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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the World History Course.
Sample Performance Task
Enduring Understandings:
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
The student will understand that the actions of individuals, groups, and/or institutions affect
society through intended and unintended consequences.
Standards/Elements: SSWH7- The student will analyze European medieval society with regard to
culture, politics, society and economics.
a. Explain the manorial system and feudalism; including the status of peasants and feudal
monarchies and the importance of Charlemagne.
b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.
c. Explain the role of the Church in medieval society.
d. Describe how increasing trade led to the growth of towns and cities.
Task
The medieval era in Europe is complete with many adjectives that describe it. Terms such as gothic,
dark and barbaric are used interchangeably to characterize medieval society. Discuss with the class
what you think of when you hear the phrase “dark ages”. After the class discussion, you will be placed
in a group that will be assigned a specific medieval group or institution to evaluate the accuracy of
negative portrayals of medieval culture. Your task is to research this group and create a ten-minute
“day in the life” simulation that will accurately portray the characteristics of life for that group. After
your simulation, observation of the other groups and discussion, you will write an essay answering the
following question “Is it accurate to describe the culture and era of the Middle Ages as the “Dark
Ages”?
Process
When creating your simulations, groups should consider the following:
Townspeople: Your task is to create a day in the life of a medieval town. As townspeople, you need to
demonstrate the economic, political, and social characteristics of life in a medieval European town.
Another aspect of your simulation will be to incorporate the causes for the rise of cities. (Possible
ideas; a marketplace scene, a meeting of a guild, etc.)
Church/Clergy: Your task is to create a day in the life of the clergy. Your group should demonstrate
the diversity within the clergy by including different types of clergy, their origins, and their roles. You
should also display the importance of the role of the pope, (specifically Pope Gregory VII’s actions and
the intended and unintended consequences of those actions) not only on religion but also in politics.
The economic nature of medieval church life need also be discussed. (Possible ideas: a day at the
monastery/convent, etc.)
Peasants/Serfs: Your task is to create a day in the life of the peasants. Your groups should portray the
economic and social aspects of peasant life, specifically as it relates to the role of the peasant in the
manorial and feudal system. (Possible ideas: working in the fields, a day on the manor, etc.)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Performance Task Two
Revised 12/01/08 Page 1 of 3
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Nobility: Your task is to create a day in the life of the nobility. Your groups should demonstrate the
role of the noble in the manorial system and their status and obligations in the feudal system. The status
of feudal monarchies, specifically the actions of King Henry IV and the intended and unintended
consequences of those actions, should be portrayed. (Possible ideas: a noble feast, a tour of the
manor/castle, etc.)
Map and Globe Skills:
Information Processing Skills: 1, 3, 5, 6, 8 11, 12,
15.
6-8
Rubric for Performance Task
Scale
Criteria
The student
explained how the
economic, political,
social, and religious
aspects of European
society contributed to
the development of
medieval European
culture.
The student
evaluated the
accuracy of the
phrase “dark ages”
as it applied to
medieval European
society and culture.
1
(Below Standard)
2
(Needs Improvement)
The student described
one characteristic of
European society
(economic, social,
religious, or political)
of their assigned
group as part of their
analysis of European
culture.
The student described
2 characteristics
(economic, social,
religious, or political)
of their assigned
group as part of their
analysis of European
culture.
The student provided
an opinion on the
accuracy or
inaccuracy of the
phrase “dark ages”
without referencing
the social, political,
economic, or religious
characteristics of
European culture. The
opinion only reflected
information from their
assigned group.
3
(Meets Standard)
4
(Exceeds Standard)
Student demonstrated In addition to
the economic, social, everything in 3
political and religious (meets standard), the
characteristics of their student explained
assigned group. The how the economic,
student correctly
social, economic, and
describes the role
religious
played by the
characteristics of
historical characters medieval society had
of the time period as both intended and
stated in the
unintended
standards.
consequences for
their assigned group
and European society
as a whole.
In addition to
The student used
The student
everything in 3
2 examples (based
provided a
on the social,
position based on (meets standard), the
student was able to
political,
three examples
identify the social,
religious, and/or
(based on the
economic
social, political, political, economic,
characteristics of
religious, and/or and religious
characteristics of
European culture)
economic
to justify either
characteristics of American culture and
the accuracy of
European culture) create and defend in
writing a phrase (such
inaccuracy of the
as to why the
as The Dark Ages)
phrase “dark
phrase “dark
ages”.
ages” is accurate that describes modern
American culture and
or inaccurate.
One of the
society.
examples was
Two of the
outside of their
examples were
assigned group.
outside of their
assigned group.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Performance Task Two
Revised 12/01/08 Page 2 of 3
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Product RUBRIC
Scale
1
(Below
Expectation)
2
(Needs Improvement)
3
(Meets Expectation)
4
(Exceeds Expectation)
Students
produced a
product that
was creative
Students did not
create a
simulation. The
product was
largely the
reading of notes
by group
members. The
simulation did not
meet the tenminute
requirement.
Students created a
lively simulation
which included props
and engaging
dialogue. All
members of the
group had a role and
participated. The
simulation met the
ten-minute
requirement.
In addition to everything
in 3 (meets standard) the
students were able to
involve the audience in
their simulation.
Student
produced a
product that
exhibits
proper
mechanics
More than 4
errors are spelling
or grammar.
The simulation
demonstrated a lack
of time and effort.
The simulation
lacked props and
some group
members
dominated the
dialogue and action.
The simulation did
not meet the tenminute
requirement.
Four misspellings
and/or grammatical
errors.
Three or fewer
misspellings and/or
grammatical errors.
No misspellings or
grammatical errors.
Criteria
Resources for Unit
1. http://www.learner.org/interactives/middleages/feudal.html. This site describes
life during the Middle Ages from many aspects and characteristics.
2. http://www.r3.org/life/articles/food1.html. This article describes how food was a
sign of status during the Middle Ages.
*UNIT CONTRIBUTORS: Martha Battle, Sonia Carlyle, Sean Costa, Deborah Heckwolf, Mary
Ann King, and Alphus Spears.
Additional input provided by the GaDOE Social Studies Staff and the Social Studies Advisory
Council.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
World History Performance Task Two
Revised 12/01/08 Page 3 of 3
Copyright 2007 © All Rights Reserved