Digital Unit Plan Template

Unit Title: Medieval Times

Name: Jose Bahena

Content Area: History

Grade Level:7th

CA Content Standard(s)/Common Core Standard(s):

7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
1.
Describe the significance of Japans proximity to China and Korea and the intellectual, linguistic, religious, and philosophical
influence of those countries on Japan.
2.
Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.
3.
Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and
samurai and the lasting influence of thewarrior code in the twentieth century.
4.
Trace the development of distinctive forms of Japanese Buddhism.
5.
Study the ninth and tenth centuries golden age of literature, art, and drama and its lasting effects on culture today, including
Murasaki Shikibus Tale of Genji.
6.
Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
1.
Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and
climate and their relationship to ways of life in Medieval Europe.
2.
Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion
after the fall of the western half of the Roman Empire.
3.
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 towns), and how feudal relationships provided the foundation
of political order.
4.
Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne,
Gregory VII, Emperor Henry IV).
5.

Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of
modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an
independent judiciary in England).
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.
Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global
population.
8.
Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of
universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the
Latin language and religious texts, St. Thomas Aquinass synthesis of classical philosophy with Christian theology, and the
concept of natural law).
9.
Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish
and Portuguese kingdoms.
Big Ideas:
Get the lass to interact and share ideas with each other.
Students can share what they find interesting with the class.
Finding online sources.
Work on a Power Point to share with the class.

Unit Goals and Objectives:

Learn to navigate the internet for reliable sources.
Learn the Geography of Japan and England.
Be able to describe Japanese society.
Be able to describe English Feudalism.
Students will be able to describe some of the similarities and differences between Medieval England and Japan.

Unit Summary:

In this class we will learn about the social, cultural, and technological changes that occurred in Europe and Asia in the years A.D.
500-1789. We will be able to travel back in time and look into the lives of great civilizations that were developing throughout the
world during medieval and early modern times. This unit will also provide information about the similarities and differences of
the medieval civilizations. You will learn to manage your time and work in groups for this unit.

Assessment Plan:
Entry-Level:
In our brainstorming the class will be
separated into groups. The purpose for
this is to make sure that you are all ready
for our medieval study.

Formative:
The formative assessments are given to
the students throughout the entire Unit
Plan. This will help the teacher to know if
the students can better understand the
concept of the lesson.

Summative:
In this unit there are going to be two
summative assessments, a final exam
and the digital summative assessment.
These two are going to let the teacher
know what the students were able to
learn during the entire Unit Plan.

Lesson 1
Student Learning
Objective:
Students will engage
in learning the
differences and
similarities between
medieval Japan and
Europe.
Lesson 2

Acceptable Evidence:
Students will
familiarize themselves
with terms.

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
The prezi will help the students get ready for what will be the
main focus of this unit. While students watch the prezi they
are able to take notes at the same time and fallow along with
the guided notes that I provided them with.

Student Learning
Objective:
Students will work on
an assignment called
webercise to prepare
themselves for future
quizzes.

Acceptable Evidence:
In this lesson students
are going to learn the
definitions and
vocabulary.

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Webercise is going to be responses of questions between
Medieval Japan and Europe. The students are going to learn
the vocabulary from societies and what they have in
common. The answers will be provided on websites that I
gave them the link to, and they can also search online.

Lesson 3

Student Learning
Objective:
In this lesson the
students will learn to
use graphic organizer
and create their own
using Microsoft Word.

Acceptable Evidence:
They will have to
create the social order
in Medieval Japan by
using a graph of a
pyramid.

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
By making their own graph students will learn to use
Microsoft Word and can familiarize themselves with making
different types of graphs. They will have to write summaries
of the social structure in feudal Japan.

Unit Resources:
http://www.geocities.ws/kai4nihon/Weapons/SamuraiWeapons.html
http://www.medievalwarfare.info/weapons.htm
http://medievalcastles.stormthecastle.com/medieval-castles-of-japan.htm
http://www.medievalists.net/2014/05/06/top-10-medieval-castles-england/
http://www.skwirk.com/p-c_s-14_u-177_t-515_c-1916/nsw/history/medieval-and-early-modern-societies-japan/medieval-japanese-societalstructure/feudalism-in-japan
http://www.britannica.com/place/Japan
http://www.crf-usa.org/bill-of-rights-in-action/bria-25-2-king-and-parliament-in-medieval-england.html
http://www.englandforever.org/england-geography.php
http://www.medieval-life-and-times.info/medieval-religion/
http://berkleycenter.georgetown.edu/essays/japan-religion-in-ancient-classical-and-feudal-japan

Useful Websites:
https://www.youtube.com/watch?v=KOuXmvx70V0
https://www.youtube.com/watch?v=fYbLyOrl8gs
https://www.youtube.com/watch?v=EDkoj932YFo