Download The Middle Ages I > Introduction - Franceschini

The Middle Ages
Franceschini
Common Core SS Standards addressed throughout the reading packet:
6H.1.3 Use primary and secondary sources to interpret various historical perspectives.
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions
6H.2.2 Compare historical and contemporary events and issues to understand continuity and change.
6H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society
6H.1.3 Use primary and secondary sources to interpret various historical perspectives.
6C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy
and constitutional monarchy).
6C&G.1.4 Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of laws and
legal systems (e.g., need for and changing nature of codified system of laws and punishment) in various civilizations,
societies and regions.
6E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and
capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for
scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
6E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
6G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the
emergence, expansion and decline of civilizations, societies and regions
6C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class
structure, Indian caste system and feudal, matrilineal and patrilineal societies).
Common Core Reading Standards addressed throughout the reading packet:
 Locate and cite details, State main ideas and summarize.
 Determine meanings of words and phrases.
 Determine how information is presented (sequentially, comparatively, etc.).
 Integrate and analyze visuals (maps, charts, pictures) etc. with text.
Common Core Writing Standards addressed throughout the reading packet:
 Produce clear and coherent writing appropriate for the task.
 Use technology and internet to produce writing.
 Informative and Explanatory Writing in the context of SS
Unit Vocabulary:
Students should write the bold faced words in their vocabulary journal. They
should write a definition and write the sentence as used in context. When possible,
a picture, symbol or icon should accompany each
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The Middle Ages I > Introduction
Objective –SWILLBAT ID the Middle Ages time period. SWILLBAT explain what brought about the Middle Ages.
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g.,
Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
Rome fell to the Visigoths in 476 A.D. The barbarian invasions ended
Rome’s 800 years of power in Europe. The end of Rome was the end of what
we call ancient history. After 476 A.D. there is a new period in history
called the Middle Ages. The Middle Ages lasted for about one thousand
years. Sometimes the Middle Ages is called the Medieval Period. But what
made the Middle Ages different from the time of the Romans?
Rome and its government held Europe together for centuries. When
Rome collapsed, so did the governments and cities of Europe. There was no
central government to rule people. The former Roman Empire was broken up
into many kingdoms ruled by kings and military leaders. The kingdoms
constantly fought each other for control. The beginning of the Middle Ages
is called the Dark Ages of Europe because all the learning and
accomplishments of Greece and Rome were forgotten. There was no one to
take care of the roads, buildings and aqueducts. There was little time to
develop art and technology. Very few people learned reading, writing and
arithmetic. There was constant warfare. It was not safe to travel. People
were afraid and did not have much hope. The Middle Ages was a time when
Christianity became really important. People looked to the Roman Catholic
Church for help. People believed if they were good Christians they would be
saved from life on earth by going to heaven when they died.
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Essential Questions
1. When did the Middle Ages begin?
2. Why was the beginning of the Middle Ages known as the Dark Ages of
Europe?
3. Why did the Roman Catholic Church become so important?
Assignment: Write 7 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word.
The Middle Ages II > The Eastern Roman Empire Fights Back
Objective –SWILLBAT explain why Justinian and the Eastern Roman Empire failed to win back the western empire.
SWILLBAT explain when and why the Middle Ages began with the death of the Roman Empire.
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa
Musa, Confucius, Charlemagne and Qin Shi Huangdi
The Western Roman Empire fell to the barbarians in 476. However,
the Eastern Roman Empire wanted to get the Western Roman Empire back.
After the fall of the Western Roman Empire, the Eastern Roman Empire
(Byzantine) was still strong. When Rome was falling to the barbarians, the
emperor of the Eastern Roman Empire was Justinian. Justinian lived in his
palace in the capital city of Constantinople. As emperor Justinian took
control of the Catholic Church. Justinian had a strong government and he
made laws called the Justinian Code. The Justinian Code is still famous
today. But what Justinian wanted to do more than anything was to recapture
the entire Western Roman Empire from the barbarian tribes.
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Justinian’s army fought wars against the barbarian tribes. His army
won back a lot of land that was lost when Rome fell. Justinian's army took
back southern Spain, all of Italy, and northern Africa. The only two tribes
left in all of Europe were the Franks and Saxons. Justinian had asked the
Franks for help in Europe to defeat other barbarian tribes. The Franks
defeated other barbarian tribes. They took the land for themselves rather
than give it back to Justinian and Eastern Roman Empire. The Franks
became powerful enough to control much of Western Europe. By the time
Justinian realized how powerful the Franks had become he had to focus his
attention at home. Justinian had to stop fighting because the wars cost too
much money. The Eastern Empire was nearly broke (no money). He had to
focus on his people at home. Justinian planned on fighting the Franks again
when he could get more money. Justinian died before he ever had the
chance to win the rest of the western empire back. The Western Roman
Empire was gone forever.
The Middle Ages for Europe began with the death of the Western
Roman Empire. Life in Western Europe became miserable and dismal. There
was no sanitation, no advances in medicine, no new roads, no new learning,
little new technology and no towns. There was only war. One kingdom
constantly fought another.
It was a dark time in Western Europe.
Historians call it the dark ages.
Essential Questions
1. Why did Justinian and the Eastern Roman Empire give up the fight to
win back the Western Roman Empire?
2. How did life change in Europe after the collapse of the Roman
Empire?
Assignment: Write 7 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word.
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The Middle Ages III > The Merovingian Kings, Mayors of the Palace and
the Franks
Objective –SWILLBAT explain the significance of the Merovingian Kings and the Mayors of the Palace
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa
Musa, Confucius, Charlemagne and Qin Shi Huangdi
6C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy
and constitutional monarchy).
The Germanic barbarians often caused mayhem and destruction in
medieval Europe. However, it is important to also note that some of the
Germanic tribes were not barbarians, but instead settled in homes, and tried
to help build up civilization. The largest of these Germanic tribes settled in
lands that are now part of western Germany and France. The kings of this
tribe were called the Merovingian kings, and ruled from 400 A.D. until the
A.D. 700s.
In 481 A.D., a Merovingian King by the name of Clovis came to power.
He was a brutal warrior who delighted in bloodshed on the battlefield.
Fifteen years after taking the throne, Clovis converted to Christianity. The
conversion of Clovis was critical in European history. He encouraged his
people to also convert to this new faith. The Germanic tribes defended
Christianity against invading Muslims.
By 700 A.D., the Merovingian kings had lost
control of the region inhabited by the Franks.
Instead, power fell to a leader who was known as the
Mayor of the Palace. In 732 A.D., Islam invaded
Europe in an attempt to convert the Christians to
the Islam faith. They had already conquered much
of Europe, including almost all of Spain. As the
Muslims entered what is now modern day France, a
Mayor of the Palace by the name of Charles Martel
met them with his forces in the city of Tours.
Martel and his forces were able to beat back the Muslims, protecting the
rest of Europe, and insuring that the religion practiced by the Europeans
would remain Christianity.
Charles Martel was succeeded as Mayor of the Palace by his son Pepin,
often called Pepin the Short. In 752 A.D., the Pope anointed Pepin the
Short as king. This anointing by the Pope was important. To his subjects, it
meant that Pepin had the backing of God, or that he was God’s chosen ruler.
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In exchange for the blessing of the Pope, Pepin promised to offer his
protection to the Church. At this time, the Church in Rome was under attack
by a non-Christian Germanic tribe called the Lombards.
The Byzantine
Empire refused to help the church. However, in 754 A.D., Pepin the Short
successfully removed the Lombards from Rome and gave their lands to the
Pope. This strengthened the ties between the Catholic Church and the
Franks, while the ties between the Church and the Byzantines were
weakened.
Essential Questions
1. Explain why each was so important in Medieval European history:
Clovis, Charles Martel and Pepin the Short.
Assignment: Write 2 questions and answers for each paragraph. Your
questions must be information questions. They must begin with a “Wh” word.
The Middle Ages IV > Charlemagne and the Franks
Objective –SWILLBAT ID and explain the reasons why Charlemagne was the most important Frankish king.
SWILLBAT explain how Charlemagne helped increase the power of the Holy Roman Empire.
6C&G.1.4 Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of laws and
legal systems (e.g., need for and changing nature of codified system of laws and punishment) in various civilizations,
societies and regions.
6E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa
Musa, Confucius, Charlemagne and Qin Shi Huangdi
After the fall of Rome, the Franks became the most powerful tribe in
Europe. They began to build a kingdom. By the 700’s the Franks had
conquered much of Europe. In 771 A.D., Pepin the Short was succeeded as
king by his son Charlemagne. Charlemagne was a tall, friendly ruler, and was
also a skillful politician. Under Charlemagne’s leadership, the kingdom
controlled by the Franks doubled in size, growing to include France,
Germany, Spain and Italy. This kingdom became known as the Frankish
Empire. For the first time since the fall of the Roman Empire, all the people
of Western Europe were ruled over by a single government and by a single
leader.
Charlemagne was perhaps the most significant king of the early Middle
Ages. First, he improved the lives of all his people. Charlemagne encouraged
learning.
Following his taking control of the Frankish government,
Charlemagne grew concerned about the great number of his people who could
not read or write. He sought to improve the situation by opening schools
around his kingdom. Charlemagne also gathered together the brightest
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scholars of his era and had them work to preserve ancient texts and
records. These scholars copied the writings of the Romans and others,
preserving them for future generations. The people loved him.
The second reason Charlemagne was important was because he
increased the size of the Frankish Kingdom. Charlemagne made the Frankish
Kingdom the largest it would ever be. Charlemagne’s army defeated most
Western Europe. Charlemagne rescued the Catholic Church in Rome from
the Lombard tribe. Rome was no longer an empire but it was still at the head
of the Catholic Church in the west. The Pope was the ruler of the Catholic
Church in Rome. Charlemagne rescued both the Pope and the Church in
Rome. The Pope made Charlemagne the Holy Roman Emperor because
Charlemagne could protect the Catholic Church and spread the Christianity
to new places he conquered. His Kingdom was called the Holy Roman Empire.
To control his vast kingdom, Charlemagne made people leaders of
different areas of his kingdom. He called them counts. Charlemagne made
sure the counts were treating the people fairly. He started a new system of
justice where people accused of crimes were judged by a jury.1 He began a
new money system using silver coins.
By the end of his reign as king, Charlemagne controlled Germany,
France, most of Italy and part of Spain. The Catholic Church began to
increase its power over the people of Europe. It looked like Charlemagne
was leading Europe out of its dark ages. Unfortunately, after he died his
kingdom was divided up between his sons. None were as strong as
Charlemagne. Soon everyone was fighting each other again. Separate
kingdoms were made and once again they fought each other. Charlemagne’s
improvements were forgotten and the Holy Roman Empire collapsed. Life
became difficult once again. The death of Charlemagne brought the death
of the Holy Roman Empire.
Essential Questions
1. Why was Charlemagne important? Create
a
tree
diagram
to
outline
his
accomplishments
People had been judged by silly tests to prove their innocence or guilt. For
example, a person might be given a red hot poker. If it burned his hand, he was
guilty. Of course it wasn’t fair. It was just away to put someone in prison for no
good reason. Charlemagne got rid of this unfair system of justice.
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2. How did Charlemagne improve the lives of his people?
3. How did Charlemagne increase the power of the Catholic Church?
Assignment: Write 2 questions and answers for each paragraph. Your
questions must be information questions. They must begin with a “Wh” word.
Here is a map of Charlemagne's kingdom. The light-green shows his
kingdom in 771. The dark-green shows his kingdom in 800.
The Middle Ages V > The Role of the Church
Objective –SWILLBAT clarify the role of the Church during the Middle Ages.
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa
Musa, Confucius, Charlemagne and Qin Shi Huangdi
6E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
Christianity and the church were the most important things in life for
people during the Middle Ages. Under the feudal system, the Catholic
Church grew in power and prestige. The bishop of Rome, known as the Pope,
claimed authority over all Christians in Western Europe. The Pope often
became involved in political affairs, and even anointed kings and rulers of
various nations. Some Roman Popes were more powerful than the local
monarchs.
The church was the center of every town. It was not only important
for religion, but it was also a social place where people met. Religious life
attracted many people during the Middle Ages. The Church was often the
only way to get an education. Poor people could get help and even join the
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church to escape a life of misery. The clergy were the religious workers of
the Catholic Church. In the Middle Ages, the Pope ruled the Christian
Church. Other clergy included bishops, priests, nuns, and monks.
Perhaps the most important people of the Middle Ages were the
monks who lived in monasteries. A monastery was a community of religious
workers called monks. Monks devoted their lives to prayer, religious study
and education. The monasteries were often the only place of education.
Most of medieval society did not go to school. Both poor people and rich
people with power did not go to school. Monasteries produced many welleducated men prepared to serve as administrators and advisors for
uneducated kings and lords. Most importantly, the monks continued the
study of ancient civilizations like Greece and Rome. Monks copied books by
hand in a time before the printing press. Without the monks, much of the
education and advances of other cultures would have been lost forever.
Essential Questions
1. What was the role of the Church during the Middle Ages?
2. Who was the Pope?
3. Why were the monks so important?
Assignment: Write 7 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word
Monastary
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The Middle Ages VI > The Vikings
Objective –SWILLBAT analyze the social, political and economic impact of the Viking invasions on Western Europe.
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g.,
Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa
Musa, Confucius, Charlemagne and Qin Shi Huangdi
6E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and
capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for
scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
6G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the
emergence, expansion and decline of civilizations, societies and regions
The Vikings were from Scandinavia. Today the Scandinavian countries
are Norway, Finland, Sweden and Denmark. In the 800s A.D., the Viking
homeland of Scandinavia had become overcrowded. Many of these
Scandinavian warriors left their homes in search of wealth and adventure.
They began to invade Western Europe, especially the island of Great Britain.
They traveled in medium-sized sailing ships that were large enough to sail in
the open sea, but small enough to navigate through the rivers of Europe.
The Vikings were renowned as fierce warriors. They would sneak up on their
victims, and then retreat before their enemies could retaliate. Whatever
they did not steal, they would burn to the ground. They were brutal and
showed no mercy to their victims, often torturing and killing them. The
Vikings struck fear in the hearts of Western Europeans everywhere. No
one was safe from the attacks.
In addition to attacking and raiding Western Europe, the Vikings also
established colonies throughout the world, reaching as far as the New
World. They settled in Greenland, Iceland, parts of France, Great Britain,
North America, Ukraine, and Russia.
The Vikings had a huge impact on the social, political and economic
structure of Europe. The economies of Western Europe were in shambles,
and trade routes were disrupted. As a result of the constant attacks by the
Vikings, the governments of Europe were constantly under attack.
Communities did not feel that their governments were providing adequate
(enough) protection for them against outsiders. As the monarchs of central
governments lost power, a new type of government evolved called Feudalism.
Feudalism began in France around 900 A.D., and spread throughout the
remainder of Europe within 150 years. Feudalism will be the topic of our
next lesson but for now all we need to know is that the Viking conquests led
to feudalism in Europe.
For centuries the Vikings worshipped a variety of gods and deities.
However, as they expanded their territories and built colonies in distant
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lands, they came into close contact with the rest of Western Europe. Most
people of Western Europe at this time were Christians. Eventually, most
Vikings converted to Christianity as well. Their conversion helped to civilize
them in many ways, and introduced them to written language.
Essential Questions
1. How did the Viking invasion impact Europe?
1. What was the westernmost territory invaded by the Vikings?
2. What was the easternmost territory invaded by the Vikings?
Assignment: Write 2 questions and answers for each paragraph. Your
questions must be information questions. They must begin with a “Wh” word
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The Middle Ages VII > Life in the Middle Ages
6E.1.1Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and
capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for
scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
6E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
6C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy
and constitutional monarchy).
6C&G.1.4 Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of laws and
legal systems (e.g., need for and changing nature of codified system of laws and punishment) in various civilizations,
societies and regions.
6C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class
structure, Indian caste system and feudal, matrilineal and patrilineal societies).
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g.,
Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
6H.2.2 Compare historical and contemporary events and issues to understand continuity and change.
6H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa
Musa, Confucius, Charlemagne and Qin Shi Huangdi.
Feudalism – Part 1 > Lords and Vassals
Objective –SWILLBAT explain the roles of lords and vassals. SWILLBAT define feudalism.
After the Roman Empire fell to the barbarians, there was no real
powerful country in Europe. By the 800s the Vikings had created total chaos
where no one was protected. The strongest men of Europe made themselves
kings and took as much land as they could by fighting wars with other
powerful men and tribes.
This began an economic, political and social system called Feudalism.
The lands the kings took were called kingdoms. To help govern the kingdom,
kings gave out land to other powerful men. These powerful men became
known as barons. The barons then would further divide their land and give
portions to other powerful men. It was a system of lords and vassals. The
more powerful man was the lord and the weaker man was the vassal. The
landowner was the lord and the vassal was the servant to the lord. All lords
were vassals to more powerful lords. The only person who was vassal to no
one was the king. Even the most powerful barons were still vassals to the
king. Think of it this way. The superintendent of our school district is like
the king. He is the lord of the school district. All of the schools are part of
his kingdom. The superintendent gives each school to a principal. The
principal is lord of the school but the principal is also a vassal to the
superintendent. The principal gives power to the assistant principals. The
assistant principal is lord to the teachers but they are still vassals to the
principal. The teachers and secretaries are lords over the students but
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they are vassals to the principal and assistant principals. You students are
at the bottom. You are vassals to everyone and lords over no one. HA HA!
You are called miserable serfs! (Bottom of the barrel pond scum.)
Lords controlled almost all aspects of life within their estates. Along
with their lands, these lords also owned the peasants who lived on their land,
as well as all of their possessions. The peasants were obligated to work for
the lords, farming their lands, and filling other necessary duties. In
exchange for this sovereignty, the lords pledged their loyalty to the king
and promised to supply him with knights for his armies. Often a lord would
have lesser lords whom he controlled, and greater lords whom he was loyal
to.
Kingdoms were divided into fiefs. A fief was a piece of land. The
king gave fiefs (land) to his most powerful and loyal followers. In order to
obtain land, a vassal had to make promises to his lord. The vassal promised
he would be loyal to the lord. He promised to pay taxes, to serve and to
fight for his lord. The lord then granted the man a fief. A vassal could
become a lord himself if he gave a piece of his fief to another man. This
man would become his vassal. This became the economic, social and political
system of Europe for hundreds of years. The dividing continued down the
smallest landowner. The system of giving fiefs and serving as lords and
vassals was called the feudal system. Sometimes we call it feudalism. It
was an economic, political and social system.
Essential Questions
1. Who were lords and vassals?
2. What was feudalism?
3. Explain the feudal structure in your own family.
Assignments:
1. Write 3 questions and answers for each paragraph. Your questions
must be information questions. They must begin with a “Wh” word.
2. Draw a tree diagram like the one above and summarize the feudal
system using your family as an example.
Activities: Demonstrate the feudal system using the students and
manipulatives around the classroom
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This diagram of a kingdom shows the hierarchy of power in the feudal
system.
King
Lord
to
all
Baron
Baron
Baron
Vassal
Vassal
Vassal
to king
to king
to king
Lord to
Lord to
Lord to
knights
knights
knights
Knight
Knight
Knight
Knight
Knight
Knight
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
to
to
to
to
to
to
Baron
Baron
Baron
Baron
Baron
Baron
Lord to
Lord to
Lord to
Lord to
Lord to
Lord to
Serfs
Serfs
Serfs
Serfs
Serfs
Serfs
Serf
Serf
Serf
Serf
Serf
Serf
Serf
Serf
Serf
Serf
Serf
Serf
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
Vassal
to
to
to
to
to
to
to
to
to
to
to
to
All
All
All
All
All
All
All
All
All
All
All
All
Feudalism – Part 2 > The People
Objective –SWILLBAT identify and define the major classes and subclasses of people in
feudal society
During feudal times there were four groups of people: the nobility,
the clergy, the knights and the commoners. The nobility included the king
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and his lords. They were called nobles. Nobles were rich land owners. There
were very few nobles. The clergy were the bishops, priests and other
workers for the Catholic Church. Knights were the warriors of the manor.
Most of the people were commoners. Commoners were tradesmen and serfs
(peasants) that did all the work. They did not have much money or power.
Feudalism lasted for hundreds of years
throughout
Europe. The king owned all the
land in his kingdom. He usually kept about one
quarter of it for himself. The king gave some land
to the church. The king leased out the rest of the
land to all of his vassals. The king made all the laws
and could do anything he wanted at any time. He
leased out his land to men he could trust. All of the
men he leased his land to had to swear they would
be loyal to him. They had to pay taxes to the king
and they had to have an army ready to fight for the
king. The men who leased out land from the king were called Barons.
Barons were the second most powerful
men in a kingdom after the king. They were
vassals to the king but lords to everyone else.
Barons leased their land from the king. The
baron kept as much land as he wanted for
himself. He leased the rest of the land out to
other nobles.
Barons were very rich and
powerful. Barons had big homes and castles.
The home and land of a baron was called the
manor. The baron was the Lord of the Manor.
He made his own rules and punishments. He
collected taxes for himself. He had to pay taxes to the king and provide an
army to the king when it was called. The baron’s army protected his land and
people from other barons and kingdoms. The leaders
of the baron’s army were called knights.
Knights were soldiers who protected their baron
and his manor. Knights were vassals to the baron and
lords to the common people. The baron gave his
knights land. In return, the knights protected the
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baron, his family and the whole manor. Like the baron, the knights kept as
much land as they wanted for themselves. The knights divided up the rest
of the land and gave it to the common people. The knights were not as rich
as barons but they were still rich.
Most people in the Middle Ages were not wealthy nobles.
The common people lived day to day. Most of them never left
the manor of their lord. Manorialism was a system in which the
lord received food and labor from the common people and in
return the lord promised to protect his common people.
Tradesmen were people who had a special skill. Every manor and
village needed tradesman. For example, a blacksmith made tools
and weapons out of iron. A hat maker made hats. A baker made
bread. A carpenter built houses. Tradesmen were not rich but
they had more than the peasants. Peasants were very poor
people. Most peasants were called serfs. Serfs were peasant farmers who
could not leave their land. Knights and nobles gave land to the serfs but the
serf was not allowed to leave or do anything without permission from his
lord. They had to give their lord most of their crops and food. They had to
work for the lord and do whatever the lord said. They were only allowed to
keep enough to feed themselves. Serfs were not allowed to leave the manor
and they even had to ask permission to get married. In return, the lord
promised to protect the serf from other nobles and kingdoms. The serfs
were vassals to everyone. They were almost slaves. The only difference was
that serfs could not be bought and sold.
In conclusion, the nobles were rich and the peasants and serfs were
poor. There were very few nobles and there were many peasants. There was
very little mobility in society. In other words, a person could not move up or
down in classes. Whatever position you were born into, is where you stayed
your whole life. A serf could never leave his fief because he could never
make enough money. The lords took all of the crops the serf could sell and
left the serf with only enough to feed himself. Children were born into a
class and a position. Children of the nobility were born rich with land and
money. Children of the poor never had a chance to escape being poor. Most
people never traveled more then a few miles from their homes their entire
lives. Life was difficult and many people did not live very long. Many died
from war and disease at very young ages.
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Essential Questions
1. What were the major classes and subclasses of people in feudal
society and explain each? Make a pyramid diagram.
2. Which group of people had the most difficulty? Why?
3. What was manorialism?
Assignments:
1. Write 3 questions and answers for each paragraph. Your questions
must be information questions. They must begin with a “Wh” word
Feudalism – Part 3 > The Castle and The Manor
Objective –SWILLBAT design a manor and define its key components.
6H.1.3 Use primary and secondary sources to interpret various historical perspectives.
Feudalism was the political and economic system of the Middle Ages.
Manorialism was about the land each baron controlled. The manor was the
land controlled by the barons and other nobles. Most manors had a castle,
farmland and a village. The powerful nobles lived in the castles. Because
there was no strong central government, feudal lords often went to war
against one another. In order to protect themselves, these lords began
building large beautiful castles. These castles consisted of a central building
known as the keep where the nobles lived, and where prisoners were kept in
dungeons. The keep was usually the most secure part of the castle, and the
hardest part to enter during battles. Surrounding the keep was a large area
known as the bailey. The bailey contained a number of buildings including
food stores, soldiers' quarters, workshops, and even a chapel. Finally, the
castle was usually surrounded by a high outside wall and a large, deep moat
which made it difficult for outsiders to attack.
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The tradesmen worked and lived in the village. The serfs worked the
land and lived in the village. Tradesmen and serfs often worked for their
baron much of the time. The common people rarely left the manor.+. They
were either working for their lords or working in their shops or on their
farmland. Serfs were not even allowed to leave the manor without the lord’s
permission. Medieval peasants had a difficult and often short life. They
lived in cold one-room huts with dirt floors. These peasants ate mostly grain
and occasionally vegetables from small gardens. Meat was scarce and rarely
available. When meat was available, they often hung it from the rafters of
their homes to show off. The term ‘bringing home the bacon’ comes from
this time period. When men were successful enough to bring meat or bacon
home to their families, they would brag that their husband brought home
the bacon. Disease was common, and most peasants did not live beyond the
age of 40.
Read the following story as told by Mr. Donn on his website. It is a
story about what life was like on the manor for the common people.
Imagine you live in a place that is really pretty. There are hills all around
you and lots of open space. There is a beautiful river and ample rainfall. You
have good neighbors and a home of your own. It's just a little home with a
dirt floor and a thatched roof, but you like it. It's what you know.
You also know that there are other people who live on the hill right next to
yours. You have never actually seen them, but you have heard about them.
You have heard that the people who live on the other side of the hill burn
down houses just for the fun of it. They would burn down yours if they knew
where you lived.
You are really afraid of the people who live on the other side of the hill. You
do not want to travel past them. Instead, you stay home where things are
pleasant. You make your own shoes. You bake your own bread. You live
among people you have known all your life. You never travel anywhere
because you would have to pass the people who live on the other side of the
hill. That would be too scary.
One person in your community is the leader. He is a warrior. He has
weapons. He is not from your community. He showed up one day with some
men with weapons. Pretty soon, he had taken on the job of protecting all the
people on your hill. He promised that if trouble came, if the people who
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lived on the other side of the hill came and tried to burn down your house, he
would protect you. You believe him. He has weapons. He knows other
people with weapons. You agree that if he will protect you, you and all the
other good people who live on your hill will promise to work together to
grow the crops, tend the livestock, bake the bread, sew the clothes, make the
tools, and do the work. That is your job.
That's what people did for a very long time. They lived on their hill. They
made everything they used. They grew all their food. They never went
anywhere. In exchange, the lord of the manor, who lived in the best house
and did none of the work, promised to protect them. In these violent times,
that was a really important promise. The people did not believe the lord
would live very long, but better him than them.
This was called the Manorial System. The manor was the smallest unit of
feudal government.
Assignments- Write a brief summary of the manorial system.
_________________________________________________________
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Describe the life of a serf.
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Assignment- Look at this model of a typical medieval manor. Manors usually
had some type of water source like a river or pond. There was a village with
a bakery, a blacksmith and houses, manor house, church, farmland, forest,
meadow, orchard and pasture
Objective –SWILLBAT design and a model of a manor and define its key parts.
Assignment- Draw or create your own model of a manor and define all the
parts to a manor. Your manor should have the following: a manor house, a
church, a village, farmland, a pasture, a river, a pond, a road and a forest
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The Middle Ages VIII > The Crusades
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions
6C.1.2 (12.01) Explain how religion transformed various societies, civilizations and regions
Part 1 > What were the Crusades?
Objective –SWILLBAT explain the purpose of the Crusades.
When the Roman Empire accepted Christianity it spread throughout
all of Europe. By the Middle Ages Europe was mostly Christian. However,
Christianity did not begin in Europe.
The birthplace of Jesus and
Christianity was in the Middle East. The city of Jerusalem in the land of
Palestine (present day Israel) was most important to Christians.
The city of Jerusalem and all of Palestine were also important for two
other major religions- Judaism and Islam. Three major religions all claimed
Palestine as their homeland. Jews, Christians and Muslims all considered
Palestine the homeland of their religion. 2
The Jews and Christians controlled Palestine until the early 600s
when Muhammad introduced Islam. Islam spread like wildfire throughout
the Middle East. Pretty soon most of the Arabs of the Middle East were
Muslims. Islam became the major religion. Palestine and Jerusalem were
controlled by Muslims.
These three major religions all claimed Jerusalem in the land of
Palestine as their holy land. When the Arabs of Islam took control they
allowed Christians and Jews into the city. The Muslims allowed religious
freedom. Jews and Christians lived in Palestine and Jerusalem as long as
they paid their taxes. In 1095 things began to change. A new group of
Arabs took control of Jerusalem. They closed the city to both Jews and
Christians. Of course this angered both the Jews and Christians. The
Catholic Church and the Pope Urban II got so angry they decided to fight to
get back the Christian holy land. Pope Urban II sent soldiers to Jerusalem
to win back the Holy City from the Muslims. These Holy Wars were called
the Crusades. The Crusades were a series of Holy Wars where European
Christians fought to capture Jerusalem from the Muslims.
There was a total eight Crusades in all. The Crusades took place from 1095
to 1250. The first Crusade was in 1095. There were many different
This is still true today. All 3 religions consider Palestine the homeland. Today
Palestine is called Israel. Jews are people who follow Judaism. Christians are
people who follow Christianity. Muslims are people who follow Islam.
2
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battles. The Crusades were fought over ownership of Jerusalem. In 1095
Pope Urban II ordered the first Crusade. This first Crusade was successful.
The Crusaders won back Jerusalem and put the city under Christian control.
This only lasted for 50 years. The Muslims fought back and eventually
recaptured Jerusalem. Over the next 150 years there were seven more
Crusades but none of them were successful for the Christians. By 1244,
Jerusalem was lost to the Muslims until the 20th century.
Essential Questions
1. Why was Palestine and Jerusalem important for all three major
religions?
2. Why did Pope Urban II send a Christian army to Jerusalem?
Question for Thought
1. Do you think Pope Urban II was justified sending a Christian army to
Jerusalem?
Assignment: Write 7 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word
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Part 2 > Who were the Crusaders?
Objective –SWILLBAT identify the people who went on a crusade and provide reasons why they went.
Who were these people who traveled to the Holy Land to fight a war
against people they didn’t even know? Crusaders were the soldiers who
fought the Holy Wars for the European Christians. A crusader varied from
a high ranking noble to a peasant. Knights were excellent fighters. Peasants
often wanted to go on a Crusade because it allowed them to escape from
their village. It was an escape from feudalism. The Pope promised the
people if they died fighting for the Holy Land then God would automatically
let them into heaven.
The Crusaders marched holding a red cross or
wearing a red cross. It was a symbol of their fight to
regain the Holy Land. It took about two years to march
from Europe to the Holy Land. Along the way the
Crusaders had many hardships. It was difficult to find
enough food.
Many soldiers died from diseases.
Sometimes the weather was freezing and at other
times the weather was extremely hot. The first
Crusaders won back the Holy Land. Many of the
Crusaders stayed in Jerusalem. However, Christian
success at holding the Holy Land did not last. After 50
years, Muslims won back Jerusalem. Other Crusaders came but none were
able to get back the Holy Land.
Essential Questions
1. Who were the Crusaders?
2. Why did many of the Crusaders leave Europe to fight in the Crusades?
Assignment: Write 7 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word.
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The Middle Ages IX > Rise of the Common Man and Rise of Towns
Objective –SWILLBAT identify and list the reasons why towns began to grow in the late Middle Ages.
6H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g.,
agricultural technology, weaponry, transportation and communication).
6E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and
capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for
scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
6C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class
structure, Indian caste system and feudal, matrilineal and patrilineal societies).
By the 11th century life began to improve for the people of the Middle
Ages. Many serfs gained their freedom by fighting in the Crusades. Many
were able to buy their freedom and land from nobles who needed money to
fight in the Crusades. Most importantly, farming methods got better and
the weather was good. People were able to grow more food to increase food
supply. Fewer farmers were needed because there was a surplus of food.
Many peasants were able to leave the farms and learn new trades (skills and
jobs). People moved into towns. The towns became centers of trade. People
owned business and had all different kinds of jobs. Towns had blacksmiths,
bakers, carpenters, bankers, traders, jewelry makers and many others
professions. The number of towns in Western Europe grew rapidly. Many
towns started along a road that was a trading route or along a river that was
a trading route. War between barbarian tribes had declined, but there were
many bandits (thieves). Townspeople built walls around the town to protect
themselves.
Inside the walls of a town, there were narrow streets. Horse drawn
carts carried goods to trade. Along each narrow street, there were little
shops. Store owners lived above their shops. Shops were made of wood with
thatched roofs. There were some inns to for travelers to stay and some
stables to take care of the horses. Some towns even had a doctor. In
general, towns were small.
As more and more people moved to the towns, the towns grew. Things
were not as organized. Towns began to stink. There was no plumbing in the
towns. Garbage and sewage (pee and poop) was tossed into the street. The
only people who cleaned up were the shop owners. They didn’t want smelly
yucky things in front of their stores. It was bad for business. Much of the
garbage stayed in the streets until it rotted. People got sick all the
time. The living conditions were horrible. Unless a person had a shop of his
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own, he either worked for someone in exchange for food and shelter or he
begged. In spite of the conditions, more and more people arrived in the
towns. They were eager to escape their life as serfs on the manors.
Essential Questions
1. Why did towns begin to grow during the late Middle Ages?
Assignment: Write 7 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word.
The Middle Ages X > Guilds
Objective – SWILLBAT define guild and explain the importance of guilds. SWILLBAT identify the 3 positions held
in guilds.
6H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g.,
agricultural technology, weaponry, transportation and communication).
6E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and
capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for
scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
6E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
As towns got larger businesses grew. During the 1100's, merchants,
artists, bankers, builders and other skilled laborers grouped themselves
together in business associations called guilds. The bankers belonged to the
banker guild. The bakers belonged to the baker guild. The blacksmith
belonged to the blacksmith guild and etc., etc. Guilds were similar to
workers unions today. The guild helped protect worker’s rights. They
determined wages. Wages is how much someone gets paid. The guild set
prices that should be charged and the guild settled arguments between
workers and clients.
The purpose of a guild was to keep each member's territory for
themselves. If you were a baker, your guild promised you an area where no
other bakers could be. A guild member got a certain amount of space before
another of the same type of worker could build a shop. If you were a
blacksmith, your guild promised you that another blacksmith could not be in
your area. If a member’s shop burned down, the guild would care for you and
your family. Guilds also arranged social occasions and festivals for its
members.
The guild protected its workers but it was not free. Guild members
had to make promises to follow the rules of the guild. Guild members had to
agree on four things:
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1. Price Control: The guild decided on the price of each item. All bakers,
for example, changed the same price for a loaf of bread. The price
was set by the guild so there wouldn’t be competition.
2. Wage Control: All workers had to be paid the same. This was so that
the best workers could not be taken away with better pay somewhere
else.
3. Quality Control: Everyone had to satisfy the quality standards set by
their guild. No one was allowed to sell bad, cheap goods in order to
make a larger profit.
4. Advertising Control: No guild member could advertise. The guilds
wanted people to think that all members offered the same quality no
matter what shop sold them.
During the Middle Ages, they did not have schools like we have now.
People learned by working for someone who already knew how to do
something. People learned a skill by learning a trade from someone who
was already well-established in a guild. There were three positions of
power: an apprentice, a journeyman and a master. Masters were at the
top of the ladder. They were people who owned their own shops and were
experts at their trade. An apprentice was at the bottom of the ladder.
He was leaning his trade from a master. During this time, he received
food, a place to sleep, and training, but he was not paid. A journeyman
was in the middle. After a person learned something about his craft, he
could move up to the level of journeyman. A journeyman was paid a little
money. He also received free food and a place to sleep. He could only
work under a master. To become a master, a journeyman had to give a
sample of his work to a committee of masters in his guild. This sample
was called a "masterpiece". If they approved his work, he could set up
shop in a place assigned to him by the guild, and become a master
himself.
Essential Questions
1. What was a guild?
2. What was the purpose of the guilds?
3. What were the three positions in a guild? Define each.
Assignment: Write 10 questions and answers. Your questions must be
information questions. They must begin with a “Wh” word.
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The Middle Ages XI > The English Monarchy and The Magna Carta
Objective – SWBAT illustrate the significance of the Battle of Hastings and the Magna Carta.
6C&G.1.2 (9.01, 9.02) Summarize the ideas that shaped political thought in various civilizations, societies and
regions (e.g., divine right, equality, liberty citizen participation and integration of religious principles).
6C&G.1.4 (9.03) Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of
laws and legal systems (e.g., need for and changing nature of codified system of laws and punishment) in various
civilizations, societies and regions.
Until the late 800s A.D., the island of Great Britain was divided among
several small kingdoms. The people were called Anglo-Saxons. Like the rest
of Western Europe, these small kingdoms faced significant threats from the
Vikings in the North. Alfred the Great became the first true king of all
Great Britain in 886 when he united all the Anglo-Saxons and helped rid the
island of the Vikings. For the next 200 years, the Kingdom of Great Britain
was ruled by Anglo-Saxon kings.
In 1066 at the Battle of Hastings William the Conqueror won the
English crown. He was actually an Englishman who had been living in
Normandy, France. This was significant because now England would be
influenced by French culture and language. A new line of kings, known as the
Plantagenets, were very powerful and inluential. They set up laws and courts
for all to follow. Some kings were better than others. Some were more just
than others. The problem was that there was little to check the power of
the king. Similar to poor Roman emperors, some kings took advantage of
their power and mistreated not only peasants but nobles as well. King John
was the most famous. He often put people to death for disagreeing with him
and he often raised taxes and took lands without anyone’s consent.
In 1215 A.D., many of the nobles in England were tired of losing their
power and were concerned by the tyrant-like behavior of John. The nobles
and barons came together and wrote a document called the Magna Carta.
The Magna Carta is one of the most important documents in history. It
guaranteed the people certain rights, and bound the king to certain laws.
After writing the document, these nobles forced King John to sign it on the
threat of civil war. Their intention was only to protect the rights of nobles.
They did not care so much about the poor peasants. Nevertheless, in time,
the rights established by the Magna Carta were also extended to
commoners. The Magna Carta is considered an early step toward democracy.
Essential Questions
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1. How did the Battle of Hastings change the course of history in
England?
2. Explain why the Magna Carta was so important as a step toward
democracy.
Assignment: Write 3 questions and answers for each paragraph. Your
questions must be information questions. They must begin with a “Wh” word.
The Middle Ages XII > The End of the Middle Ages Leads to the
Renaissance
Objective – SWBAT differentiate between the Middle Ages and the Renaissance. SWBAT analyze factors that
brought about the Renaissance.
6H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g.,
Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
6H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g.,
agricultural technology, weaponry, transportation and communication).
The Middle Ages eventually gave way to a period in history known as
the Renaissance. The Renaissance was a period when Europeans had a
reawakening in learning of all kinds. Ancient Greek and Roman ideas
became important. Science, architecture, art, philosophy, writing, music
and many other topics were studied with great interest. The Renaissance
began in Italy during the early 1300’s. After the Crusades, Italian port
cities began trading with the Middle East. Between about 1300 and 1600,
The Renaissance had spread throughout all over Europe.
It’s important to understand what caused this change throughout
Europe. What led Europe out of the Middle Ages into the Renaissance?
The Crusades was the first event that helped bring Europe out of the
Middle Ages. Even though, Christians and Muslims fought one another
there were some positive effects. When the fighting was finished,
Europeans learned much from the Muslims of the Middle East because
the Islamic world did not go through the same dark ages. Mathematics,
science, architecture and other technological advances were shared with
Europeans who brought the ideas back to Europe. The second occurrence
was the rise of towns and cities. Soldiers returning from the Crusades
often went to the towns and cities to work and learn a trade. They did
not return to the manor. Serfs left manors for the same reasons. Towns
became important with increased trade. Lastly, the black plague spread
throughout Europe during the 1300’s. It was spread by fleas from rats.
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It wiped out anywhere from one-third to one-half of Europe’s population.
The plague did not discriminate. Nobles and serfs died by the hundreds
and thousands. The feudal system collapsed. For example, when the lord
of the manor died there was no one to replace him.
In conclusion, the Crusades, rise of towns and the Black Death all
helped bring about the Renaissance. It was a period of rediscovery of
Greek and Roman knowledge but just as important it was a period of new
learning in the arts, sciences and humanity.
Essential Questions
1. What factors brought about the Renaissance? Explain each
2. What was the Renaissance?
To be continued in 7th grade….
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