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Medieval Lesson 1

Page history last edited by Stemmy 13 years, 5 months ago


Instructional Unit – ISTC 601

World Cultures - Medieval Europe – Grade 7 Social Studies

Lesson 1


Instructional Context:

Students in grade 7 social studies world cultures class investigate various aspects of life in Medieval Europe to draw conclusions and understand historical context and the role of Europe in the evolution of our modern society.

Uses the Big 6 Research Model


Outcomes and Objectives:


BCPS curriculum content standards:

Examine European society during the Middle Ages in order to analyze how groups and institutions sustain and influence culture. (MLO's 1.4, 1.9, 2.14, 6.1)


BCPS Library Media Indicators:

  • Use reference skills in order to locate information in a variety of sources (LG-3)
  • Use research skills in order to evaluate, select, record, and reorganize information (LG-3)
  • Use critical thinking skills in order to solve research problems (LG-3)


National Educational Technology Standards for Students:

  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhance models, prepare publications, and produce other creative works.
  • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.


AASL Standards for the 21st Century Learner:

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.


2.1.4 Use technology and other information tools to analyze and organize information.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.



Instructional packets for students highlighting the research process and Big 6 steps.




  1. Introduce students to topic, objectives, outcomes, and student behavior expectations.
  2. Highlight the BIG 6 research process and the steps students will complete.
  3. Students are separated into groups of three or four and each group is assigned a sub topic (family life, health and hygiene, crime and punishment, jobs and trades, royalty and the feudal system, science/technology/arts).
  4. State the essential question: How did a particular group or institution influence society during the Middle Ages? Explain to students that each group will have to create a more detailed set of questions to focus their research that are specific to their sub topic.
  5. Introduce students to a selection of library resources that they can use to gather information: online databases, websites, reference books, periodicals, etc
  6. Review plagiarism and how it is important and connected to this particular lesson and discuss the importance of citing the sources where students find information.
  7. Supply graphic organizers to use during the various steps of the research process: note-taking, citing sources. 
  8. Students complete Step 1 of the BIG 6: students in groups define the task ahead of them, ponder the Essential Question, create list of subsidiary questions. This will allow students to determine what information they will need to find and it will provide more focus for their searching. 
  9. Exit Ticket: students complete a brief list of their subsidiary questions and hand in to teacher/librarian to check for appropriateness and focus. 



Teacher Assessment Rubric for Student Research Model

Research Progress Sheet Student Scoring Tool

Student Note Taking Worksheet



Lesson 1 | Lesson 2 | Lesson 3

Unless otherwise stated images are from Microsoft Word Clipart

Last Updated 3-24-10



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