Feudalism Project Options

DIY Field Trip on Gothic Architecture!

Find Examples of Gothic Architecture in Cleveland! (Or online)
Suggested site to visit: TRINITY CATHEDRAL: 2230 Euclid Avenue, Cleveland, Ohio 44115

(216) 771 - 3630

Student must explain what the architectural items below are and the purpose* they serve. Students must also find
examples of each of the different architectural features. Each example should be a picture (location of the building must
be labeled underneath). Each example should have 1 picture (if the student takes the picture in person) or 2 pictures (if
the pictures are found online).

Content Checklist: place a check on either side of each item once that task has been completed
Explanation and Purpose*

Architectural Feature

Picture Example

____________

Rose Windows

____________

____________

Flying Buttresses*

____________

____________

Stained Glass*

____________

____________

Gargoyles*

____________

____________

Tall Spires*

____________

____________

Pointed Arch*

____________

____________

Irregular Vaulted Ceilings

____________

Once these pictures and descriptions have been found the student must present their field trip (real or imagined) in one
of the following formats:
An Annotated Scrapbook

A PowerPoint Presentation

A Large Poster

***ALL LOCATIONS OF WHERE PICTURES WERE TAKEN MUST BE STATED BENIETH EACH PICTURE***
A works cited page should include all factual information discovered and all photographs (used the MLA Photograph
sheet to help you cite)
The following websites may be helpful:
http://www.exploring-castles.com/characteristics_of_gothic_architecture.html#.VIYhW9LF-So
http://www.medieval-life-and-times.info/medieval-art/gargoyles.htm

Build a Castle!
Student may choose to build a model of a medieval castle. Your castle may be built out of poster board or whatever
material you want (providing it is stable for transport into the classroom). The model castle must keep the traditional
structure of either a Motte & Bailey castle, a traditional stone castle, or a concentric castle. Castle models should also
include some surrounding farmland and peasant homes.
Students should label each part of the castle listed below and explain the function of each part (who works there, what
was its purpose, etc.) typed on a separate sheet of paper.

Content Checklist: Place a check next to each item when it is labeled and a second check next to each
item when it is explained on a separate sheet of paper.
Castle Must Include:

Motte & Baily Castle Should Also Include:

Stone Castle Should Also Include:

_____ Wall*

_____ Rampart or Ditch

_____ Portcullis and/or Drawbridge

_____ Bailey*

_____ Motte

_____ Moat or Rampart

_____ Keep

_____ Entrance Bridge or Drawbridge

_____ Flanking Towers*

_____

_____ Bridge to the Motte or Causeway

_____ Tall windows/ Arrow Loops

Gatehouse*

_____ Murder Holes

_____ Chapel

Concentric Castle Should Include Everything From A Stone Castle And:

* designates that a previously required item has been replaced for the concentric castle

_____ Stables

_____ Outer Gate

_____ Kitchen

_____ Inner Gatehouse*

_____ Barracks

_____ Outer Bailey

_____ Great Hall

_____ Outer Wall*

_____ Farmland

_____ Inner Wall

_____ Peasant homes

_____ Inner Flanking Towers

_____ Outer Flaking Towers

Helpful Websites:
http://primaryhomeworkhelp.co.uk/Castles.html -Use for Parts of the Castle, Motte & Bailey Castles and Stone Castles
http://www.kidsonthenet.com/castle/view.html
http://medievaleurope.mrdonn.org/castles.html

Tell a Story!
Camelot, King Arthur and the Knights of the Round Table
Student must read a selection of legendary Camelot stories and pick one to reproduce for the class in 2-5 minutes.
The student may re-tell the story through:
A Student-Produced Video: film a puppet show, mini-movie, or musical bard performance (performed by you or
someone else signing your lyrics)
Or:
A Musical Bard Performance: singing the story with student-written lyrics to a tune of your choosing or to the
traditional medieval tune of Green Sleeves
*** A typed copy of the song or script used along with a work cited (cite the storybook or website you used for the
original story and any graphics used) must be presented to the teacher along with the performance/video***

Content Check-List/Rubric: be sure that your performance will score in the 4-column for each
category.
Category
Content

4
All required content
was included:
storyline was clear;
no extraneous
material was included

3
All required content
was included: story
line was clear; some
extraneous material

2
Most required
content was included:
audience could figure
out storyline;
unnecessary
information was
presented; verbal
viruses (like, ok, etc.)
present but not
problematic
Good choice of
organizational
structure: ineffective
opening; ineffective
closing

1
Important omissions
of required content:
Unable to follow the
storyline; random
information in
speech; verbal viruses
(like, ok, etc.)
distracted from
speech

Organization

Good Choice of
organizational
structure: opening
grabbed listeners;
powerful closing

Good choice of
organizational
structure: Opening
grabbed the listeners;
powerful closing

Clarity of
presentation
(speed/voice)

Every word was heard

and/or clear.

A couple of words were

mumbled or blurred
together

Several times, your

words were not clear.
(Spoken a bit too softly,
loudly, quickly or
slowly.)

The audience had a

hard time hearing the
presenter. Many words
were not
understandable
because of mumbling.

Length

The Presentation was

between 2 and 5
minutes

The presentation was

within 30 seconds of
2-5 minutes

The presentation was

within 60 seconds of
2-5 minutes

The presentation was

shorter than 1 minute
or longer than 6
minutes

Disorganized:
ineffective opening;
performance just
stopped

Song or Epic Rap Battle of History!

Students must choose a teacher-approved topic on which to write song lyrics or compose an epic rap battle of history.
The song/rap should give 20 or more details/facts about the topic and may be presented in class as a video, sound
recording or live performance that should not exceed five minutes.
***Students must give the teacher a typed copy of the lyrics as well as a works cited page for resources, songs and
graphics used in addition to the song performance***
Song Topic Suggestions:

Feudalism in general
Medieval Europe in general
The Spanish Inquisition (Torture)
The Crusades
Medieval Weaponry
Daily Life of: Royalty, Nobles, knights, peasants, etc.

Examples of History-Infused Songs Here:

https://www.youtube.com/watch?v=rZy6XilXDZQ (Black Death based on HollaBack Girl- by Gwen Stephani)
https://www.youtube.com/watch?v=m5V-IK1cEtE (Mr. Nickys Rome Song based on Thrift Shop by Mackelmore)
Epic Rap Battle Suggestions:

Serfs vs. Lords (or any combination of knights, lords, kings and serfs)
Pope Urban VI vs. French Pope Clement VII
English during the 100 Years War vs. the French during the 100 Years War
Saxons vs. Normans

Student Project Example of Epic Rap Battle of History Here:

https://www.youtube.com/watch?v=2jpYypfuNVU (King Arthur vs. Joan of Arc vs. Black Death)

Content Checklist on back

Content Check-List: Have the teacher initial your topic choice for approval, and fill in at least twenty details/
facts that you included in your song.

Topic Choice: _________________________________

Teacher Approval: ____________

Song Chosen to Adapt (If applicable): _________________________________ By: ______________________

Facts or Details Included:

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