Author - Princeton ISD
... Whole Class Activity (25 mins) Video: The Dark Ages Carolingian kings in middle ages -Students will complete questions that accompany the video on the dark ages and the Frankish kings of the period. Video Questions: 1. Who was Charles ‘The Hammer” Martel? How did he save not only Christianity, but W ...
... Whole Class Activity (25 mins) Video: The Dark Ages Carolingian kings in middle ages -Students will complete questions that accompany the video on the dark ages and the Frankish kings of the period. Video Questions: 1. Who was Charles ‘The Hammer” Martel? How did he save not only Christianity, but W ...
10-Feudal Lords and the Church Dominated Medieval Europe
... Name: ____________________________________________________Date due: ___________________________ Period: _______ 1. Why did people join the Crusades? 2. The Crusades are sometimes called “successful failures.” What is meant by this description? 3. Do you agree or disagree with this description? Why ...
... Name: ____________________________________________________Date due: ___________________________ Period: _______ 1. Why did people join the Crusades? 2. The Crusades are sometimes called “successful failures.” What is meant by this description? 3. Do you agree or disagree with this description? Why ...
The Life of the People in the High Middle Ages
... Life for most people in medieval Europe meant country life. Most people rarely traveled more than twenty-five miles beyond their villages. This way of life did not have entirely unfortunate results. People were closely connected with their family, certain of its support and help in time of trouble. ...
... Life for most people in medieval Europe meant country life. Most people rarely traveled more than twenty-five miles beyond their villages. This way of life did not have entirely unfortunate results. People were closely connected with their family, certain of its support and help in time of trouble. ...
Curriculum Catalog - Eastern Road Christian Academy
... World History continues the process of developing in students an understanding of and appreciation for God’s activity as seen in the record of man and his relationships. With an emphasis on Western Europe, the course surveys ancient civilizations to the end of the 20th century, highlighting early Ch ...
... World History continues the process of developing in students an understanding of and appreciation for God’s activity as seen in the record of man and his relationships. With an emphasis on Western Europe, the course surveys ancient civilizations to the end of the 20th century, highlighting early Ch ...
Unit 3- Renaissance
... Evaluate the extent to which the Renaissance was a bridge to modern times and whether the changes from medieval to Renaissance life relate to and resemble life in modern United States. Aim: Do art and architecture reflect the times in which they are created? OR Can you learn about a society’s valu ...
... Evaluate the extent to which the Renaissance was a bridge to modern times and whether the changes from medieval to Renaissance life relate to and resemble life in modern United States. Aim: Do art and architecture reflect the times in which they are created? OR Can you learn about a society’s valu ...
answer - SkyView Academy
... •This word describes a non-Muslim person living in an area controlled by Sharia law, and who has to pay a tax to practice any religion that is not Islam. ...
... •This word describes a non-Muslim person living in an area controlled by Sharia law, and who has to pay a tax to practice any religion that is not Islam. ...
myWorld History Early Ages
... Migration, 46–47, 68–69, 71, 207, 309– 310, 582, 583; Economics, China, 275, 285, 520, 522; England, 782, 783; Greece, 309, 310; Inca, 607; Japan, 565; Maya, 585; Middle Ages, 643–645; Muslims, 468– 470; Renaissance, 712–715; Roman Empire, 394–395; West Africa, 506 ...
... Migration, 46–47, 68–69, 71, 207, 309– 310, 582, 583; Economics, China, 275, 285, 520, 522; England, 782, 783; Greece, 309, 310; Inca, 607; Japan, 565; Maya, 585; Middle Ages, 643–645; Muslims, 468– 470; Renaissance, 712–715; Roman Empire, 394–395; West Africa, 506 ...
Farmington Public Schools
... Human Civilization form the foundation of World History I; embedded within the exploration of these is the foundation of democratic ideals and practices, the development of various political systems, examples of conflict and cooperation, the development of global interdependence, the influence of ge ...
... Human Civilization form the foundation of World History I; embedded within the exploration of these is the foundation of democratic ideals and practices, the development of various political systems, examples of conflict and cooperation, the development of global interdependence, the influence of ge ...
Euro Course Outline
... major events from 1450 to the present. Within that chronology, several broad themes will be examined: intellectual-cultural, political-diplomatic, and social-economic history. Emphasis will be placed on skills such as analyzing historical evidence from a variety of interpretations, writing analytica ...
... major events from 1450 to the present. Within that chronology, several broad themes will be examined: intellectual-cultural, political-diplomatic, and social-economic history. Emphasis will be placed on skills such as analyzing historical evidence from a variety of interpretations, writing analytica ...
Spring Arbor University
... make every effort to make the class. Extra Credit Options: I may have periodic extra credit possibilities for seeing speakers or events on campus where I would replace one of your quiz scores with a perfect score. Plagiarism and cheating: Don’t do it. It is academic fraud. Plagiarism is the delibera ...
... make every effort to make the class. Extra Credit Options: I may have periodic extra credit possibilities for seeing speakers or events on campus where I would replace one of your quiz scores with a perfect score. Plagiarism and cheating: Don’t do it. It is academic fraud. Plagiarism is the delibera ...
chapter 11 TECHNICAL, SOCIAL, CULTURAL AND MENTAL
... establishment of central governments. It was a turbulent period with migrating and marauding barbarian tribes—Celts, Goths, Huns, Slavs, Vikings, Magyars, Arabs, Berbers, and others— harassing, terrorizing or seeking to impose their rule over conquered people. That affective/ impulsive epoch coincid ...
... establishment of central governments. It was a turbulent period with migrating and marauding barbarian tribes—Celts, Goths, Huns, Slavs, Vikings, Magyars, Arabs, Berbers, and others— harassing, terrorizing or seeking to impose their rule over conquered people. That affective/ impulsive epoch coincid ...
Essential Understanding and Essential Questions
... 1. Ancient Greek culture has made significant contributions to modern civilizations. a) What were the most important Greek contributions to sculpture and architecture? b) What were the most important Greek contributions in drama and in literature c) What were the most important Greek contributions t ...
... 1. Ancient Greek culture has made significant contributions to modern civilizations. a) What were the most important Greek contributions to sculpture and architecture? b) What were the most important Greek contributions in drama and in literature c) What were the most important Greek contributions t ...
Fusion Feudalism - White Plains Public Schools
... the fall of the Western Roman Empire. It is also important to remember that warfare between the many kingdoms of Western Europe was frequent and that in a time of war, armies are important. The lord gave his vassal a fief. A fief was a piece of land, and the peasants farmed on it. To protect his fie ...
... the fall of the Western Roman Empire. It is also important to remember that warfare between the many kingdoms of Western Europe was frequent and that in a time of war, armies are important. The lord gave his vassal a fief. A fief was a piece of land, and the peasants farmed on it. To protect his fie ...
The Middle Ages Teacher Guide - Western Reserve Public Media
... education to the masses. We can look at religious reform from dependence upon Catholicism to the rise of Protestantism and also religion in the “Age of Reason.” We can look at politics throughout the world. The American and French revolutions made drastic changes in the way the world was viewed. The ...
... education to the masses. We can look at religious reform from dependence upon Catholicism to the rise of Protestantism and also religion in the “Age of Reason.” We can look at politics throughout the world. The American and French revolutions made drastic changes in the way the world was viewed. The ...
Social Studies 10 – Ancient Medieval History
... 11. Describe the pleasures and challenges of daily life in the Greek city-states 12. Identify examples of Greek accomplishments in such fields as science, medicine, and philosophy and provide reasons which may explain the Greek achievements in these areas 13. Demonstrate an understanding of the rela ...
... 11. Describe the pleasures and challenges of daily life in the Greek city-states 12. Identify examples of Greek accomplishments in such fields as science, medicine, and philosophy and provide reasons which may explain the Greek achievements in these areas 13. Demonstrate an understanding of the rela ...
Document
... crops, and even serfs. This allowed the Church to become very rich and powerful, and it often used this power to influence kings to do as it wanted. Despite a King’s authority, he was still answerable to the Pope. The Pope was God’s representative on Earth, and had the right to pronounce judgments o ...
... crops, and even serfs. This allowed the Church to become very rich and powerful, and it often used this power to influence kings to do as it wanted. Despite a King’s authority, he was still answerable to the Pope. The Pope was God’s representative on Earth, and had the right to pronounce judgments o ...
Document
... crops, and even serfs. This allowed the Church to become very rich and powerful, and it often used this power to influence kings to do as it wanted. Despite a King’s authority, he was still answerable to the Pope. The Pope was God’s representative on Earth, and had the right to pronounce judgments o ...
... crops, and even serfs. This allowed the Church to become very rich and powerful, and it often used this power to influence kings to do as it wanted. Despite a King’s authority, he was still answerable to the Pope. The Pope was God’s representative on Earth, and had the right to pronounce judgments o ...
The Gothic High Middle Ages - McGraw Hill Higher Education
... letters when they were separated, writing things to each other that they dared not say in person. Some of his love songs, he recalled, became popular and were long sung by those pursuing lives of pleasure. Did the two lovers send each other love letters, and if so, what happened to them? Abelard and ...
... letters when they were separated, writing things to each other that they dared not say in person. Some of his love songs, he recalled, became popular and were long sung by those pursuing lives of pleasure. Did the two lovers send each other love letters, and if so, what happened to them? Abelard and ...
Social_Studies_files/National History Bee Study Guide
... Dynasty. Other civilizations sprung up across the Eastern Hemisphere and Central and South America, but the most impressive were in the Mediterranean. The Ancient Greeks made tremendous advances in philosophy and government, creating modern-day democracy. The heyday of the Greeks was followed by tha ...
... Dynasty. Other civilizations sprung up across the Eastern Hemisphere and Central and South America, but the most impressive were in the Mediterranean. The Ancient Greeks made tremendous advances in philosophy and government, creating modern-day democracy. The heyday of the Greeks was followed by tha ...
Resources and Instructions for Feudalism
... of local, rather than central, government—saved Europe from anarchy. Feudal government depended on personal agreements between a number of individuals who possessed military power. These individuals usually had landed estates. They owed loyalty not to a nation, but only to those individuals with who ...
... of local, rather than central, government—saved Europe from anarchy. Feudal government depended on personal agreements between a number of individuals who possessed military power. These individuals usually had landed estates. They owed loyalty not to a nation, but only to those individuals with who ...
Contents Page - Waterford Public Schools
... Create student generated murals to represent time period & include written reflections of a day in the life of a Mesopotamian/Egyptian. Create posters to reflect specific natural events of the Nile, inventions, as well as human roles during this time period. Conduct oral presentations/news broadcast ...
... Create student generated murals to represent time period & include written reflections of a day in the life of a Mesopotamian/Egyptian. Create posters to reflect specific natural events of the Nile, inventions, as well as human roles during this time period. Conduct oral presentations/news broadcast ...
The Feudal System: Castles at War
... 1. After watching the video, review with students when the Middle Ages began and how long it lasted. (The Middle Ages began when the Western Roman empire fell in the 5th century and faded as the Renaissance took hold across Europe in the 13th, 14th, and 15th centuries.) What was medieval Europe like ...
... 1. After watching the video, review with students when the Middle Ages began and how long it lasted. (The Middle Ages began when the Western Roman empire fell in the 5th century and faded as the Renaissance took hold across Europe in the 13th, 14th, and 15th centuries.) What was medieval Europe like ...
Dark Ages (historiography)
The Dark Ages is a historical periodization used originally for the Middle Ages, which emphasizes the cultural and economic deterioration that supposedly occurred in Western Europe following the decline of the Roman Empire. The label employs traditional light-versus-darkness imagery to contrast the ""darkness"" of the period with earlier and later periods of ""light"". The period is characterized by a relative scarcity of historical and other written records at least for some areas of Europe, rendering it obscure to historians. The term ""Dark Age"" derives from the Latin saeculum obscurum, originally applied by Caesar Baronius in 1602 to a tumultuous period in the 10th and 11th centuries.The term once characterized the bulk of the Middle Ages, or roughly the 6th to 13th centuries, as a period of intellectual darkness between extinguishing the ""light of Rome"" after the end of Late Antiquity, and the rise of the Italian Renaissance in the 14th century. This definition is still found in popular use, but increased recognition of the accomplishments of the Middle Ages has led to the label being restricted in application. Since the 20th century, it is frequently applied to the earlier part of the era, the Early Middle Ages (c. 5th–10th century). However, many modern scholars who study the era tend to avoid the term altogether for its negative connotations, finding it misleading and inaccurate for any part of the Middle Ages.The concept of a Dark Age originated with the Italian scholar Petrarch (Francesco Petrarca) in the 1330s, and was originally intended as a sweeping criticism of the character of Late Latin literature. Petrarch regarded the post-Roman centuries as ""dark"" compared to the light of classical antiquity.Later historians expanded the term to refer to the transitional period between Roman times and the High Middle Ages (c. 11th–13th century), including the lack of Latin literature, and a lack of contemporary written history, general demographic decline, limited building activity and material cultural achievements in general.Popular culture has further expanded on it as a vehicle to depict the early Middle Ages as a time of backwardness, extending its pejorative use and expanding its scope.