Objectives (5 - 7 minutes)

1. Understand the historical context of the Middle Ages: The teacher should guide students in developing a clear and concise understanding of the Middle Ages period, highlighting its political, social, economic, and cultural characteristics. This includes discussing the fall of the Roman Empire, the rise of feudalism, the influence of the Catholic Church, and the changes in society and culture.

2. Identify the main figures and events of the Middle Ages: Students should be able to identify and describe the main figures and events that had a significant impact on the Middle Ages. This includes discussing figures such as Charlemagne, William the Conqueror, and events such as the Crusades and the Black Death.

3. Relate the medieval past to the present: The teacher should encourage students to make connections between the Middle Ages and the present day. This can be done by discussing how the institutions and ideas of the Middle Ages have influenced modern society. For example, the teacher could discuss the role of feudalism in the formation of modern political systems, or the influence of the Catholic Church on Western culture.

   • Secondary Objectives:

     1. Develop research and analysis skills: The teacher should encourage students to use primary and secondary sources to research and analyze information related to the Middle Ages. This may include reading excerpts from medieval documents, viewing medieval art and architecture, and analyzing modern historical sources about the Middle Ages.

     2. Promote active participation in classroom discussions: The teacher should encourage students to actively participate in classroom discussions, sharing their opinions and ideas and asking questions. This can help deepen students’ understanding of the topic and develop their critical thinking and communication skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should begin the class by reminding students about the Late Antiquity period and the fall of the Roman Empire. This will provide the necessary background for understanding the events that followed and the transition into the Middle Ages.

2. Problem situations: The teacher can propose two situations that will instigate students’ curiosity and critical thinking.

   • The first one can be the question: "How did Europe go from being a large unified empire to a series of independent and fragmented kingdoms?" This question will lead students to consider the fall of the Roman Empire and the rise of feudalism.

   • The second situation can be: "How did the Catholic Church, a religious institution, become so powerful in the Middle Ages?" This question will lead students to consider the role of the Church in medieval society, as well as the influence of religion on politics and culture.

3. Importance of the topic: The teacher should then explain why studying the Middle Ages is relevant.

   • It can be mentioned how many of the institutions, ideas, and conflicts that emerged in the Middle Ages still have a significant impact on modern society.
   • In addition, the teacher can highlight how understanding the Middle Ages can help us better understand the history of Europe and the world, as well as appreciate medieval art, literature, and music more fully.

4. Contextualization: The teacher can then provide examples of how the Middle Ages is represented and interpreted in popular culture, such as in movies, TV series, video games, and books.

   • It can be mentioned, for example, the TV series "Game of Thrones," which is often compared to the medieval period, or the video game "Assassin's Creed," which includes medieval settings and characters.

5. Gaining students’ attention: Finally, the teacher can share two curiosities about the Middle Ages to spark students’ interest.

   • The first curiosity can be: "Did you know that the Middle Ages was not a period of darkness and backwardness, as it is often portrayed, but was also a time of great advances in science, philosophy, and the arts?"
   • The second curiosity can be: "Did you know that the Middle Ages was also a period of great change and conflict, including the Crusades, the Hundred Years' War, and the Black Death, which devastated the population of Europe?"

Development (20 - 25 minutes)

1. Activity 1 - Board Game "Conquering the Middle Ages": (10 - 15 minutes)

   • Preparation: The teacher should divide the class into groups of 4 to 6 students. Each group will receive a large game board representing medieval Europe. The board should be divided into different territories, each with its own color. In addition, the teacher should prepare cards with questions about the Middle Ages. The questions should cover a variety of topics, including historical events, important figures, cultural and social aspects, and the influence of the Church. Finally, the teacher should prepare markers representing armies, so that groups can "conquer" territories.

   • Rules: Each group starts with an equal number of armies in a territory of their choice. Groups take turns rolling a die and moving their armies around the board. When a group enters a new territory, they must answer a question from the card corresponding to that territory. If they answer correctly, they "conquer" the territory. If they answer incorrectly, they fail to conquer the territory and must remain where they are. The goal is for each group to conquer as many territories as possible.

   • Development: The teacher should guide groups during the game, clarifying doubts, encouraging discussion, and ensuring that all students are involved. The questions should be challenging enough to stimulate research and discussion, but not so difficult as to discourage students. In addition, the teacher should take the opportunity to provide additional and contextual information when appropriate.

   • Objectives: This activity aims to reinforce students’ knowledge of the Middle Ages in a fun and engaging way. Through the game, students will have the opportunity to apply their knowledge, develop their critical thinking and collaborative skills, and make connections between the different aspects of the Middle Ages.

2. Activity 2 - Debate "The Middle Ages: Dark Ages or Golden Age?": (10 - 15 minutes)

   • Preparation: The teacher should divide the class into two groups. One of the groups should argue that the Middle Ages was a "Dark Age," marked by backwardness, ignorance, and oppression. The other group should argue that the Middle Ages was a "Golden Age," characterized by progress, innovation, and remarkable achievements. The teacher should provide time for the groups to organize and prepare their arguments.

   • Rules: Each group will have a set time to present their arguments, followed by a time to refute the other group's arguments. The teacher will act as a moderator, ensuring that the debate is respectful and productive.

   • Development: During the debate, the teacher should encourage students to use evidence and examples to support their arguments. The teacher should also take the opportunity to clarify misunderstandings, correct inaccurate information, and provide additional information when appropriate.

   • Objectives: The aim of this debate is for students to develop their research, argumentation, critical thinking, and communication skills. In addition, the debate will allow students to consider different perspectives on the Middle Ages and reflect on the complex and multifaceted nature of history.

Return (10 - 12 minutes)

1. Group discussion and conclusions (5 - 7 minutes): After the conclusion of the activities, the teacher should promote a group discussion with all students. Each group will have up to 3 minutes to present their conclusions or solutions, depending on the activity carried out. During the presentations, the teacher should encourage the other students to ask questions and share their perspectives.

   • For the board game activity, each group can share the strategies they used to answer the questions and conquer territories. They can also discuss how the questions helped them to better understand the Middle Ages and make connections between different aspects of the period.

   • For the debate activity, each group can share the main arguments they presented and how they used evidence and examples to support their views. They can also discuss the challenges they faced when arguing from one side or the other and what they learned from the process.

   • During the presentations, the teacher should take notes and ask questions to ensure that all students are comprehending the content and the skills being developed.

2. Connection to theory (2 - 3 minutes): After the presentations, the teacher should make a synthesis of the main ideas and conclusions that emerged. The teacher should then relate these ideas and conclusions to the theoretical concepts discussed in the Introduction of the class. For example:

   • If during the debate students discussed the role of the Church in medieval society, the teacher can highlight how this discussion relates to the influence of the Church, one of the main topics of the class.

   • If during the board game students made connections between the fall of the Roman Empire and the rise of feudalism, the teacher can reinforce these connections, explaining how these historical events are intertwined.

   • The aim of this step is for students to see how the practical activities they carried out relate to the theory, and that they are able to apply the knowledge they have acquired in a meaningful way.

3. Final reflection (3 - 4 minutes): Finally, the teacher should propose that students reflect individually on what they have learned during the class. The teacher should ask the following questions:

   1. "What was the most important concept you learned today?"

   2. "What questions have not yet been answered?"

   • Students should have a minute to think about these questions. Then, the teacher should ask some students to share their answers.

   • The teacher should take note of the students' answers and use this information to plan future lessons and activities. For example, if many students express that they still have doubts about the role of the Church in the Middle Ages, the teacher can plan a future class that delves deeper into this topic.

   • The aim of this step is for students to have the opportunity to reflect on what they have learned, identify any gaps in their understanding, and express their opinions and questions. This will help to consolidate students' learning and promote an active and engaged learning environment.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher should conclude the class by summarizing the main points that were covered. This may include reviewing the key concepts of the Middle Ages, such as the fall of the Roman Empire, the rise of feudalism, the influence of the Church, and the major events and figures. In addition, the teacher should highlight the main conclusions or insights that emerged during the practical activities, such as the board game and the debate. The aim is to reinforce students' learning and help them to consolidate their understanding of the topic.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the class connected theory, practice, and applications. The teacher could, for example, discuss how the practical activities, such as the board game and the debate, allowed students to apply the theory they learned and develop their critical thinking, collaborative, and communication skills. The teacher could also highlight how studying the Middle Ages has applications for understanding European and world history, appreciating medieval art and culture, and understanding many aspects of modern society.

3. Supplemental Materials (1 - 2 minutes): The teacher should then suggest supplemental materials for students who wish to deepen their understanding of the topic. These materials may include additional readings, documentaries, movies, TV series, video games, and educational websites. For example, the teacher could suggest that students read additional chapters from a history textbook, watch a documentary about the Middle Ages, play a video game that is set in the period, or explore an educational website that provides detailed and interactive information about the Middle Ages.

4. Relevance of the Topic (1 minute): Finally, the teacher should emphasize the importance of studying the Middle Ages for the students. The teacher could explain how understanding the Middle Ages can enrich students' understanding of European and world history, art and culture, and modern society. In addition, the teacher could highlight how the skills that students developed during the class, such as research, analysis, argumentation, and communication, are valuable not only in the study of history, but in many other areas of life.