The Crusades

Common Core Standards

CCSS.ELA-LITERACY.RH.6-8.6

"A Picture Paints a Thousand Words"

1. Activate Prior Knowledge   Carefully study the details of the painting above depicting a scene from the Crusades. Write an interpretation of the painting.  Consider the following questions:

• Who were the people involved?
• What were they trying to accomplish?
• What was the artist's attitude about the Crusades?  Does the painting reflect a bias towards one side of the conflict, or does it seem objective? How do you know?

Be sure to use evidence from the painting to support your interpretation.

2.  Comparing Perspectives     View and analyze "Horrible Histories:  Crusaders Report."
Partner Conversation: What was the filmmaker's attitude about the Crusades?  How can you tell?

3. Watch the Crusaders Report a second time on Edpuzzle. Answer the questions as you go. Remember, if you don't know the answer, you can review that section of the video.

3.  Map of the Crusades   Use the map below to complete your own Crusaders map. You will find the map in your classroom folder.

4.  Building Background Knowledge   Read  textbook pp.422-425       and complete the Crusades: Notes from Textbook in your Social Studies folder.

5.  Document Based Question 
      (Stanford History Education Group)
   What happened when the Crusaders captured Jerusalem?

     Historians create historical accounts, in part, by comparing multiple documents and perspectives of different people. Focusing on perspective is important because it helps evaluate possible biases and the trustworthiness, or reliability of a document. 
    Our task will be to compare and contrast three documents from the First Crusade. You are going to explore different perspectives on this event while considering what happened when the Crusaders captured Jerusalem. The Crusade Documents can be found in your classroom folder.

6. Group Collaboration:
Group Leaders, please make a copy and share with your group members "can edit."

Copia en espanol.

The Crusades report short from Joe Klumper on Vimeo.

Chivalry

King Arthur and the Knights of the Round Table is a set of legends that came out of the Middle Ages. It is not known for sure whether or not King Arthur was based on a real person, but the stories do teach us about the values of chivalry. In the legends, King Arthur's nephew Sir Gawain is often tested to see if he is indeed a knight that is truly chivalrous.


In Sir Gawain and the Green Knight, Sir Gawain is expected to be honest with his lord and to be courteous and kind to his lord's wife. But what is young Gawain to do when his lord's wife begins to flirt with him?

In Sir Gawain and the Loathly Lady, Sir Gawain's loyalty to his lord is again tested. He is also challenged to find the answer to this question: What is it that women really want?

As you read each tale, look for evidence of the code of chivalry that knights were expected to follow.

Shrek Clip

Joan of Arc

"I am not afraid... I was born to do this."

--Joan of Arc
Find another interesting quotation on Brainy Quotes. Share this quotation with your group. What else do the quotations tell you about Joan of Arc?

1. Partner Discussion: Joan of Arc is one of the many extraordinary women from the history of Medieval Europe.What does the primary source image above tell you about Joan of Arc?

Synthesizing Information from Various Sources

2. The story of Joan of Arc has been told and retold in movies and books. Watch the trailers below from two different movies made about her.  After you view the videos, write a draft of a biography based on what you see in the trailers You will find a Joan of Arc document in your classroom folder.




2. Research Joan of Arc on the Ducksters site. Use this new information to revise your biography on Joan of Arc. Use a different color to indicate that this is evidence from a new source.


3. What questions do you still have about Joan of Arc? Conduct your own online research. Write a final revision of your biography.

How Were Griots Important in the History of West Africa?

Some of what we know about the civilizations of West Africa comes to us from stories and information passed down by griots, or storytellers. The griot was an important part of West African civilizations. 

What can be learned from a Modern Day Griot?

Historian Career Task
You have been hired by a textbook company to create a diagram showing the layout of the capital city of Ghana during the medieval period.  Your diagram should show the location of different structures and places in the city. You should use clear symbols and a key to help the student viewer to understand the information presented.  Also use labeling when helpful.

Oral Tradition and Storytelling in Ghana

Some people and events in a legend might be unverifiable. However, a legend can still contain historical facts that can be used to piece together an account of the past. As you read "The Legend of Ouagadou-Bida," look for examples of people, events, and places that could be verified. In particular, look for possible evidence that could be used in your diagram of the city of Ghana.

"The City of Ghana" by Al-Bakri
Now you will read and analyze a primary source by Al-Bakri. Remember, in order to determine a source's reliability, you must consider:

• Sourcing: What do we know about the author that would make him or her an accurate source of information?
• Bias: Is the author using the language of opinion or mostly presenting facts?
• Corroboration: Are there other documents that corroborate the evidence in this document? Do other documents contradict this source?

The Salt-Gold Trade in Ghana

Ghana Review

Although the kingdom of Ghana produced neither salt nor gold, its location in the center of the trade route made it an excellent trading location for people from the north and south. The leaders of Ghana profited from the trade by charging a tax from the salt and gold traders.

Today you will learn more about the salt-gold trade and how it was carried out. Please open and complete The Salt-Gold Trade document in your Social Studies folder.
Quick Ghana Review

Mining for Salt
Salt mining continues in the Sahara Desert today. How is the salt excavated? What are the challenges of salt mining and trading? Please respond in the comment box below.



Use Google slides to create a presentation that educates the viewer about how salt and gold were traded using the "silent barter" process. Be sure to answer these questions in your presentation.

Slide One:  "Silent Barter in Medieval Ghana"
                

Slide Two: Where did the salt come from? Why was salt so valuable? 


Slide Three: Where did the gold come from? Why did people want gold?


Slide Four: Where did the salt and gold traders meet to conduct their trade? What did the Kingdom of Ghana provide for the traders?


Slide Five: What were the specific procedures for trading?


Slide Six: How did Ghana benefit from the trade?


Be sure to use images on each slide that assist the view and support the information presented.

Usa imagenes en cada parte de su presentacion.

The Tale of Genji

Write a Romantic Scene Set in Feudal Japan

One of the world's first novels was written during Japan's Golden Age.
The Tale of Genji by Murasaki Shikibu tells the story of handsome Prince Genji and his many love interests.

Write your own historical fiction romantic scene between Genji and his love interest. Your scene should include dialogue and other narrative techniques.


Your scene should have an accurate historical and geographical setting that is described with sensory detail. You can select from one of the following:




You can review narrative techniques here:

Haiku Poetry

What is a Haiku?
View the short video to experience five haiku poems by the father of haiku, Matsuo Basho. As you read the poems, you will notice Basho's use of juxtaposition, or contrast.

What is being juxtaposed, or contrasted, in each poem?


1. Conduct a quick search to find out how to write a haiku.
2. Search for: Haiku by Basho. Read at least ten different haiku poems by Basho. Find one you like. Copy and paste that Haiku by Basho in the Google classroom stream.

3.  Compose your own original haiku. Publish it on the wall below.

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