How does conflict and struggle lead to change? How did these changes in middle times affect the world today?   In this 9-week class, students travel back over 1,000 years to learn about the fall of the Byzantine Empire, the feudal system in Europe,  the Crusades, the Plague, and much more! Students in this class are able to connect with history and understand not only what happened, but why it might have happened.  

I use the curriculum History Quest:  Middle Times as a foundation for the material of the class.  It is an engaging curriculum that uses story-telling and hands-on activities to bring to life the story of humankind.  The most exciting part of teaching history is helping students realize the connection between the events of the past and themselves, knowing that everything led up to the way things are today, and understanding that people of long ago had the same fears and joys that we do today.  As we progress through the chapters, I supplement with interactive slideshows, engaging videos, and stories that help learners connect to the past.  I encourage them to ask questions, imagine, and wonder about things. Throughout the class they keep a notebook to keep track of questions they have, things they’d like to learn more about, and interesting things they’ve noticed along the way.  I try to help them experience history as a historian does--building the story of humankind as they hear stories, look at evidence, and synthesize the knowledge of others. 

This class is for learners in grades 4-6.  It can be used as a STAND-ALONE CLASS for those students interested in middle times cultures, or as part of FULL-YEAR CURRICULUM when taken with Parts 1, 2 & 4 (see below for details).  

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CLASS STRUCTURE
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This class meets 2 days per week on the following schedule.  Before class, students will be assigned a chapter in the History Quest chapter book. 

DAY 1: Students discuss the assigned History Quest chapter.  Using a slideshow we explore the civilization.  We look at maps, watch engaging videos, try our hand at "Let's Be a Historian!" activities, analyze primary sources and more.  We share ideas about the civilization we're studying.  Finally we wrap up the class with a short story or chapter from a related historical fiction novel. 

DAY 2: We travel back in time on a "History Hop!" looking at a specific person or event from history.  Then we do a hands-on activity, like cooking or art, that relates to the civilization we're studying.  

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WINTER 2024
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 WEEK 1: The Fall of Byzantine
-History Hop to visit a historian
-Art: Make your own reliquary
-Read: Knights of the Round Table

WEEK 2: The Crusades
-History Hop to meet a crusader
-Make a model siege tower

WEEK 3: Magna Carta
-History Hop to meet a queen
-Art: Make a signet ring

WEEK 4: The Mongols
-History Hop to meet a mail carrier
-Cooking: Mongolian Yogurt

WEEK 5: Medieval Plague
-History Hop to visit pilgrims
-Art: Paper Mache Gargoyle

WEEK 6: Hundred Years' War
-History Hop to meet the Maid of Orleans
-Art: Design a coat of arms

WEEK 7: Yuan & Ming Dynasty
-History Hop to meet a prisoner & a wrestler
-Make a travel map

WEEK 8: Mughal Empire
-History Hop to meet a goldsmith
-Cooking: Navrakan Korma

WEEK 9: Ottoman Empire
-History Hop to meet a coffee patron
-Art: Make an erbu painting

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History Quest Full-Year Course
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This course is part of a 4-part series of classes.  There are NO PRE-REQUISITES for taking the class, meaning any student may take ANY CLASS, IN ANY ORDER, or even as a STAND-ALONE class.  However, when all classes are taken sequentially, it creates a full-year course, lasting 36 weeks.  

Part 1: Introduction to the Middle Ages (9 weeks)
Part 2: Innovation & Exploration in the Middle Ages (9 weeks)
Part 3 (THIS CLASS): Conflict and Struggles in the Middle Ages (9 weeks)
Part 4: Exploration and the Renaissance (9 weeks)

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Note About Historical Perspective
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History has many circumstances where we can question the perspective of the events.  For example, one group of people “conquers” another group, or a group of people form a religion around a certain set of beliefs. I make every effort to include multiple perspectives or ask questions that encourage students to think about different viewpoints.  I explain to students often that there are multiple ways to construct history, because there are so many people involved in any one part of it.  That’s what makes it so interesting!  Students are always free to ask questions and state opinions in a respectable way.  If controversial topics arise, my practice is to point out that not everyone believes the same thing, and it’s our job to try to see things from everyone’s point of view if we are to create a fair picture of what happened in the past.