Students express their initial impressions of the medieval period. Then, they gain information from a video and a text on major medieval institutions including feudalism. They explain the causes and effects of the growth of medieval cities. Finally, they discuss whether they would have wanted to live in medieval times, and why.
Students are introduced to the experience focus on the political, social, and economic forces that shaped medieval Europe and review the lesson objectives. After viewing an illustration titled “Charlemagne at Dinner” and reading a brief description that challenges stereotypes of the Middle Ages as only a time of ignorance and poverty, they respond to a word cloud prompt by visualizing the medieval period and submitting words or short phrases that describe what they imagine.
Teacher MovesPresent the overview and objectives of the experience. Discuss student word cloud responses, using the illustration to support students who are unsure what to write, and surface common images and ideas about the medieval period (e.g., knights, castles, King Arthur, serfs, churches).
Students examine an illustration of three feudal classes (priest, knight, and peasant), then watch The Middle Ages in 3-1/2 Minutes to see a timeline of key events in and beyond Europe that affected medieval Europe. They read The Medieval Period: Some Important Points to build background on major medieval institutions and developments. Students answer two multiple-choice questions about the vague beginning and ending dates of the medieval period and the term for the medieval system of farm labor. They then complete a table by describing feudalism and the manorial system, chivalry, and the influence of Christianity.
Teacher MovesGuide students to attend to the timeline and geographic spread of events in the video and text. Review responses to the multiple-choice questions as needed. Discuss student entries in the table to ensure that all students have a basic understanding of feudalism and the manorial system, chivalry, and the pervasive influence and power of Christianity in medieval life.
Students view an image of a medieval church and read about how improved agricultural tools, favorable climate, and expanding trade led to the growth of cities and towns in medieval Europe, including the rise or resurgence of cities such as Rome, London, Paris, Genoa, and Venice. They use Middle Ages (focusing on the section “The Middle Ages: Economics and Society”) and Life in Medieval Towns and Villages to deepen their understanding of how economic changes and trade networks shaped urban growth. Students then write a paragraph on a class wall explaining why the growth of cities and towns was an important change in medieval life, using specific details to support their explanation.
Teacher MovesInvite students to share an interesting or exemplary paragraph with the class and use it to prompt discussion about the causes and effects of urban growth in medieval Europe. For students who want to explore further, direct them to Life in a Medieval Town in the student pack for more detail on topics such as market fairs and guilds.
After viewing an image of a medieval farming calendar, students post to a shared wall explaining whether they would have liked to live in the medieval period, giving at least two reasons for their opinion and at least one reason supporting the opposite view. They then review classmates’ posts and respond to at least two with a question or a positive comment, engaging in peer discussion about the advantages and disadvantages of medieval life.
Teacher MovesUse students’ posts and replies as conversation starters to compare perspectives on medieval life. As time and interest allow, invite students to create illustrations showing what they see as positive or negative aspects of living in the medieval period.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
©2026 Exploros. All rights reserved.