Introducing the Project

1. Pose the Essential Question, Can we really be whatever we want to be? Allow learners to discuss in groups while asking probing questions. Have groups share their thinking. 
2. Ask learners if they think people throughout history have been able to be whatever they wanted to be. Ask for examples of times when people were kept from becoming what they wanted. Tell learners that they will be studying a time when people were not able to be whatever they wanted to be and that they will uncover the reasons for this during this project.
3. To set the tone of medieval times show learners a short video clip such as King Arthur or Robin Hood. When the clip is over have learners write down anything that they noticed about the time period. Have them share in pairs. Ask the whole class to brainstorm on what is medieval. Use all responses at this point attaching no judgments. Keep the brainstormed list posted in the room to help guide research. 
4. Present learners with a timeline of upcoming activities and responsibilities for the next few weeks.

Researching Medieval Society

1. Hand out the Medieval Log and inform learners that this is where they will organize their research information throughout the project.
2. Provide learners with a variety of online and print resources to research the class structure and roles during medieval times. Prompt learners to find answers to the Focus and Content Questions when gathering information:
   
   • How did one’s role in medieval times influence their daily life?
   • What resources were available to a person living in medieval society?
   • How was the power structure organized among various people in medieval society?
   • What were the various parts and functions of a castle in medieval society?
3. Prompt learners to construct a graphic organizer in their Medieval Log noting any differences in resources, religion, health, needs, power, and standard of living for each class group. Collect these to ensure understanding and provide feedback as necessary.
4. As learners become more familiar with medieval society, let them choose a medieval character to research in more detail. Explain that each learner will present an oral performance in the guise of the character they choose. Discuss the Medieval Character Oral Presentation Rubric, noting the different levels. Make sure all learners understand the expectations for their oral presentation. 
5. Remind learners as they research that they should keep vital information that supports their particular character in their log, such as information pertaining to daily life, religion, health, job, hardships, and duties. Encourage learners to use the Medieval Log Checklist to ensure that they are gathering all of the necessary information for their oral presentation and artifact creation. Walk around and monitor learner research, asking probing questions to check for understanding and encouraging further research. Use the Critical-Thinking Checklist to keep notes.
6. When learners are finishing their research, review each learner’s Medieval Log to clarify any misconceptions or questions that have arisen and provide feedback.
7. To help learners make connections between present day and medieval times pose the Focus Question, How is medieval life different from yours? Ask learners to write as many differences they can think of in their Medieval Log and then share in groups. Then lead a class discussion asking for specific examples from their research. Use the Discussion Checklist to assess individual learner’s contribution to the discussion.
   

1. Ask learners to synthesize what they have learned from their research by creating several medieval artifacts:
   • A modern day Code of Chivalry for the class to follow.
   • Their own personal coat of arms based on medieval heraldry, explaining the significance in the design and colours they have chosen.
   • An authentic medieval menu for different class groups using the Menu Scoring Guide to help them monitor the quality of this work.
   • A blueprint of a castle, a 3-D model based on the blueprint, and an explanation that answers the Unit Question, How does form follow function in a medieval castle?, using the Castle Building Scoring Guide to help them understand the expectations for this work.
   Allow learners to continue researching for further information if needed.
2. As learners work both in groups and individually on the artifacts, observe them using the Critical-Thinking Checklist. Set up conferences to provide feedback, clarify misunderstandings, and to guide further research as necessary.
3. Ask learner groups to provide peer feedback on each others’ blueprints before allowing each group to build their castle. Ask groups to consider the accuracy of the representation as well as that both form and function have been considered. Provide the Blueprint Peer Review Form to help learners assess the quality of the blueprints.

1. Have learners revisit the Medieval Character Oral Presentation Rubric to begin planning their presentation of their medieval character. Ask them to design and gather props and encourage them to practice their presentation using the rubric as a guide.
2. Allow time for all learners to present. Use the Medieval Character Oral Presentation Rubric to assess learner performances.
3. After the presentations are complete, ask learners to reconsider the Essential Question, Can we really be whatever we want to be? from the perspective of people living during medieval times. Discuss the constraints certain classes had during these times. Have learners support their viewpoints using evidence they’ve gathered throughout the project. Post the Focus and Content Questions to provide structure to the discussion:
   • How was the power structure organized among various people in medieval society?
   • How did one’s role in medieval times influence their daily life?
   • What resources were available to a person living in medieval society?
   Use the Discussion Checklist and Critical-Thinking Checklist to monitor learner thinking and participation.
4. Ask learners to summarize their learning by writing an essay that answers the Focus Question, How is medieval life different from yours? Use the Medieval Essay Rubric to assess the final product. Additionally, review the initial brainstormed list in answer to this question in each learner’s Medieval Log to ascertain growth over the course of the project.

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