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Medieval vs. Modern Laws: A Historical Comparison
Grade 8HistorySocial StudiesGeography50 days
★★★★★
5.0 (1 rating)Medieval LawsModern LawsSocietal ValuesCivic KnowledgeGeographical ImpactHistorical Inquiry
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How have the evolution of laws from medieval to modern times reflected changes in societal values, and what impact does this evolution have on contemporary political, geographical, and cultural landscapes?Essential Questions
Supporting questions that break down major concepts.- What were some key laws during the medieval period, and how did they impact society?
- How do modern laws reflect changes in social values compared to medieval times?
- What role do laws play in shaping a country's national identity?
- How can historical events, like the formation of laws, affect geographical territories or regions?
- In what ways have the methods of creating laws changed from medieval times to the modern era?
- How do political parties and elected representatives influence the development of laws today?
- Why is it important for citizens to understand both historical and modern laws in a democracy?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to compare and contrast key laws from the medieval period with modern laws, analyzing their societal impacts.
- Students will explain how laws shape national identity and reflect societal values over time.
- Students will investigate the role of political parties and elected representatives in the development of laws.
- Students will analyze the impact of historical events on geographical territories in the context of law formation.
- Students will develop skills to locate, analyze, and synthesize information from diverse sources about political and legal systems.
- Students will understand the importance of civic knowledge and participation in both historical and contemporary contexts.
Achievement Standards
Civics and Citizenship 7-10
Primary
By the end of Year 8, students explain how Australians are informed about and participate in their democracy. They describe the roles of political parties and elected representatives in Australian government. They explain the characteristics of laws, how laws are made and the types of law in Australia. Students identify ways in which Australians express different aspects of their identity and explain perspectives on Australia’s national identity. Students develop questions and locate, select and organise relevant information from different sources to investigate political and legal systems, and contemporary civic issues. They analyse information and identify and describe perspectives and challenges related to political, legal or civic issues. They explain the methods or strategies related to civic participation or action. Students use civics and citizenship knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and arguments.Reason: Students will compare medieval and modern laws, and understand their influence on societal and national identity, aligning with explaining how laws are made and their impact on democracy.
History 7-10
Primary
By the end of Year 8, students describe the historical significance of the periods between the ancient and modern past. They explain the causes and effects of events, developments, turning points or challenges in Medieval, Renaissance or pre-modern Europe, or in the societies connected to empires or expansions, or the societies of the Asia-Pacific world during these periods. They describe the social, religious, cultural, economic, environmental and/or political aspects related to the changes and continuities in a society or a historical period. Students develop questions about the past to inform historical inquiry. They locate and identify a range of primary and secondary sources as evidence in historical inquiry. They describe the origin, content and context of sources, and explain the purpose of primary and secondary sources. Students compare sources to explain the accuracy, usefulness and reliability of sources as evidence. They sequence events and developments to explain causes and effects, and patterns of continuity and change across societies and time periods. They describe perspectives, attitudes and values of the past, and suggest reasons for different points of view. They explain historical interpretations about significant events and people. Students use historical knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and historical arguments.Reason: Students will explore medieval laws and their historical context to understand their significance and evolution, aligning well with exploring causes and effects of medieval and modern changes.
Geography 7-10
Primary
By the end of Year 8, students explain how the interactions of people and environmental processes impact on the characteristics of places. They explain how the characteristics of places are perceived and valued differently by people. They describe the effects of human activity or hazards on environments. They explain the features of a distribution and identify implications. They explain the interconnections between people and places and environments. They explain how these interconnections change places or environments. Students explain responses or strategies to address a geographical phenomenon or challenge, referring to environmental, economic or social factors. Students develop relevant questions about a geographical phenomenon or challenge. They collect, organise and represent relevant and reliable data and information using primary research methods and secondary research materials. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw reasoned conclusions about the impact of the geographical phenomenon or challenge. They decide on appropriate strategies for action and explain potential impacts. Students use geographical knowledge, methods, concepts, terms and reference findings from sources to create descriptions, explanations and responses.Reason: Students will analyze geographical implications of historical events, such as law formation, and their impacts on territories, reflecting interconnections between people and places.
Entry Events
Events that will be used to introduce the project to studentsMock Medieval Trial
Set the classroom up as a medieval court, with students participating as various roles, including the accused, lawyers, and judges. Begin with an intriguing crime based on historical records and have students explore the laws of the time to prepare their cases. This immersive experience will prompt students to investigate differences between medieval and modern legal systems and apply civic understanding to a historically relevant scenario.Virtual Reality Tour of Medieval Courtrooms
Use VR technology to transport students into detailed simulations of medieval courtrooms. Students actively engage with the environment by taking note of societal norms, courtroom protocols, and case outcomes, sparking curiosity about how these have influenced modern legal practices and civic engagement in democracy.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Time Traveler's Diary
In this activity, students will step into the shoes of a medieval citizen and write a diary entry reflecting experiences and challenges under medieval laws. This is meant to help students understand societal impacts and the everyday realities of living under different legal systems.Steps
Here is some basic scaffolding to help students complete the activity.1. Research a specific medieval law using historical texts and databases.
2. Imagine how this law affects daily life for different societal roles (e.g., peasant, noble).
3. Write a diary entry from the perspective of a chosen role, describing thoughts, feelings, and interactions under this law.
4. Share your diary entry with the class and discuss different perspectives and impacts.
Final Product
What students will submit as the final product of the activityA written diary entry from the perspective of a medieval citizen reflecting on the impact of a specific law.Alignment
How this activity aligns with the learning objectives & standardsAligns with History 7-10 as students describe societal aspects related to medieval laws and their impacts.Activity 2
Modern Lawmaker Challenge
Students will take on the role of modern lawmakers tasked with revising a medieval law to fit today's society, considering societal values and civic impacts. This will reinforce how legal systems evolve with changes in societal values.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a medieval law you would like to revise.
2. Research modern societal values and legal principles relevant to this law.
3. Draft a modern version of the law, illustrating changes and the rationale behind them.
4. Present your revised law to the class, explaining the importance of these changes.
Final Product
What students will submit as the final product of the activityA modernized version of a medieval law with a justification of changes based on societal values.Alignment
How this activity aligns with the learning objectives & standardsAligns with Civics and Citizenship 7-10 as students analyze and adopt contemporary legal principles in lawmaking.Activity 3
Geography and Laws: Mapping the Influence
This activity will have students create a geographical map showcasing how historical laws influenced borders, resource allocation, or population distribution during medieval times, demonstrating the connection between legal systems and geographical implications.Steps
Here is some basic scaffolding to help students complete the activity.1. Research a historical event where a law significantly impacted geographical territories.
2. Identify key geographical changes resulting from these laws (e.g., border shifts, resource allocations).
3. Design a map illustrating these changes, using annotations to explain each aspect.
4. Discuss the implications of these changes on society and geography.
Final Product
What students will submit as the final product of the activityA detailed map showing geographical influences of medieval laws and their impacts.Alignment
How this activity aligns with the learning objectives & standardsAligns with Geography 7-10 as students explore interconnections between laws, geography, and societal change.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioEvolution of Laws: Medieval to Modern Assessment Rubric
Category 1
Historical Understanding and Context
Assesses the student's ability to understand and contextualize medieval laws and their societal impacts.Criterion 1
Understanding of Medieval Laws
Measures the student's comprehension of specific medieval laws and their societal roles.
Exemplary
4 PointsDemonstrates a detailed and accurate understanding of medieval laws and their roles within society.
Proficient
3 PointsShows a thorough understanding of medieval laws and their roles within society.
Developing
2 PointsDisplays a basic understanding of medieval laws, with some minor inaccuracies.
Beginning
1 PointsHas minimal understanding of medieval laws, with significant inaccuracies.
Criterion 2
Contextual Analysis
Evaluates the student’s ability to analyze the societal impact of medieval laws on various roles and perspectives.
Exemplary
4 PointsProvides an insightful analysis of societal impacts, incorporating multiple perspectives effectively.
Proficient
3 PointsOffers a clear analysis of societal impacts, considering different perspectives.
Developing
2 PointsProvides a limited analysis of societal impacts, with some consideration of perspectives.
Beginning
1 PointsOffers little to no analysis of societal impacts, lacking perspective consideration.
Criterion 3
Historical Inquiry Skills
Assesses the student’s ability to use inquiry skills in historical research and diary writing.
Exemplary
4 PointsDemonstrates outstanding inquiry skills, using diverse sources effectively to write a nuanced diary entry.
Proficient
3 PointsExhibits strong inquiry skills, using several sources to create a cohesive diary entry.
Developing
2 PointsDisplays basic inquiry skills, using limited sources with some gaps in the diary entry.
Beginning
1 PointsShows minimal inquiry skills, using insufficient sources with significant diary entry gaps.
Category 2
Civic Awareness and Evolution of Laws
Focuses on the student's understanding of the evolution of laws and their rationale in contemporary society.Criterion 1
Modern Law Adaptation
Evaluates the student’s ability to adapt a medieval law to reflect modern values and principles.
Exemplary
4 PointsIllustrates a highly innovative and well-reasoned adaptation of medieval law to modern standards.
Proficient
3 PointsPresents a well-reasoned adaptation of medieval law, aligning with modern principles.
Developing
2 PointsShows a basic attempt to adapt medieval law, with partial alignment to modern standards.
Beginning
1 PointsProvides a minimal and poorly reasoned adaptation of medieval law, lacking modern relevance.
Criterion 2
Civic Knowledge Integration
Measures how well the student integrates knowledge of civic principles and the role of laws in society.
Exemplary
4 PointsEffectively integrates comprehensive civic knowledge to explain the role of laws and societal impacts.
Proficient
3 PointsIntegrates clear civic knowledge, explaining the role of laws and societal impacts.
Developing
2 PointsDemonstrates partial integration of civic knowledge, with limited explanation of laws' roles.
Beginning
1 PointsShows minimal integration of civic knowledge with inadequate explanation of laws' roles.
Category 3
Geographical Analysis and Impact
Evaluates the student's understanding of how laws and historical events affect geographical territories.Criterion 1
Geographical Mapping Skills
Assesses the quality and accuracy of student-created maps illustrating the impact of laws on geography.
Exemplary
4 PointsCreates an exceptionally detailed and accurate map, effectively annotating geographical impacts of laws.
Proficient
3 PointsProduces a clear and accurate map, with appropriate annotations illustrating legal impacts.
Developing
2 PointsDevelops a basic map with some annotations, capturing partial geographical impacts.
Beginning
1 PointsMakes an incomplete or inaccurate map with minimal annotations on geographical impacts.
Criterion 2
Geographical Analysis and Interpretation
Measures the student’s ability to analyze and interpret geographical impacts of laws historically and contemporarily.
Exemplary
4 PointsProvides in-depth analysis and interpretation of geographical impacts, with comprehensive historical and contemporary understanding.
Proficient
3 PointsOffers clear analysis and interpretation of geographical impacts, with historical and contemporary insights.
Developing
2 PointsProvides limited analysis and interpretation, with some understanding of geographical impacts.
Beginning
1 PointsOffers minimal analysis and interpretation of geographical impacts, lacking depth and clarity.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflecting on the activities and discussions we've had, how has your understanding of the evolution of laws from medieval to modern times influenced your perception of today's legal systems?
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Question 2
How confident do you feel about explaining the influence of medieval laws on contemporary society's values and identity?
Scale
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Question 3
Which portfolio activity did you find the most engaging and why?
Multiple choice
Optional
Options
Time Traveler's Diary
Modern Lawmaker Challenge
Geography and Laws: Mapping the Influence
Question 4
In which ways do you think participating in activities like 'Mock Medieval Trial' or 'Virtual Reality Tour of Medieval Courtrooms' can enhance understanding of legal systems?
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Question 5
Reflect on your ability to locate, analyze, and synthesize information from diverse sources about political and legal systems throughout this unit. How have these skills developed?
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