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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 1 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. 2 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. 3 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. 4 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. 5 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 6 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. 1 7 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 8 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 9 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 10 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 11 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 12 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 13 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 14 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 15 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. 16 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. 17 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 18 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. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Describe the life of a serf. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 19 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 20 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 21 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 22 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. 23 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 24 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: 25 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. 26 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 27 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. 28 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…. 29