The NCSS Standards that will be addressed in this webquest will be the following:

Culture and Cultural Diversity	Students will learn about the unique and rich culture of the medieval period with a focus on the cultural institution of feudalism as an overall study; and within that feudalistic society, the knights' beliefs and deeds, the peasants' work and home life, the clergys' lives and the childrens' lives.  This will allow them to experience multiple views and ideas, and to reflect on their own beliefs, knowledge and system of values from their own culture during the letter writing final activity to the king.
Time, Continuity and Change	This lesson has a focus and intent on giving third grade learners a historical perspective and a grade-level appropriate understanding of the medieval time period. It will give students information on the different classes of society and allow them to comprehend how different the medieval period was from current times, and also how similar it is in many ways. They will especially note the similarities in the children's lives section (with the games and sports), the jobs the commoners had, and the role of the church; and they will understand the differences in the children and commoners sections (foods, homes, games), and the castle sections.
People Places and Environments	In this webquest, students will understand from the peasant's lives how they used their surroundings (fields, water and forest) to supply their needs. In addition, students will realize how the use of natural surroundings benefits or harms the people's lives during the castle activity where they will draw things that will make a castle stronger.
Individual Development & Identity	Students will develop a connection to the past and the culture through the relationships they will realize during the daily studies of the different classes of people in the medieval time period. They will reflect upon those beliefs as they draw themselves as a knight, as they draw their shield, and as they write their letter to the king.
Individuals, Groups, & Institutions	Learners will understand through this feudalistic society, the concepts of role, status, and social class and use their knowledge in writing about their beliefs in their final letter to the king where they will agree or challenge the institution of feudalism and express whether it should have been continued or changed. The students will also understand from the clergy section, the role the church institution plays in meeting individuals' needs and promote the common good.
Power, Authority and Governance	The students will see throughout this webquest the different classes and the governance of feudalism. They will see this especially during the noble's section where they will learn about the way the king governs his kingdom. They will see from different role and status perspectives the positive and negative effects the system of feudalism has upon each of the classes. and will use their information in the verbal activity of convincing a knight to work for the king, the castle project, and their letter-writing.
Production, Distribution, and Consumption	This webquest will give students an understanding of how food was produced and the which class of society was able to consume it. They will learn this in the commoner's section and also in the noble's section.
Science, Technology, & Society	Students will touch on this standard only briefly in learning of the Black Plague over the course of the webquest.
Global Connections	Students will touch briefly on this standard while considering the territorial dispute of the "rival kingdom" wanting to take over the land.
Civic Ideals and Practices	Through the study of the civic ideals of the knight and the considerations of the different classes, stidents will gain some of the different ideals by reflecting on them and adding them to their own Democratic ideals and beliefs through the letter-writing activity.

This webquest will also address learning Standards from the ISBE.

The standards that will be addressed will be the following:

Goals for Economics (15)
A. Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services	15.A.2a Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them.	This will be a review of this aspect for them, building on prior knowledge. They will review and add this information while learning about peasants, farming and the food the royalty consumes.
	15.A.2b Describe how incomes reflect choices made about education and careers.	This new skill and information is covered within the roles of the classes and the education of children section.
B. Understand that scarcity necessitates choices by consumers.	15.B.2a Identify factors that affect how consumers make their choices.	This new skill is addressed in brief during the peasants' lives section, specifically where they must make a choice between poaching food and death.
C. Understand that scarcity necessitates choices by producers.	15.C.1a Describe how human, natural and capital resources are used to produce goods and services.	This is another idea addressed during the peasant's lives section when we speak of guilds and trades, also later in the clergy when students will learn that some clergy could become skilled in a craft.
E. Understand the impact of government policies and decisions on production and consumption in the economy.	15.E.1 Identify goods and services provided by government.	This standard is covered in the introduction and several times when the protection of the government is mentioned.
	15.E.2b Identify which public goods and services are provided by differing levels of government.	When learning about the way the king governs his land through barons, lords and knights- students will gain this concept.
Goals for History (16)
A. Apply the skills of historical analysis and interpretation.	16.A.1a Explain the difference between past, present and future time; place themselves in time.	This is covered in the Ultimate goal section and the knighting conclusion.
	16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources)	This standard is addressed in the questioning throughout the webquest and prominently offered in the search for "the rumor".
	16.A.1c Describe how people in different times and places viewed the world in different ways.	In the process of learning about the ways the different classes lived their lives, this idea is touched upon.
B. Understand the development of significant political events.	16.B.1 (W) Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions.	This concept is touched upon with the introduction of the story of Robin Hood.
	16.B.2a (W) Describe the historical development of monarchies, oligarchies and city-states in ancient civilizations.	The development of the monarchy is touched upon with the feudalism structure, and the reason for it is given in the introduction, with the potential threat of losing the land.
C. Understand the development of economic systems.	16.C.1a (W) Identify how people and groups in the past made economic choices (e.g., crops to plant, products to make, products to trade) to survive and improve their lives.	This concept is covered in the peasant/ baron and lord relationships, and lifestyles.
D. Understand Illinois, United States and world social history.	16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).	This standard is the main focus of the webquest.
Goals for Geography (17)
B. Analyze and explain characteristics and interactions on the Earth's physical systems.	17.B.2b Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest, tundra.	This is only touched very briefly on in explaining the hunting rights and areas best suited for building a castle.
C. Understand relationships between geographic factors and society.	17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).	Students will cover this in some depth while learning of the way the peasants and nobles live, and also how the people affected the water at that time.
	17.C.2a Describe how natural events in the physical environment affect human activities.	This standard is touched on in explaining the area best suited for building a castle, and also in explaining about the Black Plague.
Goals for Social Systems (18)
C. Understand how social systems form and develop over time.	18.C.1 Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.	This is covered in-depth with the webquest with the feudalism system.

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