The Black Death

AP Psychology	Current Events	Resource Room (SETSS)
Period 1	Periods 3 & 5	Period 8
Mr. Ott	Mr. Ott	Mr. Ott

Aim: What were the causes and outcomes of the Black Death throughout Europe?

Do Now: Chapter 12 - Chapter Reading Quiz

Lesson Plan

Black Death: Causes, Reactions, Various Points of View, and Impact

1. Read excerpts from DeCameron (p 145, Sherman vol 1) [CR1b]
2. Read Secondary Source: “The Black Death: A Socioeconomic Perspective” by Meiss (p 153, Sherman vol 1) and “A Psychological Perspective of the Black Death” by William Langer (p 154, Sherman vol 1) [CR1c]
3. Students will create a cause and effect graphic organizer that examines causes and effects of the Black Death, keeping in mind all the sources that have been read [CR7]
4. Generate a thesis to address this question: What were the most significant effects of the Black Death on Medieval Europe?

• Historical Thinking Skills: I 1, II 5, III 5-6, IV 8-9
  • [CR1b]—The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art
  • [CR1c]—The course includes multiple secondary sources written by historians or scholars interpreting the past
  • [CR7]—The course provides opportunities for students to examine relationships between causes and effects of events or processes – Historical causation

Classwork & Homework

Lesson PowerPoint: The High Middle Ages

Lesson Video: The Black Death

Lesson Activity:

• The Decameron - Giovanni Boccaccio (1348-53)
• Socioeconomic (Meiss) / Physchological (Langer) Perspectives on the Plague
• Causes & Effects of the Black Death Graphic Organizer

Homework: Assignments

Special Education Modifications

• Teaching Model: Co-Teaching
• Special Education Teacher will work with All students General Ed and Special Ed.
  • Special Ed Students:
    • Teacher will read-aloud to students when necessary.
    • Teachers will break down assignments into smaller tasks.
    • Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
    • Teachers will group students according to learning style inventory as a homogeneous group.
    • Teachers will keep students on-task by managing distractions and on-task behavior.
    • Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
    • Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.