Lesson Four

Social Studies Methods
Lesson Planning Format

Lesson #4 of Seven
Lesson title: The Third and Fourth Crusades
Name: Miss Spence
Content Area: World Studies
Grade Level: Seventh
Lesson Length: 1 Day, 42 Minutes
Essential Question: How do the movements of people and ideas affect world history?
Summary & Rationale:
Understanding and being able to develop ideas in a sequential manner is extremely important to Seventh grade
social studies. The final lesson in the unit includes a summative assignment that involves summarizing each strand of
the previous lessons so that students demonstrate their ability to take a historical and unbiased approach when
analyzing history. The Crusades serve as a launching topic into the European Renaissance, which gradually transitions
them into the United States where they learn about exploration. Without this unit, students would have a large
learning gap of not having a link from medieval times into the exploration of the United States of America. This unit
serves as a bridge for students to cross into the European Renaissance.
Standards
NCSS Theme: Individuals, Groups, and Institutions
Performance expectation: Identify and analyze the impact of tensions between and among individuals, groups
and institutions.
ODE Standards
Strand/Theme: World Studies/ History
Topic: First Global Age
Content Statement: 10. European economic and cultural influence dramatically increased through explorations,
conquests, and colonization.
Expectation for Learning: Describe how European economic and cultural influence increased through explorations,
conquests, and colonizations.
Strand/Theme: World Studies/Geography
Topic: Spatial Thinking and Skills
Content: 12. Maps and other geographic representations can be used to trace the development of human settlement
over time.
Expectation for Learning: Demonstrate how maps and other geographic representations can be used to trace the
development of human settlement from past to present.
Common Core:
Anchor Standard: Integration of Knowledge and Ideas
Grade level standard: CCSS.ELALITERACY.RH.68.7
Integratevisualinformation(e.g.,incharts,graphs,photographs,videos,ormaps)withotherinformationin
printanddigitaltexts.
Lesson goal(s): See a general geographic relationship between each of the four Crusades.
Student Learning Objective(s):
1. Student will be able to trace the path of each of the four Crusades on a map.
2. Student will be able to create a timeline of the first four Crusades.
Academic Language Objective(s):
1. Construct a timeline outlining the major dates occurring within the first four Crusades.
Assessment(s):
Pre-assessment
Formative Assessments:
(SLO 1) 1. Trace the paths taken on the third and fourth Crusades on the Crusades Map.
(SLO 2) 2. Timeline and notes taken from the group and individual work.
Pre-requisite Knowledge:
Students will need to be able to create a timeline on the computer using tools available to them in Google Slides. They
also will need to be able to compare a map to according Crusade in order to interpret each of them accordingly based
on the timeline questions.
*Instructional Sequence
Introduction (5-10 minutes):
Have students trace and fill in the paths taken on
**Strategies
-brainstorming
Justification
-students can then physically
the Third and Fourth Crusades on their Crusades

map before the lesson starts today.
see the different paths taken

on each of the first four
Crusades. Yesterday this step
was done at the conclusion of
the lesson. Doing it at the
beginning of the lesson will
give students a clear picture
of the different routes taken
before learning any new
information.
Justification
Body (30 minutes) :
Strategies
-Whole Group Lecture
-Individual work with small
group collaboration
-Powerpoint (slides 22-24)
-Timeline directions (Google Classroom)
*Note to students:
While you fill in each Crusades facts and dates,
pay attention to how it affected the next or
previous Crusade
Q: What started the first Crusade?
PA: Pope Urban II plea to go to war against
Muslim forces.
-Guided notes keeps students

attention and graphic
organizers appeal to all
learners.
-After whole group
questioning by teacher,
students work on an
individual task before
collaborating with their small
group (scaffolding)
Q: How did it end?

PA: The Christians divided the land into four
states: Edessa, Antioch, Tripoli, and Jerusalem.
Q: What initiated the second Crusade?
PA: Muslim Turks recaptured Edessa in 1144.
Q: How does that tie in with the first Crusade?
PA: The first Crusade separated the land into four
states. The second one began as a result of one of
those four states being recaptured by the Turks.
*Each student is responsible for organizing one
Crusades dates and facts. As a group they make
one comprehensive timeline. They will submit
both their individual work and their group
timeline.
Transition/conclusion
This lesson allowed you to grasp the overall
geographical concept of the Crusades and how
each Crusade was a cause or link to the one
previously or followed by.
Strategies
Justification
Justification for Sequence

The introduction to this lesson is a way for students to see the direct connection to yesterdays lesson. At the
conclusion of the last lesson, students traced the paths crossed during the first and second Crusades. I opened up with
this exercise for the third and fourth Crusades in order to recall students knowledge in a more direct way. By asking
them to do this before instruction, they are able to see and compare right away the different paths taken by each
Crusade, which is something they will need to keep in mind when completing the timeline and correlating questions.
Lev Vygotsky developed social learning theories that suggest that learning takes place through the social
interactions that students have between their teachers, peers, and others. This maximizes the learners ability to interact
through discussion, collaboration, and the feedback they receive. More specifically, Yygotskys theory includes instruction
that supports social learning such as students working together on a given task through learning communities or
collaborative learning and group work developed within the classroom. I utilize this social learning theory in this lesson
several times. The students are first socially interacting with me through discussion and whole group work when I am
questioning their knowledge of previous lessons and on things pertaining to that particular lesson as well. Also, the
students branch into small groups, which have been organized by their comprehension levels and interests known from
surveys, prior teachers, and observations. This work is supported by Vygotskys argument that, language is the main
tool that promotes thinking, develops reasoning, and supports cultural activities like reading and writing (Vygotsky
1978). Every lesson in this unit incorporates some type of group collaboration, which will develop students social
interaction skills while allowing them to find different ways and working through new information.
Extension/homework
N/a
Differentiation:
1. Students work in small groups where each has a separate task before they come together to collaborate.
2. Creating a timeline provides a visual aid for students to see the gradual changes occurring during the Crusade era.
Materials, Resources, Technology
-Crusades Map (previous lessons)
-Powerpoint (slides 22-24)
-Timeline Directions (Google Classroom)
-SmartBoard
-Google Classroom
-Students Chromebooks/Ipads
Cautions
-Compared to the other lessons in this unit, this lesson has the least discussion of religion other than talking about the
historical facts regarding the third and fourth Crusades. It is important for teachers to keep the unbiased stance on
religion.
Reflection
What went well? What did not? How might you revise or modify the lesson in the future?

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Social Studies Methods

Lesson Planning Format

the Third and Fourth Crusades on their Crusades

see the different paths taken

Body (30 minutes) :

-Guided notes keeps students

Q: How did it end?

Justification for Sequence

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