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Sub-Unit: Medieval Europe Students will understand: • The structure and effect of the feudal system on Europe. • The causes and long term effects of the Crusades. (last unit; re-teach as needed) • The social, political and cultural impact of the Roman Catholic Church. • The social, political and economic causes of the fall of feudalism. Standards New York State Social Studies Standards: Standard 2, World History Standard 3, Geography Performance Indicators Students will know and be able to: 2.1 - define culture and civilization, explaining how they developed and changed over time 2.3 - analyze historic events from around the world by examining accounts written from different perspectives 2.4 - understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras 2.5 - analyze changing and competing interpretations of issues, events, and developments throughout world history 2.9 - explain the importance of analyzing narratives drawn from different times and places to understand historical events 2.10 - investigate key events and developments and major turning points in world history to identify the factors that brought about change and long term effects of these changes 2.11 - analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities. 2.12 - explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world 2.15 - interpret and analyze documents and artifacts related to significant developments and events in world history. 3.1 - understand how to develop and use maps and other geographic representations to display geographic issues, problems, and questions 3.4 understand the development and interactions of social, cultural, political, economic, and religious systems in different regions of the world 3.6 - explain how technological change affects people, places, and regions 3.8 - locate and gather geographic information from a variety of primary and secondary sources Skills Map Reading/Interpretation Chart Reading Vocabulary Development Essay Writing, DBQ writing: (see manoralism) People: o Charlemagne o Urban II o Joan of Arc Vocab: Self-sufficiency, manor/manorism, medieval, Documents: Manoralism http://www.greece.k12.ny.us/files/filesystem/GHG_DBQs/GHG_DBQ_06.07.pdf Manorism, Effects of Crusades, growth of cities: http://www.greece.k12.ny.us/files/filesystem/GHG_DBQs/GHG_DBQ_06.09.pdf Medieval Europe (500-1400) Human and physical geography • Frankish Empire (Charlemagne) • Manorialism • Feudalism (social hierarchy and stratification and the role of men & women) • Spiritual and secular role of the Church • Monastic centers of learning • Anti-Semitism • Art and architecture • Bubonic Plague • Joan of Arc and the 100 Year’s War • Resurgence of Europe (Hanseatic League & Italian city-states; trade fairs & towns; • Medieval guilds; commercial revolution) EQs Why is Medieval Europe sometimes referred to as “The Dark Ages” or “The Middle Ages”? Why did so many new languages crop up during this time period? How did the art and architecture of this time period reflect cultural values? What type of corruption existed during the Middle Ages and how was it combated? What circumstances brought Europe back “into the light”? Lessons: Geography: Mapping Lab Holy Roman Empire: Feudalism: M&M Games and Jigsaws - POV of different people under feudalism The Church: Monasteries, Christian Art, AntiSemitism ?: The Plague Stations: Coming into the Light, or What Caused Feudalism to Fall? (Hanseatic League, Italian city-states, trade fairs/towns, guilds, commercial revolution. Writing: DBQ: Describe the economic system of Manorialism (see DBQs above) Stations writing: How did Europe come “into the light?” or “What moved Europe out of the Dark Ages? or Caused Feudalism to Fall?