Grade Level: 6th Grade
Purpose of Lesson
This webquest was designed for sixth graders to explore the realm of Medieval
Times. Many standards are addressed with great emphasis in Technology, Social
Studies, and Language Arts.
Background Information for Students
Imagine yourself actually living in a Medieval Manor during the period of
950AD � 1500AD when life was quite different from ours today. After the fall
of the Roman Empire to invading German tribes, Western Europe broke into many
separate kingdoms. Trade ended, people had to make their living from the
land, and the feudal system began. By the 9th century, most of Western Europe
was carved into large manor estates ruled by landlords. Most people became
poor peasants who worked on the land. Some towns were abandoned as people
moved to the countryside. Each manor was supported almost entirely by its
inhabitants. Most of the state and city schools closed and educational and
cultural activities ceased. Few people could read or write and the
development of ancient literature, architecture, painting and sculpture were
forgotten. Some people adopted the ways of their Roman neighbors accepting
Christianity as their religion, farming the land and trading with merchants.
The church became the single force that bound Europe together during this
feudal period.
Standards
This unit on Medieval Times, Middle Ages, will address the standards in the
Technology, Social Studies and Language Arts curriculum as well as other
content areas. The unit was designed with sixth grade state standards in mind.
NETS Standards
4 Technology communications tools
4.a Students use telecommunications to collaborate, publish, and interact
with peers, experts, and other audiences.
4.b Students use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
5 Technology research tools
5.a Students use technology to locate, evaluate, and collect information
from a variety of sources.
5.b Students use technology tools to process data and report results.
5.c Students evaluate and select new information resources and
technological innovations based on the appropriateness for specific
tasks.
6 Technology problem-solving and decision-making tools
6.a Students use technology resources for solving problems and making
informed decisions.
6.b Students employ technology in the development of strategies for
solving problems in the real world.
Kansas Social State Standards
1.2.2 The student compares how the Magna Carta, Mayflower Compact, Articles
of confederation and other similar documents influenced the
development of American constitutional government.
4.2.6 The student will understand the development of feudalism, its role in
the medieval European economy, the way in which it was influenced by
physical geography (the role of the manor and the growth of town),
and how feudal relationships provided the foundation of political
order.
Kansas Reading State Standards
1.3.3 The student understands and uses the references available in the
classroom, school, and the public libraries (e.g.,
dictionaries, thesauri, atlases, encyclopedias, internet) that
are appropriate to task.
1.4.4 The student generates and responds logically to literal,
inferential, and critical thinking questions before, during,
and after reading the text.
1.4.12 The student establishes a purpose for reading (e.g., to be informed,
to follow directions, to be entertained, to solve problems).
1.4.13 The student follows directions explained in technical text.
1.4.14 The student identifies or describes evidence that supports
conclusions in persuasive text.
Kansas Writing State Standards
1.1.4 The student analyzes and understands implications of plagiarism.
(e.g. ethical, legal)
1.1.5 The student understands and independently uses appropriate
strategies to generate narrative text. (e.g. brainstorming,
listing, webbing, working in pairs or in cooperative groups and
identifying information from print sources)
1.1.15 The student demonstrates correct use of mechanics and simple
punctuation. (e.g. periods, question marks, exclamation marks,
commas)
1.1.16 The student uses correct grammar for clarity.
1.1.17 The student spells familiar and most unfamiliar word correctly
utilizing available resources.
Credits
Photos: Animation Factory - http://www.animationfactory.com/en/index.mc
Information and Photos:
1. http://geocities.com/Athens/Bridge/4328/
2. http://www.mnsu.edu/emuseum/history/middleages/contents.html
3. http://www.historylearningsite.co.uk/medieval_peasants.htm
4. http://www.learner.org/exhibits/middleages/morefeud.html
5. http://www.middle-ages.org.uk/serfs.htm
6. http://thescholarsgarret.com/northernshores/tunic1.html
7. http://www.quia.com/mc/4179.html
8. http://www.quia.com/jfc/4179.html
9. http://www.fidnet.com/~weid/knighthood.htm
10. http://www.medieval-castle-siege-weapons.com/medieval-knights-index.html
11. http://www.renaissance-faire.com/Renfaires/Entertainment/Knighthood.htm
12. http://www.britainexpress.com/History/Knights_and_Fights.htm
13. http://historymedren.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2F
14. http://homeschooling.about.com
15. http://www.pbs.org/wgbh/nova/lostempires/trebuchet/destroy.html
16. http://www.camelotintl.com/village/lord.html
17. http://www.teacheroz.com/Middle_Ages.htm
18. http://www.medieval-life.net/life_main.htm
19. http://www.fidnet.com/~weid/feudalism.htm
20. http://www.fordham.edu/halsall/sbook1i.html
21. http://www.heraldry.ca/kids_en/heraldry_make_shield.htm
22. http://www.quia.com/rr/155098.html
23. http://www.pbs.org/wgbh/nova/lostempires/trebuchet/castle2.html
24. http://www.medieval-life.net/life_main.htm
25. http://www.learner.org/exhibits/middleages/feudal.html
26. http://www.fordham.edu/halsall/sbook1i.html
27. http://www.camelotintl.com/village/street.html
28. http://www.heraldry.ca/kids_en/heraldry_make_shield.htm
29. http://www.quia.com/rr/155098.html
