St.

Paul College, Pasig

High School Department
School Year 2013-2014
UNIT PLAN
Subject
Year Level
Unit Title
Unit Number

World History
Grade IX, Year II and Year III
New Patterns of Civilization
2
Oral tradition, trial by ordeal, Germanic tribes, monks, abbots,
monasticism, manor, serfs, feudalism, Common law, magna charta,
crusades, monarchy, papacy, heresy, interdict, sacraments, lay
investiture, gothic, scholasticism, Humanism, taille, relics, reformation,
catholic reformation, Society of Jesus, Council of Trent, witchcraft
Key Concepts
mania, Protestantism,
Slave trade, middle passage, joint-stock,
mercantilism, Geocentric theory, heliocentric, separation of powers,
philosophes, Colonies, natural rights, religious tolerance, purchase, Old
regime, bourgeoisie, estates, national assembly, radicals, reign of terror,
guillotine
Duration (in hours)
23 Hours
PAULINE SCRIPTURES
Colossians 3:14-17 - Above all, clothe yourselves with love, which binds
everything together in perfect harmony. And let the peace of Christ rule in your
hearts , to which indeed you were called in the one body . And be thankful. And
admonish one another in all wisdom and with gratitude in your hearts, sing
psalms, hymns and spiritual songs to God. And whatever you do, in word or
deed, do everything in the name of the Lord Jesus, giving thanks to God the
Father through Him.
CORE VALUES
INTERDISCIPLINARY THEME
Charism & Community
Persons as Gifts
STAGE 1- DESIRED RESULTS
ESTABLISHED
Transfer
GOALS
Students will be able to independently use their learning to
(Indicate National or
International
Standards)

Pag-unawa at

pagpapahalaga sa
sama-samang
pagkilos at pagtugon
sa mga
pandaigdigang
hamon
sa sangkatauhan sa
kabila ng malawak
na pagkakaiba-iba
ng heograpiya,
kasaysayan, kultura,

Manifest understanding in the economic, political and social

factors of the Medieval age and its inherent effects that led to the
development and rise of European nations towards global identity
and consciousness.
Meaning
UNDERSTANDING
ESSENTIAL QUESTION(S)
Students will understand
that
1. The development of Germanic,
Christian and Greco-Roman
elements under the Frankish
Kingdom replaced the Roman
traditions.

What thought-provoking
questions will foster inquiry,
meaning making and
transfer?
1. In what ways did Germanic
political, legal and cultural
traditions differ from those of the

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lipunan,
pamahalaan at
ekonomiya tungo sa
pagkakaroon ng
mapayapa, maunlad
at matatag na
kinabukasan. (K to
12 Curriculum
Guide version as of
January 2013
Araling Panlipunan,
pp. 90)

Mga impluwensya
mula sa sinaunang
kabihasnan na
nagsilbing
pundasyon
sa paglinang ng
antas ng
karunungan sa
panahon ng
transisyon at naging
daan
sa pag-usbong ng
pandaigdigang
kamalayan. (K to 12
Curriculum Guide
version as of
January 2013
Araling Panlipunan,
pp. 92)

2. The declined of the central

authority gave rise to feudalism
relationship and its positive and
negative implications in the
society.
.
3. Agricultural revolution and
revival of trade during the High
Middle Ages led to various
developments in Europe.
4. Progress of the Middle Ages
came from the collective effort
and collective contributions of
the people, their institutions
and their rulers.
5. The imposition of the political
roles to European church
stirred conflicts between
papacy and monarchy. The
conflict between the institutions
made massive harm to the
society and the interrelationship of the state and the
church.
6. European expansionism
brought massive changes to
the social and economic way of
life of the people around the
world.
7. Enlightenment ideas about
society and government
prompted crucial reforms in
Europe.
8. Campaign for freedom
emerged from suppression of
national pride and human
rights.
9. Call for reforms are rooted out
from social unrest.
10. Revolutions bring positive and
negative results and changes.

Roman world?
2. Why did the central authority
declined during the Early Middle
Ages?
3. How did agricultural
improvements and the revival of
trade led to the economic
expansion of Europe?
4. How did feudalism takes shaped
and what are its effects to the
society?
5. How did the Crusades affect the
power of the papacy and Italian
cities?
6. How would you characterize the
philosophy and methods used by
the colonies in dominating foreign
lands?
7. How did mercantilism emerge
and rise to commercial power?
8. Why was there an urged for an
application of reason to reform all
aspects of European social and
political life during the 17th
century?
9. How did the Age of Enlightenment
influence the American and
French Revolution?

Acquisition
KNOWLEDGE

SKILLS

Students will know

Students will be skilled at

Germanic customs and

traditions
Feudal relationships and its
implication on socio-economy
of Europe
Geographical locations of
leading European countries.
Economic activities that lead to
the development of Europe.
Height of power of the Catholic
Church
Causes and effects of
European exploration and
colonization to different parts of

Track the collapse of the Roman

Empire and the increased
presence of Germanic tribes.
Explore the factors that shaped
Feudalism and Manorialism.
Locate leading European
countries on a map.
Describe the emergence of
European nations.
Discuss the inter-relation of the
church and the state.
Illustrate the power struggle
between the church and the state.

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the globe.
Development of trading in
Europe
Reforms seek by enlightenment
thinkers.

Significance of the American

and French Revolution to world
history.

Evaluative
Criteria
What criteria will
be used in each
assessment to
evaluate
attainment of the
Desired Results?
(Attach RUBRIC)

Trace the events that led to the

Age of exploration, discoveries
and colonization.
Describe the various strategies
used by the European countries
to conquer foreign lands.
Trace the development of trading
of Europe and its transformation
to mercantilism.
Explain what the age of
enlightenment is.
State the effects of the
exploration and colonization
conducted by the Europeans.
Relate the American revolution to
French Revolution and the
influences it brought to America

STAGE 2 EVIDENCES OF LEARNING

Assessment Evidence
Transfer Task(s)
What assessments will provide valid evidence of transfer and
understanding (and other Stage 1 goals)?
GRASPS Form
Goal
The goal of the students is to formulate several lines that will
promote values that were tackled within this unit.
Role
The students who will formulate the lines, work on the layout
of their sticker and distribute it to their respective assigned
area in the school community.
Audience
The assigned members of the community (carpool, school
service and private vehicle owners) will be the target
recipient of the stickers so that they would be able to
promote values not only inside the campus but outside the
school as well.
Situation
Values integration is one of the key components of the
subject and one way to promote values aside from being a
good example is to let other people know these things to
serve as a wake-up call for us and by seeing this values on
the go we will be reminded of the values that we once
practiced and cherished yesterday and today.
Product
Maxumum of three (3) pieces of car sticker will be produced
and distributed within the duration of this performance task.
These car stickers simple as they may be will remind us on
our values that we might taken for granted before.
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Standards and Criteria for Success

The car sticker will be evaluated based on:
1. Content (relevance to the issue)
2. Visual Imagery
3. Presentation

SCENARIO Form
You are a peace advocate volunteer and what your
organization is promoting now would be positive values since
our country is facing so many social issues such as
corruption of public funds (Pork Barrel Scam), calamities
(earthquake and typhoons hit different parts of Visayas) and
other given issues of the time. Your are tasked to formulate
lines based on the topics that the class covered that will
promote positive values and instead of priting it, your
organization decided to print car stickers instead so that the
message will not only last for a couple of days or weeks and
lastly is for you and your organization to distribute them in
the community.
Facets of
Understanding

Self-Knowledge
Emphatize
Perspective
Apply
Interpretation
Explain

Self-Knowledge
Perspective
Apply
Interpretation
Explain

Perspective
Apply
Interpretation

Other Evidences
What other evidence will you collect to determine whether
Stage 1 goals were achieved? (Indicate K, P, U, P)
PRE-ASSESSMENT
1. Map Reading (Germanic Tribes and Age of Explorations)
[Knowledge]
2. Story of Puss in boots (Political Aspect of Medieval
Period) [Process]
3. Farm Ville (Economic Aspect of the Medieval Period)
[Process]
4. Learning Institutions (Social Aspect of Medieval Period)
[Knowledge]
5. Enlighthened me! (Age of Enlightenment) [Process]
FORMATIVE ASSESSMENT
1. Venn Diagram (France and England political
development) [Process]
2. Critical Thinking and Proposal (Must be done after the
Farm ville activity) [Understanding]
3. Church in the Philippines [Understanding]
4. Table Completion (Crusades) [Knowledge]
5. Mapping (tracing the routes of the european explorers)
[Process]
6. Devils Advocate (Enlightenment Views)
[Understanding]
7. Research and Muddiest Point (13 Colonies and
American Revolution) [Process]
8. Quizzes [Knowledge]
SUMMATIVE ASSESSMENT
1. Periodic Exam [Process and Understanding]
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Explain

2. Performance Task (Values on the go)

[Performance/Product]

STAGE 3 LEARNING PLAN

Summary of Key Learning Events and Instruction
Present sequence of activities and assessments. Indicate allotted time for the activities.

I.

Emergence of Europe in the Middle Ages (9 Days)

Note: All topics under Middle Ages are only good for two days however, the author of
this unit plan allotted 3 meetings (3 hours/days) to give way for several adjustments
(e.g. Quizzes, Shortened periods and/or unifinished session/s).

A. Political Aspect
Day 1: Beginning of the Middle Ages, Frankish and Charlemagnes
Empire
Motivation (Hook)
Pre-Assessment 1 (Mapping, 5 Minutes)
The teacher will present a Modern political map of Europe. Ask the
students to identify the countries found in the central part of the
continent and then ask them to describe the lifestyle of the people
living in these areas
Development of the Lesson (30 Minutes)
Discussion Questions:
1. How does Dark Ages and Middle/Medieval Ages differ?
2. What happened to the Germanic tribes after the fall of the
western roman empire? [EQ 1]
3. Why did the central authority declined during the Early Middle
Ages? [EQ 2]
4. Was it significant for Clovis to embrace Catholicism and what
were the effects of this action to his kingdom?
Think-Pair Share (10 Minutes)
Focusing on Charlemagne, discuss how he rose to power and the significant factors
that contributed to him being an influential leader of the Holy Roman Empire.
Enumerate his reforms and discuss its significance in the formation of a Medieval
European Culture. Discuss also the significance of Charlemagne being crowned by
the Pope and its implications on state-church affairs.
Recapitulation (5 Minutes)
Summarize the relationship between the Church and State during
the Early Middle Ages and compare their relationship with what is
happening in our country.
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Day 2: Rise of European Nations

Review: Quiz about the Beginning of the Middle Ages, Frankish and
Charlemagnes Empire (15 Points, 15 Minutes)
Motivation
Pre-Assessment 2 (Story of Puss in Boots, 10 Minutes)
The teacher will choose a student to read to read a fairy tale story, Puss in Boots.
After the story-telling the following questions are to be posted:
A. What was the problem of the main character?
B. What was the promise of the cat to the main character?
C. How did the cat realize his promise to the main character? What strategies
did he use?
D. How important are the things delivered by the cat to the main character and
to you?
Development of the Lesson (30 Minutes)
Formative Assessment 1 (Venn Diagram, France and
Englands Political Development)
Each student will come-up with a venn diagram showing the
similarities and differences of the government and political
development of England and France and based on the information
that the students will gather in this activity it will be followed by a
short discussion of the topic.

Discussion Questions:
1. How were England and France like during their early history?
2. What important factors contributed to the development of the
English and French nations?
3. Are these factors also present in other European countries such
as Italy and Germany?
4. What are the implications of the development of the two
countries to the political status of Western Europe?
5. Why was the development of unified states a sign of vitality in
Western Europe?

Recapitulation (Think-Pair Share, 10 Minutes)

Each pair will answer the following questions in their notebook:
1. How would you characterize nationhood?
2. What values can we derived from understanding the
development of England and France?
3. How can we apply these values to our country?
Day 3: Buffer meeting for Quiz and continuation of topic or activity
Review: Quiz about the Rise of European Nations (15 points, 15
Minutes)
B. Economic Aspect
Day 4: Feudalism and Manorialism
Motivation
Pre-Assessment 3 (Farmville, 20 Minutes) [EQ 3]
A. The class will be divided into 11 to 12 groups, 3 to 4 members
each.
B. The groups will be tasked to work on developing a farm. They
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will supply the farm with an animal used for farming and the
facilities needed by the animal to work faster. Also, they will
make a strategy on how they can have a larger production of
crops with only a limited space of land.
C. After 5 to 10 minutes, they will have to present creatively their
farms with particular attention to facilities they created and the
farming strategy they developed. The discussion of the group
will be submitted in a one whole sheet of paper after each
presentation.
D. The class will then discuss the possible effects of the
improvement in farming to the European economy and society?
Development of the Lesson (30 Minutes)
Discussion Questions
1. What is feudalism and manorialism?
2. What are the relationships established among the lords, vassals
and serfs in feudalism and manorialism?
3. How do the different parties uphold or further the use of the
land and its maintenance?
4. What are the effects of feudalism and manorialism to the
people? [EQ 4]
Recapitulation (5 Minutes)
Ask the students the question In what instances do a working
environment becomes precarious to its laborers?
From the discussion, ask students to relate how feudalistic and
manorial structures are present in the Philippine political and
economic life.
Day 5: Economic expansion in Europe and the rise of towns
Review: Quiz about the Feudalism and Manorialism (15 Points, 15
Minutes)
Motivation (5 Minutes)
Development of the Lesson (40 Minutes)
Discussion Questions
Formative Assessment 2 (Critical Thinking and Proposal, 20
Minutes)
A. Assess similarities of the Medieval economy with the Philippine
situation.
i. Describe Philippine economy and community.
ii. What particular problems do you see in these situations? Cite
indicators.
iii. Are these issues also prominent during the Middle Ages?
iv. How did they address the problems?
v. Are these also applicable to the Philippines?
B. Choose a problem prevalent in the Philippines and provide
modes of actions and programs.
i. What do you think the government should do for the
prevalent problems of our country?
ii. How can the private sector contribute or cooperate?
iii. As a student, what will your actions be regarding this issue?
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Recapitulation (5 Minutes)
Day 6: Buffer meeting for Quiz and continuation of topic or activity
Review: Quiz about the Economic expansion in Europe and the rise of
towns (15 points, 15 Minutes)
C. Social/Religious Aspect
Day 7: Christianity and the Medieval Civilization
Motivation
Pre-Assessment 4 (Learning Institutions, 5 Minutes)
Ask the students to share what they know about the different
religious orders in the Philippines during the Spanish era
(Dominicans, Jesuits, Benedictines, Agustinians, ect). From their
sharing proceed to say the Church has through time acquired
much power through varied means both coercive and ideological.
Among the ideological tools it employed is education through
which its doctrinal traditions are transferred and clarified.
Development of the Lesson (30 Minutes)
Discussion Questions
1. Why did the selection of bishops cause a bitter controversy
between the Church and monarchy?
2. Why were bishops often chosen as vassals?
3. What were the implications of this struggle?
4. How was the controversy settled?
5. How did this event catapult the Church to yield greater political
influence?
Recapitulation (10 Minutes)
Formative Assessment 3 (Church in the Philippines)
Ask the student to describe how the Church in the Philippines finds
relevance amidst turbulent political and economic bickering. Have
two students share their opinion on the matter. Summarize the
different opinions and assert the importance of the Churchs work
in upholding human dignity and social cohesion as basis for its
perceived social interference.
Day 8: Crusades
Review: Quiz about Christianity and Medieval Civilization (15 points,
15 Minutes)
Motivation
Development of the Lesson (30 Minutes)
Formative Assessment 4 (Table Completion, 10 Minutes)
Group the class into four. Assign to each of the groups one crusade
and let them discuss important things about it. After five minutes
if group discussion, they are to complete that table while sharing
to the class what theyve discuss. The teacher must correct
information whenever necessary.
Personalities

Motivation/

Outcome

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Circumstances
st

1
2nd
3rd
4th

Discussion Questions:
1. Were the crusaders able to achieve their initial goal of
reclaiming Jerusalem? What led to this failure?
2. How did this influence the political power of medieval
institutions such as the Church and the feudal lords?
3. How did the crusaders forge a new European culture?

Recapitulation (5 Minutes)
Ask someone to describe what jihad is. Jihad being the Holy War
waged by Muslims against those critical of their faith is the
justification of most terrorist and Islamic extremists. Ask students
of how this concept of Jihad has affected Muslim-Christians
relations and of the means through which these differences can be
addressed.
Day 9: Buffer meeting for Quiz and continuation of topic or activity
Review: Quiz about the Crusades (15 points, 15 Minutes)
II.
EXPLORE

FIRM UP

DEEPEN

TRANSFER

Name

Signature

Date
Submitted

Dates
Implemente

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d
Prepared by:

Mr. Essam Kenji

Gonzales

Checked by:

Mr. Alexis F.
Macapanpan

Checked by:

Mr. Ronald G.
Santos

Approved by:

Sister Teresita
Agana, SPC

Indicate names of
teachers

Indicate name of STL

Indicate name of AP Acad

Indicate name of Principal

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