Crusades:
Religious Wars
Religious Wars
Goals & Objectives:
Goal: Students will learn to use primary sources to create ideas and understanding on the Crusades (from the perspective of the Europeans).
students will also learn how to critically analyze historic
Objective: Given specific primary sources from Medieval Europe, students will be able to analyze different primary sources questioning the motives and bias, with 100% accuracy.
Goal: Students will learn to use primary sources to create ideas and understanding on the Crusades (from the perspective of the Europeans).
students will also learn how to critically analyze historic
Objective: Given specific primary sources from Medieval Europe, students will be able to analyze different primary sources questioning the motives and bias, with 100% accuracy.
California Content Standard
7.6.6 Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
7.6.6 Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
Lesson Introduction
4 Mins
Question on the board: Have you ever believed yourself to be right 100% but in the end you were wrong? Were you able to learn about it?
Students: Have students make notes on their notebook, and encourage them to share stories with those around them.
I will then give my own example.
Ex: One day me and my dad were talking about Basketball. My dad said, "Larry Bird was the best on the ground, and Michael Jordan was best in the air." I, not knowing that much, and my dad watching both of them playing their whole career, said, "Yeah right Michael Jordan was the best all around." We fought for a while, during a documentary, when Magic Johnson said, " Larry Bird was the best on the ground, and Michael Jordan was the best in the air." I had to swallow my pride and tell him he was right.
Tie-in!
People have before act according to their "convictions." Explain Convictions. Convictions is what is inside of us to believe to be right, and how our life reflects that conviction. Right or wrong, they believed themselves to be right.
Let us talk about a time in History where two different groups of people believed themselves to be so right that they began a war.
THE CRUSADES!!!!!!!!!
4 Mins
Question on the board: Have you ever believed yourself to be right 100% but in the end you were wrong? Were you able to learn about it?
Students: Have students make notes on their notebook, and encourage them to share stories with those around them.
I will then give my own example.
Ex: One day me and my dad were talking about Basketball. My dad said, "Larry Bird was the best on the ground, and Michael Jordan was best in the air." I, not knowing that much, and my dad watching both of them playing their whole career, said, "Yeah right Michael Jordan was the best all around." We fought for a while, during a documentary, when Magic Johnson said, " Larry Bird was the best on the ground, and Michael Jordan was the best in the air." I had to swallow my pride and tell him he was right.
Tie-in!
People have before act according to their "convictions." Explain Convictions. Convictions is what is inside of us to believe to be right, and how our life reflects that conviction. Right or wrong, they believed themselves to be right.
Let us talk about a time in History where two different groups of people believed themselves to be so right that they began a war.
THE CRUSADES!!!!!!!!!
Vocabulary
Write on the white board the words and definition. Check students definition's and drawings.
Primary Source
Illuminated Manuscript
Crusade
Write on the white board the words and definition. Check students definition's and drawings.
Primary Source
Illuminated Manuscript
Crusade
Content Delivery
15 Mins
Using the Sliderocket presentation below students will be instructed on what primary sources are. Explaining the importance of knowing who wrote, and what the audience is, is crucial to understanding primary sources.
The first quote should be explained, to help the students guide through the sources.
15 Mins
Using the Sliderocket presentation below students will be instructed on what primary sources are. Explaining the importance of knowing who wrote, and what the audience is, is crucial to understanding primary sources.
The first quote should be explained, to help the students guide through the sources.
Student Engagement
Students can answer the questions in class (guided practice) for the first primary source during the lecture.
This will help them with their own answer sheets.
Students can answer the questions in class (guided practice) for the first primary source during the lecture.
This will help them with their own answer sheets.
Demonstrated Learning
20 Minutes
Students will use the primary source handout to evaluate the primary sources in hand. Students will turn in the answer sheet that day to be graded.
20 Minutes
Students will use the primary source handout to evaluate the primary sources in hand. Students will turn in the answer sheet that day to be graded.
Lesson Closure
8 Minutes
Begin a class discussion. Use brainstorming tool (poplet or just the white board) to brainstorm ideas.
Begin with what they learned about the crusades through the primary sources. Prompt them with what they didn't learn from the other viewpoint.
Allow students to share what they already know about the crusades.
Add interesting facts that will fascinate students about the crusades.
-Deus vult!", meaning "God wills it" was the battle cry of the Crusaders
-King Richard had his soldiers throw 100 beehives over the walls. The people in the fortress surrendered immediately
-The first politically neutral doctors appeared during the third Crusade. After Saladin's victory in 1187, he stipulated that the doctors on the battlefield would come to the aid of all wounded, regardless of whether they were Muslim or Christian.
-a French army took the town of Beziers, near the Mediterranean coast. The town was put to the sack, but the question arose as to how to tell which of the town's inhabitants were heretics and which were good Christians. Simon IV de Montfort (or perhaps a legate of Pope Innocent III) proposed an easy solution. "Kill them all," he said, "for the Lord will know his own." And so several tens of thousands of men, women, and children were killed
-Sugar didn't reach Europe in quantity until the twelfth century, when returning Crusaders brought it with them from the East.
-The leaders of the Christian and Muslim armies during the Third Crusade, Richard the Lion-Hearted, King of England and Saladin, Ayyubid Sultan, had a reputation for being chivalrous. For example, at the Battle of Arsuf, when Richard lost his horse, Saladin sent him two replacements.
-Until the twelfth century, when returning Crusaders brought knowledge of them, windmills were likely unknown in Europe. They thereafter became familiar landmarks in Holland, England, France, and Germany.
This will get the students to peek an interest in the crusades.
8 Minutes
Begin a class discussion. Use brainstorming tool (poplet or just the white board) to brainstorm ideas.
Begin with what they learned about the crusades through the primary sources. Prompt them with what they didn't learn from the other viewpoint.
Allow students to share what they already know about the crusades.
Add interesting facts that will fascinate students about the crusades.
-Deus vult!", meaning "God wills it" was the battle cry of the Crusaders
-King Richard had his soldiers throw 100 beehives over the walls. The people in the fortress surrendered immediately
-The first politically neutral doctors appeared during the third Crusade. After Saladin's victory in 1187, he stipulated that the doctors on the battlefield would come to the aid of all wounded, regardless of whether they were Muslim or Christian.
-a French army took the town of Beziers, near the Mediterranean coast. The town was put to the sack, but the question arose as to how to tell which of the town's inhabitants were heretics and which were good Christians. Simon IV de Montfort (or perhaps a legate of Pope Innocent III) proposed an easy solution. "Kill them all," he said, "for the Lord will know his own." And so several tens of thousands of men, women, and children were killed
-Sugar didn't reach Europe in quantity until the twelfth century, when returning Crusaders brought it with them from the East.
-The leaders of the Christian and Muslim armies during the Third Crusade, Richard the Lion-Hearted, King of England and Saladin, Ayyubid Sultan, had a reputation for being chivalrous. For example, at the Battle of Arsuf, when Richard lost his horse, Saladin sent him two replacements.
-Until the twelfth century, when returning Crusaders brought knowledge of them, windmills were likely unknown in Europe. They thereafter became familiar landmarks in Holland, England, France, and Germany.
This will get the students to peek an interest in the crusades.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
There are pictures in the presentation. These students will usually be paired up and can ask their neighbor questions during the activity. Vocabulary will be very clear and pictures will be made to reinforce the ideas of the vocabulary words.
There are pictures in the presentation. These students will usually be paired up and can ask their neighbor questions during the activity. Vocabulary will be very clear and pictures will be made to reinforce the ideas of the vocabulary words.
Extra Links:
Youtube: Terry Jones Crusade - http://www.youtube.com/watch?v=8glhcgltux4
Youtube: Terry Jones Crusade - http://www.youtube.com/watch?v=8glhcgltux4