Portraying the Other During the Crusading Era

**Overview: **

This assessment resource is designed for students studying the crusades in a Medieval Europe unit of work. Using best practice through a historical inquiry task students are asked to answer the question, ‘To what extent did the perspectives of Christians and Muslims towards each other change over time during the Crusading Era’.

**This resource has over forty pages of content and includes:
**

• Seven pages of teacher notes, explaining the pedagogy behind the varying elements of the assessment task, incuding direct curriculum links to the US, UK, Australian and Victorian curricula,
• 12 Primary sources from the crusading era (translated into English) with definitions of content specific words, and numbered lines for easy analysis.
• A student assessment task booklet with all planning documentation, worksheets and sources, all you have to do is print!
• Four templates of source analysis to encourage student agency in historical inquiry,
• A list of additional supplementary source material to use specific to your cohort,
• A detailed skills based rubric that can be used for any historical inquiry task, editable for your class and linked directly to the US, UK, Australian and Victorian curricula,
• Information sheets for Historical Thinking concepts & High Impact Teaching Strategies.

On Curriculum:

Each resource I design directly links to a variety of curriculum contexts including:
Common Core standards (USA), Key Stages (UK), Victorian curriculum (Aus) and the Australian curriculum.

This resource in particular links to several elements - in fact its too many to place on here. It meets 7 content descriptors in the Victorian Curriculum, 20 from the UK curriculum, 19 in the Australian curriculum and a whopping 45 content descriptors for the Common Core! For more information and to view the various curriculum descriptors look at the preview where this information is available.

Embedded Historical Thinking Concepts & High Impact Teaching Strategies (HITS):

• Questioning
• Differentiated Learning
• Feedback
• Setting Goals
• Sources as Evidence
• Cause & Consequence
• Continuity & Change
• Chronology
• Historical Significance
• Historical Perspectives

For more detail on the above elements please read my Historical Thinking guide & High Impact Teaching Strategies guide found on my website.

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