *Impact on the Religions;
Religions; Religions; on the on the Religions; *Significance
*Significance *Significance Religions; *Significance for for now
for now for now *Significance now
for now

Presentation I presented my I presented my I presented my I presented my I didn’t present

(Score*4) exhibit clearly, exhibit mostly exhibit, but it exhibit, but it my exhibit.
and people clearly, and wasn’t always wasn’t clear at all
____/20 could follow people could clear, and or was off topic.
along easily. mostly follow people couldn’t
me. follow me.
Final Score:_____/70

Comments:
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Rubric for Research

*Keep this Rubric and turn it in when you present.

Scoring 25 20 15 10 0
Criteria

Worksheet I remained I stayed mostly I stayed mostly I wasn’t on I was not on

focused on my on task and on task and task very often task and didn’t
____/25 work and filled filled out my filled out most and left quite a fill out my
out my worksheet. of my bit of my worksheet.
worksheet. worksheet. worksheet
blank.

Accuracy My worksheet My worksheet My worksheet My worksheet My worksheet

contains contains contains contained was blank or
____/25 information about information information more completely
my interaction about my about my inaccurate than inaccurate.
that is accurate. interaction that interaction, but accurate
is mostly about half is information.
accurate. inaccurate.

Sources I included a list of I included a list I had a list of I did not have I did not
my four or more of my four or two or three at least two include any
____/25 sources, written in more sources, sources, or none sources, sources.
the Chicago style. but some were of my sources regardless of
not in the were in the style.
Chicago style. Chicago style.

Research Total Score: ______/75

Teacher Comments:
 Name:_________________________

Date:_____________

Major Religions 300-1500 CE

Rubric for Exhibit

*Keep this Rubric and turn it in when you present.

Scoring 5 4 3 2 0
Criteria

Worksheet I remained I stayed mostly I stayed mostly I wasn’t on task I was not on
(Score*3) focused on my on task and on task and very often and task and didn’t
work and filled filled out my filled out most left quite a bit of fill out my
____/15 out my worksheet. of my my worksheet worksheet.
worksheet. worksheet. blank.

Content My exhibit My exhibit My exhibit My exhibit My exhibit

(Score*6) includes ​all ​of includes ​most includes ​some includes ​only a includes ​none
this list: of this list: of this list: few​ things from of this list:
____/30 *Major figures, *Major figures, *Major figures, this list: *Major figures,
including including including *Major figures, including
images; *Place, images; *Place, images; *Place, including images; *Place,
including a including a including a images; *Place, including a
map; map; map; including a map; map;
*Immediate *Immediate *Immediate *Immediate *Immediate
Impact; *Impact Impact; Impact; *Impact Impact; *Impact Impact;
on the *Impact on the on the on the *Impact on the
Religions; Religions; Religions; Religions; Religions;
*Significance *Significance *Significance *Significance *Significance
for now for now for now for now for now

Construction My exhibit is My exhibit is My exhibit is My exhibit is I did not build

(Score*3) built neatly so built mostly built, but some built, but almost an exhibit.
that people can neatly, and information all of the
____/15 read my people can read cannot be easily information is
information and my read. hard to read.
it draws the eye. information.

Exhibit Total Score: ______/75

Teacher Comments:
 Name:_________________________
Date:_____________
Major Religions 300-1500 CE
Rubric for Final Presentation
*Keep this Rubric and turn it in when you present.

Scoring 5 4 3 2 0
Criteria

Worksheet I remained I stayed mostly I stayed mostly I wasn’t on task I was not on
(Score*3) focused on my on task and on task and very often and task and didn’t
work and filled filled out my filled out most left quite a bit of fill out my
____/15 out my worksheet. of my my worksheet worksheet.
worksheet. worksheet. blank.

Content My speech My speech My speech My speech My speech

(Score*10) includes ​all ​of includes ​most includes ​some includes ​only a includes ​none
this list: of this list: of this list: few​ things from of this list:
____/50 *Major figures, *Major figures, *Major figures, this list: *Major figures,
including including including *Major figures, including
images; *Place, images; *Place, images; *Place, including images; images; *Place,
including a map; including a map; including a *Place, including including a map;
*Immediate *Immediate map; a map; *Immediate
Impact; *Impact Impact; *Impact *Immediate *Immediate Impact; *Impact
on the on the Impact; *Impact Impact; *Impact on the Religions;
Religions; Religions; on the on the Religions; *Significance
*Significance *Significance Religions; *Significance for for now
for now for now *Significance now
for now

Presentation I presented my I presented my I presented my I presented my I didn’t present

(Score*4) exhibit clearly, exhibit mostly exhibit, but it exhibit, but it my exhibit.
and people clearly, and wasn’t always wasn’t clear at all
____/20 could follow people could clear, and or was off topic.
along easily. mostly follow people couldn’t
me. follow me.

Feedback I remained I mostly paid I mostly paid I didn’t pay I didn’t pay
(Score*3) focused on attention and attention and attention very attention at all
other filled out a filled out most often and left and didn’t fill
____/15 presentations feedback form. of a feedback quite a bit of my out a feedback
and filled out a form. feedback form form.
feedback form. blank.
Presentation Total Score: ______/100
 Name:_________________________

Date:_____________
Major Religions 300-1500 CE

Museum Exhibit Final Grade

Research Total Score: ______/75

Exhibit Total Score: ______/75

Presentation Total Score: ______/100

Final Score: _____/250

Grading Scale

225 - 250 A 90-100%

200 - 224 B 80-89%

175 - 199 C 70-79%

126 - 174 D 51-69%

0 - 125 E 0-50%

Final Teacher Comments: