Download Regional Civilizations During the Middle Ages WORLD HISTORY

Regional Civilizations During the Middle Ages
WORLD HISTORY
Rebecca Richie
EDRE 5330 Content Area Reading
Portfolio
Summer 2005
Type of Activity
P
P
P
P
P
P
A
A
A
A
A
A
R
R
R
R
R
R
Name of Activity
Lesson Plan
Outline of Unit
Factstorming
Factstorming answers
Self Inventory
Unit Intro Video
Unit Inventory (DR-TA)
Unit Inventory answers
Anticipation Guide
Video of King Arthur
total number of
pages
2
7
1
1
2
1
8
8
1
1
Unit Inventory (DR-TA)
Mapping
Mapping answers
Jot Chart
Jot Chart answers
QAR
QAR answers
Pattern Guide
Pattern Guide answers
Mystery Clue Game
Mystery Clue Game answers
1
1
2
2
2
1
1
1
1
1
1
Reflective Prompts
Reflective Prompts with answers
DR-TA
Critical Thinking
Critical Thinking with answers
TRIP cards
Authentic Assessment
Authentic Assessment with answers
Traditional Assessment -Quiz
Traditional assessment with answers
1
1
1
2
4
14
3
1
4
3
Houston Baptist University
Department of Education and Kinesiology
Lesson Plan Format
_____________________________________________________________
Subject: World History
Grade Level: 10th
Time Estimate: 2 days
Unit: Regional Civilizations
Topic: Early and High Middle Ages in Europe
Goal(s): Understand the social, economic, political and religious events during the Middle
Ages
Objective(s): Identify key figures and events from the Middle Ages in Europe.
Become familiar with the organization of the textbook chapters.
Discuss ideas about the Middle Ages
TEKS: 1C, D, 2A, 3A, B, C, 11A, B, C, 12B, 15B, 16A, B, 17B, 18A, 19A, B, 20A, B, C, 21A,
B, C, 25B, C, D, H, 26A, B, C, D, 27A
Materials/Resources/Technology needs: Windows Media player for video; worksheets,
textbook
Instructional Procedures
Focusing Event: When students walk into the classroom they will notice the word “Middle
Ages” one the board. As a class, students will participate in a “Factstorming”
preparation activity to determine what they know about the Middle Ages. The teacher
will discuss the topics and ideas as they are offered by the students and write them
on the board. Students will write them down as well on their handout [see P activity:
Factstorming]. After the students are done, the teacher will pass out a “SelfInventory” where the students will indicate which words (taken from the textbook)
that they already know, know something about or do not know [see P activity: Self
Inventory]. During this activity the students will have the opportunity to make
connections with the words to anything that comes to mind (movies, books, objects,
TV programs, or the definition of the word if they know it). After this activity the
teacher will present a video introducing the Middle Ages in Europe [see P activity:
Unit Intro Video]. After the video is complete the students will be encouraged to
respond using prompts given by the teacher [see R activity: Reflective Prompts].
Teaching/ Learning Procedures: The teacher will then pass out an outline of the Unit to be
used for multiple purposes throughout the unit [see P activity: Unit Inventory].
Initially it will serve as a preparation for a Directed Reading- Thinking Activity (DRTA). The students will skim over the first two chapters of the unit noticing titles and
subtitles and pictures etc… and fill in the portions of the outline that have been left
blank. There is a space at the end of each section where students can record any
questions that they hope to have answered or any information that they learned just
in skimming the main headings [see A activity: Unit Inventory]. After the students
have completed this portion, the teacher will discuss with them the questions they
have and find out the things they are most interested in. The teacher will read
portions of the chapter with them and clarify information as they go, and pointing out
key terms that are not already bold faced. The teacher will model this approach and
encourage students to do it independently in future chapters. The teacher will
discuss the answers to students’ question and determine if some questions have gone
unanswered [see R activity: DR-TA]. Then the teacher will break the class into pairs
and pass out a “mapping” activity [see A activity: Mapping]. The students will have a
list of words to locate while reading. On their outline there is a space provided for
them to write the word next to the section where they located its definition.
Formative Check (ongoing or specific): The students have an opportunity to reflect over the
video at the beginning of class. Also, the teacher will notice how much the students
are responding individually to the material and subject matter based on their
participation in the discussion. The teacher will walk around the class as the
students are in pairs looking for key words in the text.
Reteach (alternative used as needed): If needed, the teacher can read through more of the
chapter with the students and walk through the mapping activity as a class rather
than divide the students into pairs.
Closure:
Assessment/Summative Evaluation: After the video presentation to introduce the Unit, the
students will reflect on the content by responding to prompts provided by the
teacher. In discussing the reading the teacher will determine if the students have
found the answers to their questions. Also, the teacher will ask the students
comprehension questions based on the content of the chapter and the students will
indicate on their outline where they think the answer to the question would be
located in the text [see R activity: Critical Thinking]. This will be an overhead that
the students can see and read, but the teacher will also read the questions out to the
class and wait for them to respond on their outline. On day two there will be a quiz
over these questions [see R activity: Traditional assessment].
Modifications/Notes:
Chapter 8
The Rise of Europe 500-1300
I.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
II.
Feudalism and the manor economy
A. The emergence of feudalism
• Mutual obligations
• A structured economy
B. The world of nobles
• Achieving knighthood
• Castles
• Nobel women
• Chivalry
C. Peasants of manor life
• Mutual obligations
• A self-sufficient world
• Peasant life
III.
The medieval church
A. The church and medieval life
• The parish priest
• The village church
• Views of women
B. Monks and nuns
• The Benedictine rule
• A life of service
• Centers of learning
• Converts
C. The power of the church Grows
• The church and feudal society
• Religious authority
IV.
• A force for peace
D. Reform movements
• Cluniac reforms
• Preaching orders
E. Jews in Europe
Economic Expansion and Change
A. An agricultural revolution
• New technologies
• Expanding production
B. Trade revives
• New trade routes
• Trade fairs
• New towns
C. A commercial revolution
• New business practices
• Social changes
D. Role of guilds
• Becoming a guild member
• Women in the guilds
E. Town and city life
Chapter 9
High Middle Ages 1050-1450
I.
Growth of royal power in England and France
A. Monarch, nobles, and the church
B. Strong monarchs in England
• Norman Conquest
• Growth of Royal Power
• A unified legal system
• Conflict with the church
C. Evolving traditions of English Government
• John’s Troubles
• The Magna Carta
• Development of Parliament
D. Successful Monarch in France
• The Capetians
• Philip Augustus
• Louis IX, King & Saint
• Philip IV Clashes with the Pope
• The Estates General
II.
III.
IV.
The Holy Roman Empire and the Church
A. The Holy Roman Empire
B. Conflict Between Popes and Emperors
• Pope Gregory VII
• Emperor Henry IV
• The Struggle Intensifies
• Concordat of Worms
C. The Struggle for Italy
• Frederick Barbarossa
• Frederick II
• Effects on Germany and Italy
D. The Height of Church Power
Europeans Look Outward
A. The world 1050
B. The Crusades
• Motives
• Victories and Defeats
C. Effects of the Crusades on Europe
• Economic Expansion
• Increased Power for Monarchs
• The Church
• A Eider Worldview
D. The Reconquista in Spain
• Christian advances
• Ferdinand and Isabella
Learning, Literature and the Arts
A. Medieval Universities
• Academic Guilds
• Student Life
• Women and Education
B. European Acquire “New” Learning
• Spread of Learning
• Philosophy
• Science and Mathematics
C. Medieval Literature
• Heroic Epics
• Dante’s Divine Comedy
• Chaucer’s Canterbury Tales
D. Architecture and Art
• Romanesque Strength
• Gothic Grace
• Art in Stone and glass
V.
• Illuminated manuscripts
A Time of Crisis
A. The Black Death
• A Global Epidemic
• Social Upheaval
• Economic effects
B. Upheaval in the church
• Divisions within the Catholic Church
• New heresies
C. The Hundred Years War
• Causes
• English victories
• Joan of Arc and French Victory
• Effects
Chapter 10
The Byzantine Empire and Russia 330-1613
I.
The Byzantine Empire
A. The Growth of Byzantine Power
i. Constantinople
ii. A blending of culture
B. The age of Justinian
i. Hagia Sophia
ii. Code of Laws
iii. Absolute power
iv. Changing fortunes
C. Byzantine Christianity
i. Difference East and West
ii. Schism
D. Crisis and collapse
i. The crusades
ii. Constantinople falls
E. The Byzantine heritage
i. The arts
ii. The world of learning
II.
The rise of Russia
A. The geography of Russia
B. Growth of Kiev
i. The varangians
ii. Byzantine Influences
iii. Yaroslav
C. Mongol Conquest
i. The Golden Horde
III.
ii. Mongol Influences
D. Moscow Takes the Lead
i. Ivan the Great
ii. Ivan the Terrible
E. Looking ahead
Shaping Eastern Europe
A. The Geography of Eastern Europe
B. A diverse mix of peoples
i. The Balkans
ii. Jewish Settlements
C. Early Kingdoms
i. Poland
ii. Hungary
iii. Serbia
Chapter 11 The Muslim World 622-1629
I.
Rise of Islam
A. The Prophet Muhammad
i. Geographic setting
ii. Muhammad’s vision
iii. The Hijra: A Turning Point
B. Teachings of Islam
i. Five Pillars
ii. The Quran
iii. “People of the Book”
C. A Way of Life
i. Sharia
ii. Impact of Islam on Women
II.
Islam Spreads
A. An age of conquests
i. From victory to victory
ii. Reasons for success
iii. Treatment of conquered People
iv. Muslims in Europe
B. Movements within Islam
i. Sunni and Shiites
ii. Sufi
C. Empire of Caliphs
i. Umayyads
ii. Abbassids
iii. Splendors of Baghdad
D. Decline of Caliphate
i. Seljuks
ii. Crusades
III.
IV.
V.
iii. Mongols
E. Looking Ahead
Golden Age of Muslim Civilization
A. Society and the Economy
i. Social Classes
ii. An international trade network
iii. Manufacturing
iv. agriculture
B. Art and Literature
i. design and decoration
ii. architecture
iii. poetry
iv. tales
C. The world of learning
i. centers of learning
ii. philosophy
iii. mathematics
iv. astronomy
v. medicine
vi. knowledge moves west
Muslims in India
A. The Delhi Sultanate
i. Origins of the Sultanate
ii. Effects of Muslim rule
iii. Decline
B. Muslims and Hindus
i. Hindu-Muslim differences
ii. Interactions
iii. Cultural blending
C. Mughul India
i. Babur Founds a Dynasty
ii. Akbar the Great
iii. Akbar’s Successors
D. Looking ahead
The Ottoman and Safavid Empires
A. Expanding the Ottoman Empire
i. Fall of Constantinople
ii. Suleiman
B. Ottoman culture
i. Social organization
ii. Janizaries
iii. Literature and the Arts
iv. Decline
C. The Safavid Empire
i. Abbas the Great
ii. Decline
1. Factstorming
Factstorming answers
2. Self Inventory
3. Unit Intro Video
4. Unit Inventory (DR-TA)
Unit Inventory answers
5. Anticipation Guide
6. Video of King Arthur
P – Activity: FACTSTORMING
On the board, or projected on the wall, as the students enter the classroom on the first day of the unit, will be
the word “Middle Ages”
Teacher: “Tell me anything you know about the Middle Ages. What do you think of when you hear the word
‘Middle Ages’?”
Students: give their own personal responses or ideas or memories regarding this concept.
P – Activity: FACTSTORMING
Kings
Knights
Castles
On the board, or projected on the wall, as the students enter the classroom on the first day of the unit, will be
the word “Middle Ages”
Teacher: “Tell me anything you know about the Middle Ages. What do you think of when you hear the word
‘Middle Ages’?”
Students: give their own personal responses or ideas or memories regarding this concept.
P – Activity: Self Inventory
Chapter 8 & 9
Directions: Below is a list of terms that you will come across while studying this
unit on the Early and High Middle Ages (chapters 8 & 9). This exercise is
meant to help me (and you) know what you are already familiar with.
Circle the + beside the ones you know.
Circle the ✔ beside the ones you know something about.
Circle the 0 beside the ones you don’t know.
Write down any associations you make in your mind with that
word, (movies, books, objects, or write the definition of the
word if you know it).
+✔0
Islam
+✔0
Charlemagne
+✔0
Medieval
+✔0
Vikings
+✔0
missi dominici
+✔0
feudalism
+✔0
vassals
+✔0
fief
+✔0
knight
+✔0
chivalry
+✔0
troubadours
+✔0
manor
+✔0
serfs
+✔0
The Benedictine Rule
+✔0
High Middle Ages
+✔0
tenant farmers
+✔0
usury
+✔0
Guilds
+✔0
apprentice
+✔0
Domesday Book
+✔0
Estates General
+✔0
common law
+✔0
lay investiture
+✔0
The Magna Carta
+✔0
Crusades
+✔0
Schism
+✔0
Ferdinand and Isabella
+✔0
Reconquista
+✔0
Dante
+✔0
vernacular
+✔0
Flying Buttresses
+✔0
The Black Death
+✔0
Hundred Years War
+✔0
heresy
+✔0
The Byzantine Empire
+✔0
Ottoman Empire
+✔0
Monks/ Nuns
P – Activity: Unit Intro Video
The Middle Ages in Europe
P – Activity: DR-TA
Unit 3
Directions: This outline follows the textbook Unit 3 “Regional Civilizations”.
Before you begin reading in depth, make sure you are familiar with how the
chapters and sections are organized. You will use this outline throughout the
duration of the unit.
Preparing: Begin by skimming over Chapters 8-11 to fill in the missing
information
Assisting: At the end of each section there is space for you to write down
any questions that you hope to have answered during this unit, or anything
that you have learned just in skimming over the section. As a class we will
discuss the questions that you hope to have answered before you start to read
the chapter
Reflecting: After discussing the questions and interests that the students
have regarding the material, as a class we will read a few of the sections
together (perhaps the sections where many students had questions and
interests) and then talk about some answers we found to the student
questions. If the questions were not answered then the class would discuss
where they might go to find the information.
Chapter 8
I.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
II.
A. The emergence of feudalism
• Mutual obligations
• A structured economy
B. The world of nobles
• Achieving knighthood
• Castles
• Nobel women
• Chivalry
C. Peasants of manor life
• Mutual obligations
• A self-sufficient world
• Peasant life
III.
The medieval church
A.
• The parish priest
• The village church
• Views of women
B.
• The Benedictine rule
• A life of service
• Centers of learning
• Converts
C.
• The church and feudal society
• Religious authority
• A force for peace
D.
• Cluniac reforms
• Preaching orders
E.
IV.
Economic Expansion and Change
A. An agricultural revolution
•
• Expanding production
B. Trade revives
•
• Trade fairs
• New towns
C. A commercial revolution
• New business practices
•
D. Role of guilds
•
• Women in the guilds
E. Town and city life
Chapter 9
I.
A. Monarch, nobles, and the church
B.
• Norman Conquest
• Growth of Royal Power
• A unified legal system
• Conflict with the church
C. Evolving traditions of English Government
• John’s Troubles
•
• Development of Parliament
D.
• The Capetians
• Philip Augustus
• Louis IX, King & Saint
• Philip IV Clashes with the Pope
•
II.
The Holy Roman Empire and the Church
A.
B. Conflict Between Popes and Emperors
• Pope Gregory VII
•
• The Struggle Intensifies
•
C. The Struggle for Italy
• Frederick Barbarossa
• Frederick II
• Effects on Germany and Italy
D.
III.
Europeans Look Outward
A. The world 1050
B.
• Motives
• Victories and Defeats
C.
•
• Increased Power for Monarchs
• The Church
• A Eider Worldview
D. The Reconquista in Spain
• Christian advances
• Ferdinand and Isabella
IV.
Learning, Literature and the Arts
A.
• Academic Guilds
•
• Women and Education
B. European Acquire “New” Learning
•
• Philosophy
• Science and Mathematics
C.
• Heroic Epics
• Dante’s Divine Comedy
• Chaucer’s Canterbury Tales
D. Architecture and Art
• Romanesque Strength
•
• Art in Stone and glass
•
V.
A Time of Crisis
A.
• A Global Epidemic
• Social Upheaval
• Economic effects
B. Upheaval in the church
• Divisions within the Catholic
Church
• New heresies
C. The Hundred Years War
• Causes
• English victories
•
• Effects
Chapter 10
I.
The Byzantine Empire
A.
i. Constantinople
ii. A blending of culture
B. The age of Justinian
i.
ii. Code of Laws
iii. Absolute power
iv. Changing fortunes
C. Byzantine Christianity
i. Difference East and West
ii.
D. Crisis and collapse
i. The crusades
ii.
E. The Byzantine heritage
i. The arts
ii. The world of learning
II.
The rise of Russia
A. The geography of Russia
B.
i. The varangians
ii. Byzantine Influences
iii.
C. Mongol Conquest
i. The Golden Horde
ii. Mongol Influences
D.
i. Ivan the Great
ii.
E. Looking ahead
III.
Shaping Eastern Europe
A. The Geography of Eastern Europe
B. A diverse mix of peoples
i.
ii. Jewish Settlements
C. Early Kingdoms
i. Poland
ii.
iii. Serbia
Chapter 11
I.
Rise of Islam
A.
i. Geographic setting
ii. Muhammad’s vision
iii. The Hijra: A Turning Point
B. Teachings of Islam
i.
ii. The Quran
iii. “People of the Book”
C. A Way of Life
i. Sharia
ii. Impact of Islam on Women
II.
Islam Spreads
A.
i. From victory to victory
ii. Reasons for success
iii. Treatment of conquered People
iv.
B. Movements within Islam
i.
ii. Sufi
C.
i. Umayyads
ii. Abbassids
iii. Splendors of Baghdad
D. Decline of Caliphate
i. Seljuks
ii.
iii. Mongols
III.
Golden Age of Muslim Civilization
A. Society and the Economy
i.
ii. An international trade network
iii. Manufacturing
iv. agriculture
B. Art and Literature
i.
ii. architecture
iii. poetry
iv. tales
C.
i. centers of learning
ii.
iii. mathematics
iv. astronomy
v. medicine
vi.
IV.
Muslims
A.
i.
ii.
iii.
B.
i.
in India
Origins of the Sultanate
Effects of Muslim rule
Decline
ii. Interactions
iii. Cultural blending
C. Mughul India
i. Babur Founds a Dynasty
ii. Akbar the Great
iii. Akbar’s Successors
V.
The Ottoman and Safavid Empires
A. Expanding the Ottoman Empire
i.
ii. Suleiman
B.
i. Social organization
ii. Janizaries
iii. Literature and the Arts
iv. Decline
C. The Safavid Empire
i. Abbas the Great
ii. Decline
P – Activity: DR-TA
Unit 3
Directions: This outline follows the textbook Unit 3 “Regional Civilizations”.
Before you begin reading in depth, make sure you are familiar with how the
chapters and sections are organized. You will use this outline throughout the
duration of the unit.
Preparing: Begin by skimming over Chapters 8-11 to fill in the missing
information
Assisting: At the end of each section there is space for you to write down
any questions that you hope to have answered during this unit, or anything
that you have learned just in skimming over the section. As a class we will
discuss the questions that you hope to have answered before you start to read
the chapter
Reflecting: After discussing the questions and interests that the students
have regarding the material, as a class we will read a few of the sections
together (perhaps the sections where many students had questions and
interests) and then talk about some answers we found to the student
questions. If the questions were not answered then the class would discuss
where they might go to find the information.
Chapter 8
I.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
II.
III.
IV.
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
Feudalism and the manor economy
A. The emergence of feudalism
• Mutual obligations
• A structured economy
B. The world of nobles
• Achieving knighthood
• Castles
• Nobel women
• Chivalry
C. Peasants of manor life
• Mutual obligations
• A self-sufficient world
• Peasant life
The medieval church
A. The church and medieval life
• The parish priest
• The village church
• Views of women
B. Monks and nuns
• The Benedictine rule
• A life of service
• Centers of learning
• Converts
C. The power of the church Grows
• The church and feudal society
• Religious authority
• A force for peace
D. Reform movements
• Cluniac reforms
• Preaching orders
E. Jews in Europe
Economic Expansion and Change
A. An agricultural revolution
• New technologies
• Expanding production
B. Trade revives
• New trade routes
• Trade fairs
• New towns
C. A commercial revolution
• New business practices
• Social changes
D. Role of guilds
• Becoming a guild member
• Women in the guilds
E. Town and city life
Chapter 9
I.
II.
Growth of royal power in England and France
A. Monarch, nobles, and the church
B. Strong monarchs in England
• Norman Conquest
• Growth of Royal Power
• A unified legal system
• Conflict with the church
C. Evolving traditions of English Government
• John’s Troubles
• The Magna Carta
• Development of Parliament
D. Successful Monarch in France
• The Capetians
• Philip Augustus
• Louis IX, King & Saint
• Philip IV Clashes with the Pope
• The Estates General
The Holy Roman Empire and the Church
A. The Holy Roman Empire
B. Conflict Between Popes and Emperors
• Pope Gregory VII
• Emperor Henry IV
• The Struggle Intensifies
• Concordat of Worms
C. The Struggle for Italy
• Frederick Barbarossa
III.
IV.
V.
• Frederick II
• Effects on Germany and Italy
D. The Height of Church Power
Europeans Look Outward
A. The world 1050
B. The Crusades
• Motives
• Victories and Defeats
C. Effects of the Crusades on Europe
• Economic Expansion
• Increased Power for Monarchs
• The Church
• A Eider Worldview
D. The Reconquista in Spain
• Christian advances
• Ferdinand and Isabella
Learning, Literature and the Arts
A. Medieval Universities
• Academic Guilds
• Student Life
• Women and Education
B. European Acquire “New” Learning
• Spread of Learning
• Philosophy
• Science and Mathematics
C. Medieval Literature
• Heroic Epics
• Dante’s Divine Comedy
• Chaucer’s Canterbury Tales
D. Architecture and Art
• Romanesque Strength
• Gothic Grace
• Art in Stone and glass
• Illuminated manuscripts
A Time of Crisis
A. The Black Death
• A Global Epidemic
• Social Upheaval
• Economic effects
B. Upheaval in the church
• Divisions within the Catholic Church
• New heresies
C. The Hundred Years War
• Causes
• English victories
• Joan of Arc and French Victory
• Effects
Chapter 10
I.
II.
The Byzantine Empire
A. The Growth of Byzantine Power
i. Constantinople
ii. A blending of culture
B. The age of Justinian
i. Hagia Sophia
ii. Code of Laws
iii. Absolute power
iv. Changing fortunes
C. Byzantine Christianity
i. Difference East and West
ii. Schism
D. Crisis and collapse
i. The crusades
ii. Constantinople falls
E. The Byzantine heritage
i. The arts
ii. The world of learning
The rise of Russia
A. The geography of Russia
B. Growth of Kiev
i. The varangians
ii. Byzantine Influences
iii. Yaroslav
C. Mongol Conquest
i. The Golden Horde
ii. Mongol Influences
D. Moscow Takes the Lead
i. Ivan the Great
III.
ii. Ivan the Terrible
E. Looking ahead
Shaping Eastern Europe
A. The Geography of Eastern Europe
B. A diverse mix of peoples
i. The Balkans
ii. Jewish Settlements
C. Early Kingdoms
i. Poland
ii. Hungary
iii. Serbia
Chapter 11
I.
II.
Rise of Islam
A. The Prophet Muhammad
i. Geographic setting
ii. Muhammad’s vision
iii. The Hijra: A Turning Point
B. Teachings of Islam
i. Five Pillars
ii. The Quran
iii. “People of the Book”
C. A Way of Life
i. Sharia
ii. Impact of Islam on Women
Islam Spreads
A. An age of conquests
i. From victory to victory
ii. Reasons for success
iii. Treatment of conquered People
iv. Muslims in Europe
B. Movements within Islam
i. Sunni and Shiites
ii. Sufi
C. Empire of Caliphs
i. Umayyads
ii. Abbassids
iii. Splendors of Baghdad
III.
IV.
V.
D. Decline of Caliphate
i. Seljuks
ii. Crusades
iii. Mongols
E. Looking Ahead
Golden Age of Muslim Civilization
A. Society and the Economy
i. Social Classes
ii. An international trade network
iii. Manufacturing
iv. agriculture
B. Art and Literature
i. design and decoration
ii. architecture
iii. poetry
iv. tales
C. The world of learning
i. centers of learning
ii. philosophy
iii. mathematics
iv. astronomy
v. medicine
vi. knowledge moves west
Muslims in India
A. The Delhi Sultanate
i. Origins of the Sultanate
ii. Effects of Muslim rule
iii. Decline
B. Muslims and Hindus
i. Hindu-Muslim differences
ii. Interactions
iii. Cultural blending
C. Mughul India
i. Babur Founds a Dynasty
ii. Akbar the Great
iii. Akbar’s Successors
D. Looking ahead
The Ottoman and Safavid Empires
A. Expanding the Ottoman Empire
i. Fall of Constantinople
ii. Suleiman
B. Ottoman culture
i. Social organization
ii. Janizaries
iii. Literature and the Arts
iv. Decline
C. The Safavid Empire
i. Abbas the Great
ii. Decline
P – Activity: Anticipation Guide
By: John Steinbeck
Directions: We are going to begin reading a
portion of this book by John Steinbeck. Before
we do, read each of the following statements
carefully and circle agree or disagree to show
what you think. Be ready to discuss your
opinions with the class. Remember this is only
your opinion.
agree
disagree
1. Every story of King Arthur is the same.
agree
disagree
2. King Arthur was the greatest King of English medieval
history
agree
disagree
3. King Arthur pulled a sword out of a stone
agree
disagree
4. King Arthur was born to two very loving parents
agree
disagree
5. King Arthur was a brave man
agree
disagree
6. King Arthur had many children who carried on his
prosperous kingdom
agree
disagree
7. The ruins of Camelot can be found today in the
mountains of England
agree
disagree
8. King Arthur’s most trusted advisor was a wizard or
magician
agree
disagree
9. King Arthur’s knights went on a quest for the Holy
Grail
P – Activity: Video
As preparation for reading a section from John Steinbeck’s novel, The
Acts of King Arthur and His Noble Knights, the class will watch this short
5-minute video with titles inserted throughout the video each time a new
person is mentioned in the video. This should help them to recognize the
names faster as the teacher reads the novel to them.
1. Unit Inventory (DR-TA)
2. Mapping
Mapping answers
3. Jot Chart
Jot Chart answers
4. QAR
QAR answers
5. Pattern Guide
Pattern Guide answers
6. Mystery Clue Game
Mystery Clue Game answers
A – Activity: DR-TA
Unit 3
Directions: This outline follows the textbook Unit 3 “Regional Civilizations”.
Before you begin reading in depth, make sure you are familiar with how the
chapters and sections are organized. You will use this outline throughout the
duration of the unit.
Preparing: Begin by skimming over Chapters 8-11 to fill in the missing
information
Assisting: At the end of each section there is space for you to write down
any questions that you hope to have answered during this unit, or anything
that you have learned just in skimming over the section. As a class we will
discuss the questions that you hope to have answered before you start to read
the chapter
Reflecting: After discussing the questions and interests that the students
have regarding the material, as a class we will read a few of the sections
together (perhaps the sections where many students had questions and
interests) and then talk about some answers we found to the student
questions. If the questions were not answered then the class would discuss
where they might go to find the information.
Chapter 8
I.
II.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
Feudalism and the manor economy
…
A – Activity: Mapping
Chapter 8
Work in Pairs. Using this outline that you have filled out, place the following
words in the section of the outline that corresponds with where they are
located in the textbook, “frontier” has already been done for you. Please notice
that some of the words are bold face and some are not.
Clovis
Islam
Charlemagne
Alcuin
Treaty of Verdun
Vikings
Medieval
Frontier
Missi dominici
Curriculum
Feudalism
Vassals
Feudal contract
Fief
Knight
I.
Tournaments
Chivalry
Troubadours
Manor
Serfs
Benedictine Rule
Cluny
Francis of Assisi
Dominicans
Beguines
Sacraments
Secular
Papal supremacy
Canon law
Excommunication
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
Interdict
Simony
Anti-Semitism
High middle ages
Charter
Capital
Partnership
Bill of exchange
Tenant farmers
Middle class
Usury
Guilds
Apprentice
journeyman
Frontier
A – Activity: Mapping
Chapter 8
Work in Pairs. Using this outline that you have filled out, place the following words in
the section of the outline that corresponds with where they are located in the textbook,
“frontier” has already been done for you. Please notice that some of the words are bold
face and some are not.
I.
II.
III.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
Feudalism and the manor economy
A. The emergence of feudalism
• Mutual obligations
• A structured economy
B. The world of nobles
• Achieving knighthood
• Castles
• Nobel women
• Chivalry
C. Peasants of manor life
• Mutual obligations
• A self-sufficient world
• Peasant life
The medieval church
A. The church and medieval life
• The parish priest
• The village church
• Views of women
B. Monks and nuns
medieval
frontier
missi dominici
curriculum
feudalism
vassals
feudal contract
fief
knight
tournaments
chivalry
troubadours
manors
serfs
sacraments
IV.
• The Benedictine rule
• A life of service
• Centers of learning
• Converts
C. The power of the church Grows
• The church and feudal society
• Religious authority
• A force for peace
D. Reform movements
• Cluniac reforms
• Preaching orders
E. Jews in Europe
Economic Expansion and Change
A. An agricultural revolution
• New technologies
• Expanding production
B. Trade revives
• New trade routes
• Trade fairs
• New towns
C. A commercial revolution
• New business practices
• Social changes
D. Role of guilds
• Becoming a guild member
• Women in the guilds
E. Town and city life
secular
papal supremacy
canon law
excommunication
interdict
simony
anti semitism
charter
capital
partnership
bill of exchange
tenant farmers
middle class
usury
guilds
apprentice
journeyman
A – Activity: Jot Chart
Chapter 8
Directions: As you read through Chapters 8 take notes in this chart about the people you encounter. Pay attention
to the following information:
a) Political implications, how has this person changed political boundaries through fighting or some other means
b) Has this person made any social impact on the people
c) Has this person made any economic gains or achievements
d) Has this person impacted religious ideas or decisions
Please note that each individual may not impact all four of these areas.
HISTORICAL
FIGURE
Charlemagne
Clovis
Alcuin of York
Charles Martel
The Germanic
Tribes
POLITICAL
SOCIAL
ECONOMIC
RELIGIOUS
Pope Leo III
Abbot Berno of
Cluny
Francis of
Assisi
A – Activity: Jot Chart
Chapter 8
Directions: As you read through Chapters 8 take notes in this chart about the people you encounter. Pay attention
to the following information:
a) Political implications, how has this person changed political boundaries or government through fighting or
some other means
b) Has this person made any social impact on the people
c) Has this person made any economic gains or achievements
d) Has this person impacted religious ideas or decisions
Please note that each individual may not impact all four of these areas.
HISTORICAL
FIGURE
Charlemagne
Clovis
p.183
POLITICAL
ECONOMIC
RELIGIOUS
set up strong, efficient
governments
founded a school in
Aachen
was crowned Emperor of
the Romans by Pope Leo
III
conquered the Roman
province Gaul in 486
preserved much of the
Roman legacy
converted to Christianity
created a curriculum,
formal course of study,
based on Latin learning
Alcuin of York
Charles Martel
SOCIAL
led an army of Frankish
warriors to triumph over
Muslim armies at Tours
Pope Leo III
Abbot Berno of
Cluny
Francis of
Assisi
because he crowned
Charlemagne emperor of
Rome, this helped widen
the split between
Eastern and Western
Christians
led a movement of
reform of monasteries
and the church
Established an order of
friars who traveled
around Europe
preaching to the poor
A – Activity: Question and Answer
Chapter 9
Directions: Please answer the following questions while reading through the text.
Hints:
Question 1
You should find the answer to this question in the text.
Question 2
The answer to this question is in the text, but it is not spelled out for
you. Think about what the author is saying.
Question 3
To answer this question, think about what you have learned and what
is in the text.
Question 4
The answer to this question is in your head!
1. Who was Duke William of Normandy and what did he do?
2. Why do you think the book goes into such detail about the unified legal system
that developed under Henry II?
3. Louis IX was declared a Saint after his death. He was a deeply religious man
that pursued religious goals that were acceptable to the Christians of his day.
Who is another important leader whose religious life impacted his reign?
4. Explain how the government and legal system that was developing in England
has effected our own legal system today? Give an example of someone you know
who has served on a jury, or a movie you have seen of a court scene, and what
happened there.
A – Activity: Question and Answer
Chapter 9
Directions: Please answer the following questions while reading through the text.
Hints:
Question 1
You should find the answer to this question in the text.
Question 2
The answer to this question is in the text, but it is not spelled out for
you. Think about what the author is saying.
Question 3
To answer this question, think about what you have learned and what
is in the text.
Question 4
The answer to this question is in your head!
1. Who was Duke William of Normandy and what did he do?
™ A descendant of the Vikings who claimed the English throne but in order
to win the throne he had to fight the battle of Hastings in 1066. He was
known as William the Conqueror.
2. Why do you think the book goes into such detail about the unified legal system
that developed under Henry II?
™ Because it had such a huge impact on the way our legal system is
currently organized: grand jury, trial jury
3. Louis IX was declared a Saint after his death. He was a deeply religious man
that pursued religious goals that were acceptable to the Christians of his day.
Who is another important leader whose religious life impacted his reign?
™ Charlemagne
4. Explain how the government and legal system that was developing in England
has effected our own legal system today? Give an example of someone you know
who has served on a jury, or a movie you have seen of a court scene, and what
happened there.
™ The jury, the Parliament system
™ My mom served on a jury for a case but she was not able to tell me about
it, I think it must have been important or something.
A – activity: Pattern Guide
Chapter 10, section 1
Directions: Based on information from the reading selection, match the effects listed in
the second column to the causes listed in the first column. Make note of where you
found the answer in the text.
CAUSES
1. Constantinople was situated on
the shores of the Bosporus
Strait; this is where the
Mediterranean and Black Sea
meet. This city was the link
between Europe and Asia
2. Justinian was the emperor of
the Byzantine Empire (527-565)
and he wanted to revive ancient
Rome [3 effects]
3.
4.
5. During the 600s and 700s, the
Byzantine Empire was strong
both in central government and
economy
6. Many differences developed
between the Christian church in
Western Europe and in the
Byzantine Empire.
7. In the 1090s The Seljuk Turks
advanced across Asia Minor and
the Byzantine Emperor called
for help from west to fight the
Seljuks.
8. Forces led by Muhammad II, an
Ottoman ruler captured
Constantinople
9. Over the centuries, Byzantine
culture greatly influenced the
development of Russian society
EFFECTS
a) The ancient Christian city was
renamed Istanbul and became
the center of Muslim culture
b) The schism of 1054
c) much of the Mediterranean
world was controlled by Arab
armies, but the Byzantines held
on to their heartland
d) When Constantinople fell,
Moscow claimed to be the “third
Rome,” the successor to the
Roman and Byzantine Empires
e) Constantinople became
Europe’s busiest marketplace.
f) Hagia Sophia, built during a
program launched with the
purpose of beautifying
Constantinople
g) Byzantine armies reconquered
North Africa, Italy, and
Southern Spain.
h) The Justinian Code
i) The First Crusade
A – activity: Pattern Guide
Chapter 10
Directions: Based on information from the reading selection, match the effects listed in
the second column to the causes listed in the first column. Make note of where you
found the answer in the text.
e
g
f
h
CAUSES
Constantinople was situated on the
shores of the Bosporus Strait; this is
where the Mediterranean and Black
Sea meet. This city was the link
between Europe and Asia
Justinian was the emperor of the
Byzantine Empire (527-565) and he
wanted to revive ancient Rome
c
During the 600s and 700s, the
Byzantine Empire was strong both in
central government and economy
b
Many differences developed between
the Christian church in Western
Europe and in the Byzantine Empire.
In the 1090s The Seljuk Turks
advanced across Asia Minor and the
Byzantine Emperor called for help
from west to fight the Seljuks.
Forces led by Muhammad II, an
Ottoman ruler captured
Constantinople
Over the centuries, Byzantine culture
greatly influenced the development of
Russian society
i
a
d
EFFECTS
Constantinople became Europe’s
busiest marketplace.
Byzantine armies reconquered North
Africa, Italy, and Southern Spain.
Hagia Sophia, built during a program
launched with the purpose of
beautifying Constantinople
The Justinian Code
much of the Mediterranean world
was controlled by Arab armies, but
the Byzantines held on to their
heartland
The schism of 1054
The First Crusade
The ancient Christian city was
renamed Istanbul and became the
center of Muslim culture
When Constantinople fell, Moscow
claimed to be the “third Rome,” the
successor to the Roman and
Byzantine Empires
A – Activity: Mystery Clue Game
Chapter 10, section 2
Directions: Read each of the statements and put them in order to the best of your
ability before reading the text. As you read, pay attention to the order in which the
events occurred and check your answers.
the Vikings, known by later Russians as Varangians, traded and collected tribute from
the Slavs
Yaroslav the Wise ruled Kiev and issued a written law code just like Justinian had
done in the Byzantine Empire
During Roman times the Slavs expanded into southern Russia. They were organized
into clans and lived in small villages
Varangians settled among the Slavs and were absorbed into the local culture
Ivan the Terrible further centralized royal power. He trusted no one and became
subject to violent fits of rage
The princes of Moscow rallied other Russians and defeated the Golden Horde at the
battle of Kulikovo.
Batu Kahn, the grandson of Genghiz Khan, led Mongol armies into Russia. The armies
were known as the Golden Horde and ruled Russia for 240 years
two Greek monks, Cyril and Methodius, were sent from Constantinople to convert the
Slavs in the area around the city of Kiev
Byzantine Christianity spread widely under Prince Vladimir of Kiev
Ivan III of Moscow, known as Ivan the Great, brought much of northern Russia under
his control. He and his successors took the title of Czar (the Russian word for Caesar),
and continued the Byzantine practice of autocratic rule.
A – Activity: Mystery Clue Game
Chapter 10, section 2
Directions: Read each of the statements and put them in order to the best of your
ability before reading the text. As you read, pay attention to the order in which the
events occurred and check your answers.
2
the Vikings, known by later Russians as Varangians, traded and collected tribute
from the Slavs
6
Yaroslav the Wise ruled Kiev and issued a written law code just like Justinian had
done in the Byzantine Empire
1
During Roman times the Slavs expanded into southern Russia. They were organized
into clans and lived in small villages
3
Varangians settled among the Slavs and were absorbed into the local culture
10
Ivan the Terrible further centralized royal power. He trusted no one and became
subject to violent fits of rage
8
The princes of Moscow rallied other Russians and defeated the Golden Horde at the
battle of Kulikovo.
7
Batu Kahn, the grandson of Genghiz Khan, led Mongol armies into Russia. The
armies were known as the Golden Horde and ruled Russia for 240 years
4
two Greek monks, Cyril and Methodius, were sent from Constantinople to convert the
Slavs in the area around the city of Kiev
5
Byzantine Christianity spread widely under Prince Vladimir of Kiev
9
Ivan III of Moscow, known as Ivan the Great, brought much of northern Russia under
his control. He and his successors took the title of Czar (the Russian word for
Caesar), and continued the Byzantine practice of autocratic rule.
1. Reflective Prompts
Reflective Prompts with answers
2. DR-TA
3. Critical Thinking
Critical Thinking with answers
4. TRIP cards
5. Authentic Assessment
Authentic Assessment with answers
6. Traditional Assessment -Quiz
Traditional assessment with
answers
R – Activity: Reflective prompts to introductory video
Unit 3
Directions: Respond to the video by using the following prompts to guide your
reflection. Please respond to as many of the prompts as possible or create your own.
™ During this unit I hope to learn more about…
™ The thing that I thought was most fascinating was…
™ There were some things that I saw that reminded me of something else, for
example…
™ In these images I saw scenes depicting…
™
R – Activity: Reflective prompts to video
Unit 3
Directions: Respond to the video by using the following prompts to guide your
reflection. Please respond to as many of the prompts as possible or create your own.
™ During this unit I hope to learn more about…King Arthur
™ The thing that I thought was most fascinating was…how greedy the nobles and other people
were for power. It is not much different from our world today.
™ There were some things that I saw that reminded me of something else, for
example…when I saw the jousting I was reminded of a movie I saw.
™ In these images I saw scenes depicting…people that looked poor and who were working really
hard and who didn’t eat that much. It almost looked as though they were living in a third world country.
™
R – Activity: DR-TA
Unit 3
Directions: This outline follows the textbook Unit 3 “Regional Civilizations”.
Before you begin reading in depth, make sure you are familiar with how the
chapters and sections are organized. You will use this outline throughout the
duration of the unit.
Preparing: Begin by skimming over Chapters 8-11 to fill in the missing
information
Assisting: At the end of each section there is space for you to write down
any questions that you hope to have answered during this unit, or anything
that you have learned just in skimming over the section. As a class we will
discuss the questions that you hope to have answered before you start to read
the chapter
Reflecting: After discussing the questions and interests that the students
have regarding the material, as a class we will read a few of the sections
together (perhaps the sections where many students had questions and
interests) and then talk about some answers we found to the student
questions. If the questions were not answered then the class would discuss
where they might go to find the information.
Chapter 8
I.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
…
R – Activity: Critical Thinking
Unit 3
Students will respond to these questions by determining in which section of the
textbook they might find the answers. They will indicate on their outline where they
think the answer would be found by writing the number of the question on the outline.
The teacher will project this on the overhead so the students can see the questions
and read them, but the teacher will also read the questions out loud, prompting them
if necessary.
Chapter 8 & 9
1.
What untapped resources did Western Europe possess in the early Middle Ages?
2.
How did Clovis increase the power of the Frankish kingdoms?
3.
What steps did Charlemagne take to improve government and unify his empire?
What happened to his empire after he died?
4.
Which of the following was the main reason that Charlemagne sent out the missi
dominici?
5.
Describe three features of feudal society.
6.
What obligations did lords and vassals have under the feudal system?
How did the code of chivalry affect medieval ideas about women?
7.
What responsibilities did the peasant have toward the lord of a manor?
What responsibilities did the lord of the manor have toward the peasants?
8.
Why did Benedict require monks and nuns to do physical labor?
9.
Describe three ways in which the Church shaped medieval life.
How did monks and nuns help build Christian civilization in Europe?
10.
How did the Church increase its secular power?
11.
What reforms did Francis and Dominic promote?
12.
Why were Jewish communities able to flourish in Spain?
13.
What were the steps involved in becoming a guild member?
14.
What were two effects of the agricultural revolution that took place during the
Middle Ages?
15.
What new ways of doing business evolved in the Middle Ages?
16.
How did a merchant guild differ from a craft guild?
17.
How did guilds improve life for townspeople?
18.
How were nobles and the Church obstacles for monarchs who wanted more
power?
How did William increase royal power in England?
19.
What principles were established by the Magna Carta?
20.
How did the Capetians increase royal power in France?
21.
Why was the power of German emperors limited?
22.
How did conflicts between popes and emperors affect the Holy Roman Empire,
and Italy?
23.
How did Pope Innocent III assert the power of the Church?
24.
What advanced civilizations existed around the world at the time of the First
Crusade?
25.
Why did Europeans join the Crusades?
What were three results of the Crusades?
26.
How did Spain achieve political and religious unity?
27.
What subjects were included in the course of study in medieval universities?
28.
How did new knowledge pose a challenge to Christian scholars?
29.
What were the characteristics of Gothic architecture?
30.
What were three effects of the bubonic plague on late medieval Europe?
31.
Why did reformers criticize the Church?
How did the Church respond to this criticism?
32.
How did new technologies affect fighting during the Hundred Years’ War?
What were the results of the war?
R – Activity: Critical Thinking
Unit 3
Reflecting: You will hear questions over the content of this chapter. You will
see them on the overhead and the teacher will read them out to you. Your job
is to determine where you think you would start searching in the chapter to
find the answer to the question. On your outline, indicate on the line that has
the title of the particular section where you would find the answer to the
question.
Chapter 8
I.
II.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources (Q1)
B. The Germanic Kingdoms
• The Franks (Q2)
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor (Q3)
• Government (Q4)
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
Feudalism and the manor economy
A. The emergence of feudalism (Q5)
• Mutual obligations (Q6)
• A structured economy
B. The world of nobles
• Achieving knighthood
• Castles
• Nobel women
• Chivalry
C. Peasants of manor life
• Mutual obligations (Q7)
III.
IV.
• A self-sufficient world
• Peasant life
The medieval church
A. The church and medieval life
• The parish priest
• The village church
• Views of women
B. Monks and nuns
• The Benedictine rule (Q8)
• A life of service
• Centers of learning
• Converts
C. The power of the church Grows (Q10)
• The church and feudal society (Q9)
• Religious authority
• A force for peace
D. Reform movements (Q11)
• Cluniac reforms
• Preaching orders
E. Jews in Europe (Q12)
Economic Expansion and Change
A. An agricultural revolution (Q14)
• New technologies
• Expanding production
B. Trade revives
• New trade routes
• Trade fairs
• New towns
C. A commercial revolution
• New business practices (Q15)
• Social changes (Q17)
D. Role of guilds (Q16)
• Becoming a guild member (Q13)
• Women in the guilds
E. Town and city life
Chapter 9
I.
II.
III.
Growth of royal power in England and France
A. Monarch, nobles, and the church (Q18)
B. Strong monarchs in England
• Norman Conquest
• Growth of Royal Power
• A unified legal system
• Conflict with the church
C. Evolving traditions of English Government
• John’s Troubles
• The Magna Carta (Q19)
• Development of Parliament
D. Successful Monarch in France
• The Capetians (Q20)
• Philip Augustus
• Louis IX, King & Saint
• Philip IV Clashes with the Pope
• The Estates General
The Holy Roman Empire and the Church
A. The Holy Roman Empire
B. Conflict Between Popes and Emperors (Q22)
• Pope Gregory VII
• Emperor Henry IV
• The Struggle Intensifies
• Concordat of Worms
C. The Struggle for Italy
• Frederick Barbarossa
• Frederick II
• Effects on Germany and Italy
D. The Height of Church Power
Europeans Look Outward
A. The world 1050
B. The Crusades (Q24)
• Motives (Q25)
• Victories and Defeats
C. Effects of the Crusades on Europe
• Economic Expansion
• Increased Power for Monarchs
IV.
V.
• The Church
• A Eider Worldview
D. The Reconquista in Spain (Q26)
• Christian advances
• Ferdinand and Isabella
Learning, Literature and the Arts
A. Medieval Universities (Q27)
• Academic Guilds
• Student Life
• Women and Education
B. European Acquire “New” Learning (Q28)
• Spread of Learning
• Philosophy
• Science and Mathematics
C. Medieval Literature
• Heroic Epics
• Dante’s Divine Comedy
• Chaucer’s Canterbury Tales
D. Architecture and Art
• Romanesque Strength
• Gothic Grace (Q29)
• Art in Stone and glass
• Illuminated manuscripts
A Time of Crisis
A. The Black Death
• A Global Epidemic
• Social Upheaval
• Economic effects (Q30)
B. Upheaval in the church (Q31)
• Divisions within the Catholic Church
• New heresies
C. The Hundred Years War (Q32)
• Causes
• English victories
• Joan of Arc and French Victory
• Effects
R – Activity: TRIP cards
These TRIP cards could be used by students to help them study the
names of important people discussed in this chapter and to associate the
important information they need to know about them.
CLOVIS
Clovis
King of the Germanic tribe, the Franks, who conquered
the former Roman province of Gaul
He converted to Christianity
CHARLEMAGNE
Charlemagne
I loved battle and spent much of my reign fighting
Muslims in Spain and Saxons in the north, among others.
I was crowned by the Pope on Christmas Day as Emperor
of the Romans.
I tried to exercise control over all my land and to create a
unified Christian Europe.
I gave authority to officials called missi dominici to check
on roads, listen to grievances, and see that justice was
done.
I founded a school in my main city and revived the
learning of Latin.
ALCUIN OF YORK
Alcuin of York
Created a curriculum, a formal course of study, based on
Latin learning
CHARLES MARTEL
Charles Martel
Led an army of Frankish warriors to defeat a Muslim army
at Tours in 732
POPE LEO III
Pope Leo III
Because he crowned Charlemagne emperor of Rome, this
helped widen the gap between eastern and western
Christians
ABBOT BERNO OF
CLUNY
Abbot Berno of Cluny
Led a movement to reform the church and monasteries in
the early 900’s
FRANCIS OF
ASSISI
Francis of Assisi
Established an order of friars who traveled around Europe
preaching to the poor
R – Activity: authentic assessment
In class on the last day of the unit, the teacher will show clips from different movies
such as:
Student will get into groups and watch a movie chosen by the teacher and identify all
historical aspects in the movie that have been discussed at some point during this
unit. The teacher will model to the class what is expected of the groups by showing
clips from each movie and identify the historical information from the movie that
exemplifies what the students should do on their own in their groups.
Students will have to identify the specific historical concepts that were covered in the
content of this unit. For example:
Group 1:
One of the character’s names was Geoffrey Chaucer, he was the herald for William in
the movie. In real life he was the author of The Canterbury Tales. Chaucer lived
during the middle ages in England.
Group 2:
In this movie they are searching for the Holy Grail, which was the same mythical item
that King Arthur and his nights went on a quest for in hopes of reviving Arthur’s
kingdom.
Etc…
Grading Rubric:
Students found the majority of possible references from the movie
Students explained what the references were with accuracy
Students explained the importance of the reference
Students worked well together in a group
Assignment was completed in a timely manner
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
Group 1:
As you watch the movie, think about the following:
•
•
•
•
•
What characters are in the movie? Have I heard their names somewhere in our
reading?
What jobs do the characters in the movie have? Have I read about these jobs in
our textbook?
What relationships are played out in the movie? Have I read about these types
of relationships in our unit?
Are there any political references?
Are there any social references?
R- traditional assessment-quiz
Chapter 8
1.
What untapped resources did Western Europe possess in the early Middle Ages?
a. Dense forests, rich earth, rich minerals, seas, large rivers, and mountain
streams
2.
How did Clovis increase the power of the Frankish kingdoms?
a. He became a Christian and gained the alliance of the Roman Catholic
Church
3.
What steps did Charlemagne take to improve government and unify his empire?
a. He spread Christianity to the conquered people of his empire, appointed
powerful nobles to rule local regions, and sent out missi dominici to check
on roads, listen to grievance, and see that justice was done
4.
What happened to Charlemagne’s empire after he died?
a. It fell apart
5.
Which of the following was the main reason that Charlemagne sent out the missi
dominici?
a. To listen to grievances
b. To administer the law
c. To control provincial rulers
d. To check on roads
6.
In general, noblewomen were expected to do all of the following except
a. Be dutiful to their husbands
b. Oversee their servants
c. Learn to read and write
d. Bear many children
7.
Why did Benedict require monks and nuns to do physical labor?
a. He believed it had a spiritual value
b. Manual labor conformed to their vow of poverty
c. The monastery needed more farmland to grow food
d. It made them physically as well as spiritually strong
8.
What
a.
b.
c.
d.
were the steps involved in becoming a guild member?
Apprentice, trainee, guild master
Apprentice, journeyman, guild master
Apprentice, guild master, journeyman
Apprentice, journeyman, salaried worker
9.
Describe three features of feudal society.
a. Everyone had duties to others
b. Nobles had responsibilities as both lords and vassals
c. Serfs were tied to the land
10.
What obligations did lords and vassals have under the feudal system?
a. The lord promised protection for his vassals. The vassals pledged loyalty
and 40 days a year of military service
11.
How did the code of chivalry affect medieval ideas about women?
a. It raised women to a new status because it called for women to be
protected and cherished
12.
What responsibilities did the peasant have toward the lord of a manor?
a. The peasants’ responsibilities included working several days a week
farming the lord’s lands; repairing the lord’s roads, bridges, and fences;
and paying the lord occasional fees
13.
What responsibilities did the lord of the manor have toward the peasants?
a. The lord had to provide peasants with protection and with land for them to
farm
14.
Describe three ways in which the Church shaped medieval life.
a. The Church administered sacraments
b. Offered spiritual guidance
c. And provided care for the needy
d. Daily life revolved around the Christian calendar
15.
How did monks and nuns help build Christian civilization in Europe?
a. They emphasized eth value in hard work; preserved knowledge by copying
and storing important texts; provided basic social services by tending the
sick, helping the poor, setting up schools for children, and caring for
travelers
16.
How did the Church increase its secular power?
a. Feudal rulers often appointed Church officials to high government
positions. The Church tried to end feudal warfare by declaring periods of
truce.
17.
What reforms did Francis and Dominic promote?
a. Francis preached poverty, humility, and love of God. Dominic tried to
combat heresy by preaching official Catholic beliefs.
18.
Why were Jewish communities able to flourish in Spain?
a. The Muslims who controlled Spain tolerated both Jews and Christians.
19.
What were two effects of the agricultural revolution that took place during the
Middle Ages?
a. Farmers produced more food
b. The population grew
20.
What
a.
b.
c.
d.
e.
new ways of doing business evolved in the Middle Ages?
The use of money
Banking
Partnerships
Insurance
Bills of exchange
21.
How did a merchant guild differ from a craft guild?
a. Merchant guilds passed laws, levied taxes and made decisions about how
to spend funds
b. Each craft guild represented workers in one occupation. Members
protected their economic interest by limiting membership, establishing
quality control, regulating hours of labor, and setting prices
22.
How did guilds improve life for townspeople?
a. They provided schools, hospitals, and support for members and widows
and orphans
23.
How were nobles and the Church obstacles for monarchs who wanted more
power?
24.
How did William increase royal power in England?
25.
What principles were established by the Magna Carta?
26.
How did the Capetians increase royal power in France?
27.
Why was the power of German emperors limited?
28.
How did conflicts between popes and emperors affect the Holy Roman Empire,
and Italy?
29.
How did Pope Innocent III assert the power of the Church?
30.
What advanced civilizations existed around the world at the time of the First
Crusade?
31.
Why did Europeans join the Crusades?
What were three results of the Crusades?
32.
How did Spain achieve political and religious unity?
33.
What subjects were included in the course of study in medieval universities?
34.
How did new knowledge pose a challenge to Christian scholars?
35.
What were the characteristics of Gothic architecture?
36.
What were three effects of the bubonic plague on late medieval Europe?
37.
Why did reformers criticize the Church?
How did the Church respond to this criticism?
38.
How did new technologies affect fighting during the Hundred Years’ War?
39.
What were the results of the war?
R- traditional assessment-quiz
Chapter 8
Multiple Choice
1.
Which of the following was the main reason that Charlemagne sent out the missi
dominici?
a. To listen to grievances
b. To administer the law
c. To control provincial rulers
d. To check on roads
2.
In general, noblewomen were expected to do all of the following except
a. Be dutiful to their husbands
b. Oversee their servants
c. Learn to read and write
d. Bear many children
3.
Why did Benedict require monks and nuns to do physical labor?
a. He believed it had a spiritual value
b. Manual labor conformed to their vow of poverty
c. The monastery needed more farmland to grow food
d. It made them physically as well as spiritually strong
4.
What
a.
b.
c.
d.
were the steps involved in becoming a guild member?
Apprentice, trainee, guild master
Apprentice, journeyman, guild master
Apprentice, guild master, journeyman
Apprentice, journeyman, salaried worker
5.
What
a.
b.
c.
happened to Charlemagne’s empire after he died?
It was attacked by Mongols
It fell apart
His son ruled over the empire
6.
Why were Jewish communities able to flourish in Spain?
a. The climate there was friendlier to their businesses.
b. When they migrated to Spain they had stopped observing their religious
holidays
c. The Muslims who controlled Spain tolerated both Jews and Christians.
7.
How did Clovis increase the power of the Frankish kingdoms?
a. He became a Christian and gained the alliance of the Roman Catholic
Church
b. He defeated all the foreigners around the area of Gaul
c. He made a peace agreement with all the powerful nobles
Listing
8.
What
a.
b.
c.
d.
e.
new ways of doing business evolved in the Middle Ages?
The use of money
Banking
Partnerships
Insurance
Bills of exchange
9.
List some of the untapped resources in Western Europe in the early Middle
Ages?
a. Dense forests, rich earth, rich minerals, seas, large rivers, and mountain
streams
10.
List some of the steps that Charlemagne took to improve government and unify
his empire?
a. He spread Christianity to the conquered people of his empire, appointed
powerful nobles to rule local regions, and sent out missi dominici to check
on roads, listen to grievance, and see that justice was done
11.
List two ways in which the Church shaped medieval life.
a. The Church administered sacraments
b. Offered spiritual guidance
c. And provided care for the needy
d. Daily life revolved around the Christian calendar
Short Answer
12.
What
a.
b.
c.
was one feature of feudal society.
Everyone had duties to others
Nobles had responsibilities as both lords and vassals
Serfs were tied to the land
13.
How did the code of chivalry affect medieval ideas about women?
a. It raised women to a new status because it called for women to be
protected and cherished
14.
What was one responsibility of the peasant toward the lord of a manor?
a. The peasants’ responsibilities included working several days a week
farming the lord’s lands; repairing the lord’s roads, bridges, and fences;
and paying the lord occasional fees
15.
What was one responsibility of the lord of the manor toward the peasants?
a. The lord had to provide peasants with protection and with land for them to
farm
16.
How did monks and nuns help build Christian civilization in Europe?
a. They emphasized eth value in hard work; preserved knowledge by copying
and storing important texts; provided basic social services by tending the
sick, helping the poor, setting up schools for children, and caring for
travelers
17.
How did the Church increase its secular power?
a. Feudal rulers often appointed Church officials to high government
positions. The Church tried to end feudal warfare by declaring periods of
truce.
18.
What reforms did Francis and Dominic promote?
a. Francis preached poverty, humility, and love of God. Dominic tried to
combat heresy by preaching official Catholic beliefs.
19.
What were two effects of the agricultural revolution that took place during the
Middle Ages?
a. Farmers produced more food
b. The population grew
20.
How did a merchant guild differ from a craft guild?
a. Merchant guilds passed laws, levied taxes and made decisions about how
to spend funds
b. Each craft guild represented workers in one occupation. Members
protected their economic interest by limiting membership, establishing
quality control, regulating hours of labor, and setting prices
21.
How did guilds improve life for townspeople?
a. They provided schools, hospitals, and support for members and widows
and orphans
Regional Civilizations: Europe, Russia, The Muslim World
Chapter 8
The Rise of Europe 500-1300
I.
Early Middle Ages
A. Geography of Western Europe
• Location
• Resources
B. The Germanic Kingdoms
• The Franks
• Europe and the Muslim World
C. The Age of Charlemagne
• A Christian Emperor
• Government
• Revival of Learning
D. After Charlemagne
• Legacy of Charlemagne
• A New Wave of Invasions
II.
Feudalism and the manor economy
A. The emergence of feudalism
• Mutual obligations
• A structured economy
B. The world of nobles
• Achieving knighthood
• Castles
• Nobel women
• Chivalry
C. Peasants of manor life
• Mutual obligations
• A self-sufficient world
• Peasant life
III.
The medieval church
A. The church and medieval life
• The parish priest
• The village church
• Views of women
B. Monks and nuns
• The Benedictine rule
• A life of service
• Centers of learning
• Converts
C. The power of the church Grows
• The church and feudal society
IV.
• Religious authority
• A force for peace
D. Reform movements
• Cluniac reforms
• Preaching orders
E. Jews in Europe
Economic Expansion and Change
A. An agricultural revolution
• New technologies
• Expanding production
B. Trade revives
• New trade routes
• Trade fairs
• New towns
C. A commercial revolution
• New business practices
• Social changes
D. Role of guilds
• Becoming a guild member
• Women in the guilds
E. Town and city life
Chapter 9
High Middle Ages 1050-1450
I.
Growth of royal power in England and France
A. Monarch, nobles, and the church
B. Strong monarchs in England
• Norman Conquest
• Growth of Royal Power
• A unified legal system
• Conflict with the church
C. Evolving traditions of English Government
• John’s Troubles
• The Magna Carta
• Development of Parliament
D. Successful Monarch in France
• The Capetians
• Philip Augustus
• Louis IX, King & Saint
• Philip IV Clashes with the Pope
II.
III.
IV.
• The Estates General
The Holy Roman Empire and the Church
A. The Holy Roman Empire
B. Conflict Between Popes and Emperors
• Pope Gregory VII
• Emperor Henry IV
• The Struggle Intensifies
• Concordat of Worms
C. The Struggle for Italy
• Frederick Barbarossa
• Frederick II
• Effects on Germany and Italy
D. The Height of Church Power
Europeans Look Outward
A. The world 1050
B. The Crusades
• Motives
• Victories and Defeats
C. Effects of the Crusades on Europe
• Economic Expansion
• Increased Power for Monarchs
• The Church
• A Eider Worldview
D. The Reconquista in Spain
• Christian advances
• Ferdinand and Isabella
Learning, Literature and the Arts
A. Medieval Universities
• Academic Guilds
• Student Life
• Women and Education
B. European Acquire “New” Learning
• Spread of Learning
• Philosophy
• Science and Mathematics
C. Medieval Literature
• Heroic Epics
• Dante’s Divine Comedy
• Chaucer’s Canterbury Tales
D. Architecture and Art
• Romanesque Strength
• Gothic Grace
V.
• Art in Stone and glass
• Illuminated manuscripts
A Time of Crisis
A. The Black Death
• A Global Epidemic
• Social Upheaval
• Economic effects
B. Upheaval in the church
• Divisions within the Catholic Church
• New heresies
C. The Hundred Years War
• Causes
• English victories
• Joan of Arc and French Victory
• Effects
Chapter 10
The Byzantine Empire and Russia 330-1613
I.
The Byzantine Empire
a. The Growth of Byzantine Power
i. Constantinople
ii. A blending of culture
b. The age of Justinian
i. Hagia Sophia
ii. Code of Laws
iii. Absolute power
iv. Changing fortunes
c. Byzantine Christianity
i. Difference East and West
ii. Schism
d. Crisis and collapse
i. The crusades
ii. Constantinople falls
e. The Byzantine heritage
i. The arts
ii. The world of learning
II.
The rise of Russia
a. The geography of Russia
b. Growth of Kiev
i. The varangians
ii. Byzantine Influences
iii. Yaroslav
c. Mongol Conquest
i. The Golden Horde
III.
ii. Mongol Influences
d. Moscow Takes the Lead
i. Ivan the Great
ii. Ivan the Terrible
e. Looking ahead
Shaping Eastern Europe
a. The Geography of Eastern Europe
b. A diverse mix of peoples
i. The Balkans
ii. Jewish Settlements
c. Early Kingdoms
i. Poland
ii. Hungary
iii. Serbia
d. Looking Ahead
Chapter 11 The Muslim World 622-1629
I.
Rise of Islam
a. The Prophet Muhammad
i. Geographic setting
ii. Muhammad’s vision
iii. The Hijra: A Turning Point
b. Teachings of Islam
i. Five Pillars
ii. The Quran
iii. “People of the Book”
c. A Way of Life
i. Sharia
ii. Impact of Islam on Women
II.
Islam Spreads
a. An age of conquests
i. From victory to victory
ii. Reasons for success
iii. Treatment of conquered People
iv. Muslims in Europe
b. Movements within Islam
i. Sunni and Shiites
ii. Sufi
c. Empire of Caliphs
i. Umayyads
ii. Abbassids
iii. Splendors of Baghdad
d. Decline of Caliphate
i. Seljuks
ii. Crusades
iii. Mongols
III.
IV.
V.
e. Looking Ahead
Golden Age of Muslim Civilization
a. Society and the Economy
i. Social Classes
ii. An international trade network
iii. Manufacturing
iv. agriculture
b. Art and Literature
i. design and decoration
ii. architecture
iii. poetry
iv. tales
c. The world of learning
i. centers of learning
ii. philosophy
iii. mathematics
iv. astronomy
v. medicine
vi. knowledge moves west
Muslims in India
a. The Delhi Sultanate
i. Origins of the Sultanate
ii. Effects of Muslim rule
iii. Decline
b. Muslims and Hindus
i. Hindu-Muslim differences
ii. Interactions
iii. Cultural blending
c. Mughul India
i. Babur Founds a Dynasty
ii. Akbar the Great
iii. Akbar’s Successors
d. Looking ahead
The Ottoman and Safavid Empires
a. Expanding the Ottoman Empire
i. Fall of Constantinople
ii. Suleiman
b. Ottoman culture
i. Social organization
ii. Janizaries
iii. Literature and the Arts
iv. Decline
c. The Safavid Empire
i. Abbas the Great
ii. Decline
d. Looking ahead