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The Crusades and their Legacy. Introduction Background Task Resources Process Evaluation Conclusion Standards Citations Teacher Notes. A Ye Old WebQuest for 7th Grade (Social Studies - World History) Designed by – Lord Andrew Wicks Contact: wicksa@danbury.k12.oh.us

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the crusades and their legacy
The Crusades and their Legacy

Introduction

Background

Task

Resources

Process

Evaluation

Conclusion

Standards

Citations

Teacher Notes

A Ye Old WebQuest for 7th Grade

(Social Studies - World History)

Designed by – Lord Andrew Wicks

Contact: wicksa@danbury.k12.oh.us

EDTL 6150 – Information Literacy for Teaching and Learning – Spring 2011

Based on a template from The WebQuest Page

introduction
Introduction

Often students ask, “Why do I have to study history if it already happened?” A teacher’s response is often quoting the famous words of George Santayana when he said, “Those who cannot remember the past are condemned to repeat it.” That is your task, what are the real lessons that we must never forget from the Crusades? For if we should, we are forever condemned to wallow in our failures…

background
Background

Or why are we doing this

The Crusades in Western civilization is a period often romanticized in stories that are just as popular today as they were years ago. Stories about Robin Hood, Richard I (Lionheart), El Cid, the Knights Templar, and the list could go on who fought against the Muslims and were heroes for Christian Europe. The decree by Pope Urban II to free the holy land from the Muslims was seen as a plea from God to make Jerusalem safe for Christians and for knights to make their mark to get into heaven. But what kind of lasting impact did these series of wars really have on the Europeans? More importantly how have these conflicts helped perpetuation stereotypes and prejudices that continue today after more recent historical events like 9/11?

slide4
Task
  • You will create a power point slide presentation that illustrates your findings to the question within your group role and as a group as a whole. What are some important things we should learn about the Crusades and why are they important for people living today?
  • The vassals (students) will conduct their research in groups of four selected by their Lord (the teacher). Then the vassals will determine within their groups which role they will assume for the duration of the project. They can choose between sociologist, historian, theologian, or politician. Each role has different responsibilities and types of information he/she may be researching. All hostile conflicts about selecting roles that cannot be resolved within your group shall be presented before your Lord and his decision shall be final.
resources
Resources
  • Textbook (print and online version found at www.classzone.com)
  • Crusades, http://en.wikipedia.org/wiki/Crusades - Good starting point for additional resources but be sure to compare information found here with other sites you may use from this list for accuracy
  • The Crusades, http://www.historylearningsite.co.uk/cru1.htm
  • The Crusades, http://www.middle-ages.org.uk/the-crusades.htm
  • The Crusades: History, Especially Through Arab Eyes, http://crusades.org/
  • The Middle East and the West: The Crusades, http://www.npr.org/templates/story/story.php?storyId=3854466
  • World Book: Student: Crusades, http://www.worldbookonline.com/student/article?id=ar142340&st=the+crusades
  • Internet Medieval Sourcebook, http://www.fordham.edu/halsall/sbook1k.html
  • Medieval Artifacts From the Crusades, http://www.ancientresource.com/lots/medieval_crusades/crusaders_artifacts1.html
  • The Crusades (1095-1291), http://www.metmuseum.org/toah/hd/crus/hd_crus.htm
  • Crusades, http://www.britannica.com/EBchecked/topic/144695/Crusades
  • Microsoft Office PowerPoint program
sociologist
Sociologist
  • Sociologist will focus on science, math, and medical influences of the European and Islamic cultures.
  • What were some things once known by the Europeans that was lost but reintroduced because of the Crusades?
  • How do the subjects of science, math, and medicine impact a culture or community? (i.e., trade, technology, mortality, etc.)
  • On one slide of your presentation create a chart, table, or flowchart that compares the cultural similarities or differences of the period.
historian
Historian
  • Historian will focus on geography (maps), routes (military & trade), and economic influences of the Crusades.
  • How does geography (physical and political) effect the path that the Crusaders would travel or why they would travel?
  • Think about the basic economic laws of supply and demand, how does the Crusades perhaps influence these principles within the two cultures?
  • On one slide of your presentation create your own map labeling political, geography, or military movements important to this period.
theologian
Theologian
  • Theologian will focus on philosophical and religious influences and teachings of Europe and Islamic cultures.
  • Are there similarities between the religious beliefs of the Europeans and Islamic nations that could reach common ground in action?
  • What are the influences that drive a wedge between these two cultures and is it valid?
  • On one slide of your presentation create a table or diagram comparing the similarities or differences of the religions.
politician
Politician
  • Politician will focus on leaders (military and political) and their decisions (treaties) during the Crusades.
  • Identify some of the principle figures through the Crusades. What are some of the lasting lessons someone can learn from their actions during the Crusades?
  • Were the policies of these military and political leaders sound decisions? Why?
  • On one slide of your presentation create a chart or flowchart listing the cause and effect relationship of at least three leaders decisions.
process
Process
  • Your group will create a PowerPoint presentation and save it to the class’ schoology pages so that all members can add their slides to the presentation. You may want to back up your files to your student account at school, flash drive, or home computer while you are working on it. Also it is not the responsibility of your group members to save your work.
  • There are some starter thoughts and questions for your role but you should create some of your own questions as you are conducting your research. Remember we are analyzing and evaluating information. If you need some help here are some suggested websites:
    • Michele Lee - Bloom's Taxonomy Question Stems
    • Applying Bloom's Taxonomy
    • Reading to Kids Reading Tips: Bloom's Taxonomy Stems
  • You may want to create a list of investigative questions before you research to get you started. This will not be collected or turned in as part of the final product but is a good tool to use.
process continued
Process (continued)

Final Product

  • Your product is a PowerPoint presentation that should have a uniform template that all group members will use.
  • You should have between three and four well written paragraphs (5-7 sentences, can be longer if needed) that answer your research questions.
  • Insert any pictures, charts, graphs, or other items that you think will enhance the learning experience of those watching your presentation. Be sure to cite sources using MLA style that our school district requires.
  • Your final product should be three to four slides of a presentation that will be combined with the other members in your group. One to three slides that includes your analysis of your research and one slide that includes the chart, graph, map, etc. explained on your specific role (Sociologist, Historian, Theologian, Politician) page. Citations should be listed at the end of the presentation and should combine all sources used by the entire group.
process cont
Process (cont.)

My Lord, how long do we have to work on this?

  • In order to complete this project successfully you will be given a time frame of three weeks. The final product must be posted to Schoology by no later than Monday, May 22 by 10 pm. You will have at least six days (two per week) of class time in the computer lab to help you complete the group responsibilities of the WebQuest. You are also encouraged to use any study hall time if you have limited access at home.
  • Your presentation will be presented to the your class section on May 23 to show off your hard work by your Lord and teacher Mr. Wicks.
  • Fair journey my young vassals!!!!!!!
evaluation
Evaluation
  • Be sure to read and consult the rubric throughout the project. It would benefit you to periodically check it from time to time to make sure you are achieving the goal you set for yourself.
  • You will find the rubric if you follow either of the links for it on this page. The link will take you to a document formatted in Microsoft Word 2007. If you need something different be sure to contact your Lord for help. You choose how much work you put forth and therefore earn your own grade for the final project.
  • Good Luck and remember to have fun!
conclusion
Conclusion

Congratulations! You did it, you have done the research and answered the questions about the Crusades. Hopefully you even realized the impact that event in history had and the importance of why students like yourselves are asked to study it. You have even learned to cooperate effectively with others in your class in putting your final presentation together. Now remember the lessons you have learned from history to take with you as you venture into the future and face the hurdles that lie ahead. You are ready to be chivalrous lords and ladies that know how to live and learn!

standards
Standards
  • Social Studies Content Statement: Achievements in medicine, science, mathematics, and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance.
  • Guidelines for Effective School Library Media Programs in Ohio Benchmark E: Conduct research and follow a research process model that includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.
    • 1. Develop open-ended research questions about a defined information need.
    • 2. Select and evaluate relevant information about a specific topic in several sources.
    • 4. Compile information learned about a topic from a variety of sources.
    • 7. Take notes, organize information into logical sequence and create a draft product (presentation).
teacher notes
Teacher Notes
  • To make this successful background practice with creating PowerPoint would be beneficial. Also having the online resources of that our textbook offers some flexibility and further research than listed here.
  • When I was planning this WebQuest I had an additional part that I excluded but could be used to provide depth and more collaboration between the students. Part two essential question was: What can we learn from past events to prevent further conflict in the present and future?
    • Suggestion for implementing Part two: combine the roles of Sociologist and Theologian as Cultural Leaders and the roles of Historian and politician as Governmental (Political) Leaders. Then using their respective research areas to explain, what important decisions or events from the past have created positive or negative situations on the world today and what guidelines should future generations use to avoid these situations in the future.
    • This could be added in additional slides to the final PowerPoint presentation or perhaps as a discussion topic for review at the end of the lesson to wrap up and apply history to current events.
citations
Citations

Bloom's taxonomy stems . (2002, March 19). Retrieved from http://readingtokids.org/ReadingClubs/TipBloomsTaxonomy.php

Crusades. (2011). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/144695/Crusades

 Crusades. (2011, March 24). Retrieved from http://en.wikipedia.org/wiki/Crusades

 Dalton, J., & Smith, D. (1986). Applying bloom's taxonomy. Retrieved from http://teachers.ash.org.au/researchskills/dalton.htm

Internet medieval sourcebook: the crusades. (2007, March 21). Retrieved from http://www.fordham.edu/halsall/sbook1k.html

Medieval artifacts from the crusades. (2011). Retrieved from http://www.ancientresource.com/lots/medieval_crusades/crusaders_artifacts1.html

Lee, M. (2011). Bloom's taxonomy question stems . Retrieved from http://harnett.nc.schoolwebpages.com/education/components/whatsnew/default.php?sectiondetailid=34366&

citations cont
Citations (cont.)

Riley-Smith, J. (2011). Crusades. World book student. Retrieved March 28, 2011, from http://www.worldbookonline.com/student/article?id=ar142340&st=the+crusades

Shuster, M. (2004, August 17). The middle east and the west: the crusades. Retrieved from http://www.npr.org/templates/story/story.php?storyId=3854466

The crusades . (2011). Retrieved from http://www.middle-ages.org.uk/the-crusades.htm

The crusades (1095–1291). (2011). Retrieved from http://www.metmuseum.org/toah/hd/crus/hd_crus.htm

The crusades: history, especially through Arab eyes. (2009, February 3). Retrieved from http://crusades.org/

Trueman, C. (2011). The crusades. Retrieved from http://www.historylearningsite.co.uk/cru1.htm