Lesson Plan: The Bubonic Plague

Overview
In keeping with the theme of understanding the transition from one type of society to the next as described in the state standards, this lesson shows how the bubonic plague helped bring about the close of one era and the beginning of another. Students will accomplish the following:

• Read and discuss the specifics of the bubonic plague

• Participate in a “re-creation” of the plague on a very small scale

• Be able to state actual changes that occurred due to the decreased population

• Be able to suggest what type of changes to expect in any age due to a cataclysmic event such as the plague

Standards Addressed
Grade 7
Social Studies — History, Benchmark C

03. Describe the conditions that gave rise to feudalism, as well as political, economic and social characteristics of feudalism, in Asia and Europe.

Materials
100 Popsicle sticks or index cards

Procedure

1. Label the number of sticks or cards designated below as indicated:

One lord One lady One lord’s sister Three lord’s children One priest One confessor One scribe One clerk One surgeon/barber One bailiff (to keep vassals in line) Six knights Six archers Six squires

One falconer (to look after the hunting birds) One miller (to grind wheat) One tanner (to prepare hides) One blacksmith (for tools and weapons) One cook Two musicians One butcher One groomsman (to care for horses) One trainer (to look after the hunting dogs) 10 vassals (to serve in the household) — mark five as adults and five as children 50 vassals (to serve in the fields) — mark 25 as adults and 25 as children

 

2. As a class or in reporting groups, read the worksheet Background: The Plague and discuss the given questions.

3. Some answers that would appear in list form, such as reasons as to why it spread so easily and ways people thought to cure it can be put on large note sheets or on a classroom board to help solidify answers in students’ minds.

4. Mix the labeled sticks or cards together in a large bowl and have a designated “grim reaper” randomly pull out 50 of them. This may be done together as a class or in smaller groups representing individual land holdings. If index cards are used, the teacher can hold them and have each student serve as “the plague” by picking an unseen stick or card from the teacher’s hands. The drawn sticks or cards are to be set aside and represent those people who died from the bubonic plague.

5. Display the remaining sticks or cards, which represent those who lived. It might help to list the various professions or skills on the board or on a large piece of paper for group use. (View A Sample Chart)

6. Through discussion, make a list of problems and their consequences. For example, do you have enough skilled fighters to defend your land from anyone attacking? Do you have anyone to administer the sacraments that were as necessary as food to these Middle Ages people? Do you have anyone left alive who can read or teach the lord’s children? Do you have anyone who can prepare meats? Care for the animals? Work the fields to raise food for the landholders and vassals? Keep the vassals in line and doing their work?

7. As you list each problem, prompt the students to consider the consequences. What will happen to the fields? The buildings? The children as they grow up, if they do? Who of the survivors can make a profit if he or she dares? Who is likely to be taken advantage of? Who will lose power? Who will gain it? Who will lose trust of the masses? And finally, can the class predict what would happen if this same exercise were forced on every landholding in Europe at relatively the same time?

8. Read the What Actually Happened worksheet and discuss questions as they arise.

9. Have each student write an essay as indicated on the Plague Essay worksheet.

Evaluation
Rubric for grading final essay.