Kimberley Dodd | 2084768 The Black Death / Medieval Europe History 8 Readiness Interest Learning Profile (Mark all that apply) As a result of completing the RAFT activity, students will: Understand that (Concepts, principles, “big ideas”) The Black Death had devastating effects in every aspect of life including: culturally, socially, politically and economically Know (e.g. facts, vocabulary, dates, information) Students will know what the Black Death was and the severity of the epidemic Students will know that limited medical knowledge in the medieval period meant that there was little that could be done to prevent the thousands of deaths that occurred due to the outbreak of disease. Students will know that the aftermath of the Black Death on the population, culture, society, economy and religion was This RAFT will be used as a summative assessment piece midway through the unit of Medieval Europe. The RAFT will be introduced after students have spent several lessons learning about the Black Plague. The assessment task will be worked on during class time over 1.5 weeks of lessons, and presentations will take place in the remaining lessons during the second week. The purpose of this activity is to allow students to research deeper into one area of the Black Death that interests them the most. For example: EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011) catastrophic. Be able to (do) (Skills, processes) Use historical terms and concepts (ACHHS149) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157) Essential Questions: What the Black Plague was from a medical point of view How the Black Plague was treated The role of the church during this difficult time in society The consequences and aftermath of the Black Plague (i.e., How will you know that students have achieved the objectives through their completion of the RAFT?): What is the Black Death? What medical procedures and treatments did medieval Doctors use to help victims of the disease? What impact did the Black Death have on society: politically, socially, culturally and economically as an aftermath? How did the Black Death impact the Church and religion during the Middle Ages and how did the Church recover from such circumstances? *Each role focuses on a particular essential question in this RAFT, however the assessment is designed in a way that should allow all students to complete the Black Death section of the unit with knowledge in all of these topic areas.* Students will be evaluated on their ability to follow the RAFT instructions, both on their assessment sheets (appendix 1-3) and the assessment rubric (appendix 2.) To ensure that students get a well rounded knowledge of the Black Death, students will also be assessed on their ability to share their findings with the class as an oral presentation individually. Completed RAFT strips Additional explanation of each strip (e.g., includes “task cards” or copies of directions provided to students) Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student work) Explanation of how your RAFT represents a differentiated task. Make sure you include this explanation, either as a separate narrative section somewhere in the assignment, or by some other means that makes this clear to the examiner. EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011) This RAFT is one of the methods of assessment students will complete in the Medieval Europe unit aligned with the Australian Curriculum for year 8 History. Before completing this RAFT, students will gain a good understanding about medieval Europe, and the middle ages, including: the feudal system, architecture, lifestyle comparisons between social classes, religion, art, gender roles, warfare, crusades and towns and trades. This particular class learn from the ‘History Alive 8 for the Australian Curriculum’ (Darlington, 2012) textbook, where they read each chapter, and complete relevant activities to enhance learning, both from the textbook, workbook and activities prescribed by the classroom teacher. This RAFT assessment piece focuses on the Black Death, including the impact it had on society, the churches, and the economy; the aftermath; and the signs, symptoms and treatment of the disease. Students will have some prior knowledge of the Black Death before completing this task. Each student will focus on a particular aspect of the Black Death; however every learner in the class will expand their knowledge in each area through class discussion and the individual student presentations that are an essential part to this assessment piece. The RAFT is differentiated by interest and learner profile. Students will either choose their role based on their interest in relation to the Black Death, and the area of the topic that they wish to focus on, or by learner profile through the range of activities students will have the opportunity to complete within each role. The roles have varied methods of assessment to accommodate for learner profile and interest alike. For example, some students learn best through creative activities which allow them to create and illustrate their work, while some learn best through research and the use of factual information, and others learn best through written work, or a mixture of both creative and written work. The methods of assessment in each role will allow all students to express what they have learnt throughout the unit and the topic they have focused on throughout the RAFT activity. The class of year 8 students that will complete this assessment piece have very diverse interests and learner profiles, therefore the task cards include a varied range of learning activities for students to display their knowledge. Many students in this class work best through hands on activities that share a balance of creative and written components. The modes of assessment I have included in this RAFT reflect the needs of this particular group of students. The role of the teacher during this task will be to help students when needed, facilitate discussion to help student understanding and guide students to be able to complete the task successfully. EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011) Modern day Doctor explaining in medical terms what the Black Plague was A group of medical students at Adelaide university A Powerpoint presentation There is fear that the Black Plague will return in the near future. It is my job to educate these students how to recognise the signs and symptoms before it wipes out great masses. The Black Death is destroying our town. These are the courses of action residents should take to relieve symptoms. Medieval Doctor explaining treatments and remedies for the symptoms of the disease A community of townspeople wishing to seek medical advice as the Black Plague grew worse. A medieval themed poster including information and illustrations A young writer recreating the life of a survivor of the Black Plague, who witnessed the horrific aftermath of the disease and attempted to rebuild their life Present readers A series of journal entries Life will never be the same again. My whole world has been turned upside down. A member of the church attempting to rebuild Christian Faith after the devastating impact of the Black Plague Survivors of the Black Plague A medieval themed job application If we do not hire uneducated members of the community to rebuild the ministry, the Church will not recover. EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011) Your task is to choose one of the roles provided on the task cards below. Each task card will allow you to explore a particular area of the Black Death, and each role specifies a particular format in which you must complete the task in. You must research relevant information for your role and topic and use at least two sources from your textbook and two internet based sources to support your work. How you use these sources is entirely up to you. When you have completed the task on the card, you will share what you have done with your peers and teacher as a role play oral presentation. This presentation will allow you to explain what you have learnt about your topic, while also expanding the knowledge of your peers on your topic. This RAFT enables you to take on the role of another person, so be creative and let your imagination run wild. You will be assessed on the criteria in the rubric provided below: You have used historical terms and concepts in your presentation and piece of work Assessment Criteria You have embraced the role you have chosen for this task in a creative and appropriate manner Yj You have used & referenced at least two internet sources and two sources from your textbook (can include images) You have written and/or created your piece of work to appeal to the target audience outlined on your task card Writing is clear, coherent and relevant for your particular task. (E.g: creative, persuasive, informative) Presentation is creative and well executed. Your voice is clear, coherent and eye contact was given Total: Student name: _______________ Teacher comment: /5 /5 /5 /5 /2 /3 /25 EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011) Role: Modern day Doctor explaining in medical terms what the Black Plague was You are a modern day Doctor guest lecturing for final year medical students at the University of Adelaide. There is great fear in the medical world that the Black Death will return, consequently killing masses of people just like it did when it first circulated in the middle Ages. You want to stop another epidemic like this, so you must explain to your audience the signs and symptoms of the disease, including how it begins, the stages of the disease and any other vital information you find important to share. To help your audience visualise the symptoms and characteristics of the Black Death, you must create a Powerpoint presentation showing images and figures. You may also choose to use video examples in your presentation to show your students. Remember to use historical terms where possible and reference each source. Let your inner Doctor come alive. Role: Medieval Doctor explaining treatments and remedies for the symptoms of the disease You are a Medieval Doctor caught in the middle of the Black Death. There is great demand on you as a medical professional to provide information about treatment and medical procedures to help relieve the symptoms that this disease causes. You do not want to risk infection yourself by gathering your fellow townspeople together, so you must design a poster to be hung in a public place for the residents of your town to view. Your poster must include a list of medical treatments that you have used on patients to relieve symptoms such as fever, odour, swelling and other symptoms that caused ill-health. You may also choose to include illustrations on your poster to help townspeople to visualise what they are required to do to help their families and friends. Remember that Doctors during this time were not as advanced as they are now, so their treatments and medications were very different to modern day treatments of disease. Remember to reference the textbook and internet sources you use on the back of the poster to fulfil the assessment criteria. Role: A survivor of the Black Plague, witnessing the horrific aftermath and attempting to rebuild their life You are a survivor of the Black Death who has lost almost everything in these catastrophic circumstances. As a result, you must attempt to rebuild your life. Doing so is a great struggle, and you must conquer many fears and work extremely hard to get your life back to a state of normalcy. Your story is passed down through many generations to present time, where a young writer recreates your hardships and triumphs into a series of journal entries reflecting the struggles you went through to beat the odds and survive through political, social, cultural and economical hardship after the Black Death. Essentially, this is a creative writing task, but your journal entries must reflect circumstances that a survivor of the Black Death would have encountered. Remember to use historical terms where appropriate and provide a list of references from the textbook and internet sources at the end of your piece of writing. Role: A member of the church attempting to rebuild Christian Faith after the devastating impact of the Black Plague You are one of the few members of the church that has survived the Black Plague. Most of your fellow educated church members have perished, and as a result, you, as one of the few remaining members left must make the tough decision to begin hiring uneducated townspeople to help rebuild the church and Christian faith in the community. Your task is to create a job application, pleading for common people to apply for jobs within the church. It must be medieval themed and created in a way that is persuasive and impactful for your target audience (your applicants) Remember that without hiring common people to fill the roles left behind, Christian faith will remain in jeopardy. Fight for what you believe in. Please provide a reference on a separate page, including two textbook sources and two internet sources. EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011) Darlington, R. (2012). History alive. for the Australian curriculum. Milton, Qld: John Wiley & Sons Australia. Australian Curriculum, Assessment and Reporting Authority. (2013) The Australian Curriculum, Year 8, History: http://www.australiancurriculum.edu.au/History/Curriculum/F-10#level=8 EDUC4720/1 2012_Jane Jarvis_RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)