The Black Death

Lesson Overview

This lesson explores the historical, social, and economic impacts of the Black Death on medieval England, aligning with the UK Key Stage 4 (KS4) GCSE History curriculum, particularly under the thematic study of "Health and Medicine in Britain, c.1250–present." It dives into the causes, consequences, and societal shifts caused by the pandemic, encouraging critical analysis and engagement with historical sources.

Learning Objectives

By the end of this 45-minute lesson, students will:

1. Understand the origins and spread of the Black Death in England (1347–1351).
2. Analyse the social, economic, and cultural effects of the plague on medieval England.
3. Evaluate how interpretations of historical events have changed over time using primary and secondary sources.
4. Develop historical enquiry skills through group discussion and individual critical thinking.

Resources Needed

• Whiteboard and markers
• Printouts: contemporary accounts of the plague (e.g., Boccaccio excerpt, chronicles from medieval Britain)
• A map of medieval trade routes (printed or drawn on whiteboard)
• Access to timeline cards (sets with key dates and events printed out for groups)
• Worksheets with structured reflection questions
• (Optional) Bell to signal transitions between activities

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Lesson Structure

1. Starter Activity – Context Setting (5 minutes)

Objective: Connect students to the historical period and establish a sense of curiosity.
Begin with a dramatic introduction: “Imagine a world where one illness wipes out half of the population around you—friends, family, priests, and even lords.”
Display a map of Europe showing medieval trade routes and the initial spread of the Black Death from Asia into England. Ask students:

• Why do you think the plague spread so quickly?
• What would be the immediate impact on a village if half its population was gone overnight?

Encourage quick, verbal responses and note key ideas on the board. Emphasise how trade and mobility were pivotal in the spread while hinting at the long-term consequences.

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2. Teacher-led Discussion – The Plague in England (10 minutes)

Objective: Provide factual knowledge and generate a shared understanding of the timeline and key details.

1. Origins & Spread: Narrate the story of how the plague arrived in England in 1348 via merchants from Europe. Illustrate its rapid spread to places like London, Suffolk, and Bristol. Highlight symptoms, "cures," and misconceptions.
2. Death Toll: Discuss the staggering consequences—around 40-60% of England’s population perished. Ask: How would losing this number of people impact villages or cities?
3. Responses: Outline responses such as religious processions, quarantine measures, and blaming marginalised groups (introduce the concept of scapegoats briefly).

Distribute a short excerpt from a medieval chronicle for students to read aloud in pairs (e.g., accounts of mass burials or panic). Encourage them to interpret the emotions of the time.

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3. Group Activity – The Domino Effect (15 minutes)

Objective: Explore the social, economic, and cultural effects of the Black Death.

Divide the class into groups of 5 (6 groups in total). Each group examines one effect of the Black Death in England:

• Group 1: Labour shortages and the rise of wages for peasants.
• Group 2: Decline in feudalism and village life.
• Group 3: Mass deaths and challenges to the Church’s authority.
• Group 4: Psychological effects (e.g., fear, superstition).
• Group 5: Development of public health measures.
• Group 6: Changes in land ownership and wealth distribution.

1. Task: Each group receives a paragraph of information (written clearly for KS4 comprehension) and discusses:
   • What happened?
   • Who was most affected?
   • How does this event connect to future changes in society?
2. Groups summarise their findings on mini whiteboards to share later.

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4. Plenary – Debate: Living Through the Plague (10 minutes)

Objective: Synthesise learning through historical empathy and critical thinking.

1. Pose a thought-provoking question to stir discussion:
   • If you were alive during the Black Death, would you stay and help your community or leave to save yourself? Why?
2. Set up a “4 Corners” debate: Label each corner of the room:
   • 1: Definitely Stay
   • 2: Leaning Towards Stay
   • 3: Leaning Towards Leave
   • 4: Definitely Leave
     Students must decide and move to a corner, then justify their choice in pairs or small groups. Ask some to share aloud.

Encourage students to reference specific historical facts they learned today to support their arguments (e.g., the role of the Church, loss of loved ones, or mobility of the disease).

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5. Closing Reflection (5 minutes)

Objective: Consolidate key points and address misconceptions.
Distribute reflection worksheets with questions like:

• What were the main causes of the plague’s spread in England?
• Which long-term impact surprised you the most? Why?
• Do you see any parallels between the Black Death and other historical or modern pandemics?

Ask students to complete the first two questions for homework if time is tight. Remind them to bring their completed worksheets for a follow-up discussion next class.

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Differentiation

• For high-achieving students: Include a secondary source or historiography analysis, such as contrasting views from modern historians.
• For lower-ability students: Provide bullet-point notes summarising the key facts from the teacher-led discussion, and use structured questions to keep group work focused.
• For EAL students: Pair with strong readers during text analysis and ensure visual aids (maps, symbols) are available during the discussion.

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Assessment

• Formative: Check understanding during the group presentations and whole-class debate.
• Written: Analyse the reflection sheets for knowledge consolidation and misconceptions.

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Homework Extension

Assign research into another major pandemic (e.g., smallpox, cholera, or the Spanish flu) with a focus on comparing its effects, societal changes, and responses to those of the Black Death.