Goals & Objectives
Students will learn about the causes and outcomes of the Crusades, including the Spanish Crusade or Reconquista. Students will complete a six page foldable detailing the religious, economic, political and social causes, a summary of the more important individual crusades, and the economic, social, and political outcomes.
California State Content and Common Core Standards
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Reading Standards for Informational Text
- 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.
- 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.
Reading Standards for Informational Text
- 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
- 3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Lesson Introduction
Students will complete an anticipation guide containing statements to respond to about the Crusades. The statements will get students thinking about some of the more serious aspects of a Crusade, as opposed to a quixotic view. Students will be encouraged to share their responses and the reasoning for them with the class.
Vocabulary
Students will create word cards for the key terms. The cards will be divided into quarters and include the word, its definition, supplemental information, and a drawing representing the word.
Key words for this section include
· Crusade
· Pope Urban II
· Saladin
· Richard the Lion-Hearted
· The Reconquista
· The Inquisition
· Holy Land
· Heretic
Key words for this section include
· Crusade
· Pope Urban II
· Saladin
· Richard the Lion-Hearted
· The Reconquista
· The Inquisition
· Holy Land
· Heretic
Content Delivery
The teacher will pre-read the chapter section with the whole class by reviewing the headings and subheadings. The teacher will also use this opportunity to connect the topics with prior knowledge. Students will then split in pre-determined pairs. Striving readers will be partnered with stronger readers and English learners will be partner with bilingual students. The pairs will read pages 382-385 in the textbook, Traditions and Encounters: A Global Perspective on the Past, using the knee-to-knee reading technique. Once they have completed their textbook reading they will read a web page printout about the cultural effects of the Crusades. The two students will sit facing each other and will take turns reading the text. While one student reads a paragraph the other will follow along in their own copy of the text. Students will be expected to assist each other if necessary. The students will pause during their readings to complete their vocabulary cards. The teacher will circulate to provide scaffolding and assistance.
Student Engagement
Once students complete the reading they will work together on their foldables, a layered book from page 25 of Dinah Zike’s Reading and Study Skills. One extra sheet of paper will be added to make a six page book. The pages will break down as follows. 1- Causes and goals, 2- the First and Second Crusades, 3- the Third Crusade, 4- the Children’s Crusade, 5- the Spanish Crusade, 6- The effects of the Crusades. The teacher will continue to circulate and offer assistance.
Lesson Closure
Students will go back to their anticipation guides and complete the after text sections. If they have changed their mind about one of the statements they will be expected to point out a particular part of the text that caused the change. Students will be asked to volunteer some of the reasons they may have changed their responses.
Assessment
Formative- The vocabulary cards and teacher circulating among the readers will serve as the formative assessment.
Summative-The completed foldable will serve as the summative assessment for this lesson and as a study aid for later assessments. If students are missing important information from their foldable they will be given a chance to add it later.
Summative-The completed foldable will serve as the summative assessment for this lesson and as a study aid for later assessments. If students are missing important information from their foldable they will be given a chance to add it later.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English learners, striving readers, and students with special needs will be partnered with a strong or bilingual reader during the reading activity. They will also receive additional scaffolding with the vocabulary cards and the foldable as needed. If necessary they may use extra time to complete the foldable.