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Minecraft and the Medieval World
Exciting seventh graders about medieval world history takes a good deal of creativity but middle school teacher, Nicole Sanders knew exactly how to engage this age group of digital natives – with a game. Minecraft, a computer game described by many as “virtual Legos,” provided the challenge, creative opportunity and engaging format she needed. Using Minecraftedu, the education edition of this incredibly popular game, Nicole created a world for her three classes of seventh graders to build a medieval manor. To expand the scope of the project, a few student Minecraft experts, Nicole’s 'Minecraft Elite’, helped tie the manor construction to their science curriculum by setting up locations in different ecosystems: forest, tundra, and dessert. Before they began building, students were required to sign a user contract where they agreed on proper use of the game, and understood the penalties for cyber-bullying, vandalism and acting as a bystander. Regardless of the virtual nature of this project, the moral implications of poor decisions were set up to parallel the real world.
This student-driven project required the class to determine what should be built, who was building what, and where everything should go. Many stages of research, creation of blue prints, formal presentations and critique sessions occurred before the actual building on Minecraft began. Once the main structures were built, real events occurred on their manors, including preparing for the destruction of the coming Bubonic Plague outbreak and planning for an impending siege. Students split themselves into teams making plans to protect their manor based on a true story of a siege. The King’s army was advancing and they had one month to prepare for a lasting food supply within the castle walls, create historically accurate defense mechanisms and weapons, and even consider necessary spiritual support for the Catholic souls weary of an attack propelled by the King’s claim of divine right.
Although students would say they needed the entire year to complete the manor project, they had only six weeks before presenting to an authentic audience, the fourth graders. In what was a truly valuable interaction for both grade levels, older and younger students paired up giving the seventh graders the responsibility to present the details of their manors, discuss feudalism and encourage connections between the manors and the California Missions studied in 4th grade history. They talked about self-sustainment, shared Catholic values and the strategic use of geography to make these connections.
To bring the experience full circle, Nicole asked her seventh graders to write a formal persuasive essay proving why the Minecraft Manor Project helped them grow as a learner. Students like Kate Salembier found the project to be an eye opening experience, challenging their creativity, leadership skills and team player capabilities. Kate discovered a lot about her strengths and weaknesses plus she noted in her essay, “I obtained new skills such as how to critique others and how to be critiqued.”
While it may seem to any visitors to the class like too much fun for a school project – for Nicole that was just the point. Focused kids engaged with research, strategic thinking, problem solving, collaboration, creativity, reflection and presentation – too much fun can be a good thing.
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This student-driven project required the class to determine what should be built, who was building what, and where everything should go. Many stages of research, creation of blue prints, formal presentations and critique sessions occurred before the actual building on Minecraft began. Once the main structures were built, real events occurred on their manors, including preparing for the destruction of the coming Bubonic Plague outbreak and planning for an impending siege. Students split themselves into teams making plans to protect their manor based on a true story of a siege. The King’s army was advancing and they had one month to prepare for a lasting food supply within the castle walls, create historically accurate defense mechanisms and weapons, and even consider necessary spiritual support for the Catholic souls weary of an attack propelled by the King’s claim of divine right.
Although students would say they needed the entire year to complete the manor project, they had only six weeks before presenting to an authentic audience, the fourth graders. In what was a truly valuable interaction for both grade levels, older and younger students paired up giving the seventh graders the responsibility to present the details of their manors, discuss feudalism and encourage connections between the manors and the California Missions studied in 4th grade history. They talked about self-sustainment, shared Catholic values and the strategic use of geography to make these connections.
To bring the experience full circle, Nicole asked her seventh graders to write a formal persuasive essay proving why the Minecraft Manor Project helped them grow as a learner. Students like Kate Salembier found the project to be an eye opening experience, challenging their creativity, leadership skills and team player capabilities. Kate discovered a lot about her strengths and weaknesses plus she noted in her essay, “I obtained new skills such as how to critique others and how to be critiqued.”
While it may seem to any visitors to the class like too much fun for a school project – for Nicole that was just the point. Focused kids engaged with research, strategic thinking, problem solving, collaboration, creativity, reflection and presentation – too much fun can be a good thing.
Mayfield Junior School
405 South Euclid Avenue, Pasadena, California 91101 626.796.2774
Located in Pasadena, California, Mayfield Junior School of the Holy Child Jesus is a K-8 Catholic coeducational private school. Our kindergarten, elementary school, and middle school experience best prepares students for high school education and beyond.
