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Europe in the Middle Ages Unit Organizer Vocabulary: nomadic, barbarian, sacked, peninsula, isles, channel, argument, conversion, monastery, preservation, classical, unite, emperor, manor, lord, vassal, serf, chivalry, squire, page, region, commerce, guild, apprentice, feudalism, trial, jury, parliament, government, plague Thinking Frame Work Key: K=Knowledge, P=Patterns, M=Modeling, C=Creativity Core Knowledge Standards A. Background Beginning about 200 AD, nomadic, warlike tribes began moving into western Europe, attacking the western Roman Empire: Rome sacked by Visigoths in 410 AD. The Huns: Attila the Hun People settling in old Roman Empire including Vandals, Franks, Angles and Saxons. The "Middle Ages" are generally dated from about 450 to 1400 AD. Approximately the first three centuries after the fall of Rome (476 AD) are sometimes called the "Dark Ages". B. Geography Related to the Development of Western Europe Rivers: Danube, Rhine, Rhone and Oder Mountains: Alps, Pyrenees Iberian Peninsula, Spain and Portugal, proximity to North Africa France: the region known as Normandy Mediterranean Sea, North Sea, Baltic Sea British Isle: England, Ireland, Scotland, Wales, the English Channel C. Development in History of the Christian Church Growing power of the pope (Bishop of Rome) Arguments among Christians: split into Roman Catholic Church and Eastern Orthodox Church Conversion of many Germanic people to Christianity Rise of monasteries; preservation of classical learning Charlemagne Temporarily unites the western Roman Empire Crowned Emperor by the pope, 800 AD: the idea of the "Holy Roman Empire" Charlemagne's love and encouragement of learning D. Feudalism Life on a manor; castles Lords, vassals knights, freedmen, serfs Code of chivalry Knight, squire, page E. The Norman Conquest Locate the region called Normandy William the Conqueror: Battle of Hastings 1066 F. Growth of Towns Towns as the centers of commerce; guilds and apprentices Weakening feudal ties G. England in the Middle Ages Henry II Beginnings of trial by jury Murder of Thomas Becket in Canterbury Cathedral Eleanor of Acquitaine (K) Significance of the Magna Carta; King John, 1215 Parliament: beginnings of representative government The Hundred Years War Joan of Arc The Black Death sweeps across Europe Standard Fourth Grade 1. Oral Expression and Listening 2. Reading for All Purposes Grade Level Expectation 1. 1. 2. 3. 3. Writing and Composition 1. 2. 3. 4. Research and Reasoning 1. 2. A clear communication plan is necessary to effectively deliver and receive information Comprehension and fluency matter when reading literary texts in a fluent way Comprehension and fluency matter when reading informational and persuasive texts in a fluent way Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills The recursive writing process is used to create a variety of literary genres for an intended audience Informational and persuasive texts use the recursive writing process Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader Comprehending new information for research is a process undertaken with discipline both alone and within groups Identifying implications, concepts, and ideas enriches reasoning skills Social Studies Standards Standard: 1. History - Develop an understanding of how people view, construct, and interpret history - Analyze key historical periods and patterns of change over time within and across nations and cultures Standard: 2. Geography - Develop spatial understanding, perspectives, and personal connections to the world - Examine places and regions and the connections among them Standard: 3. Economics - Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy - Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL) Standard: 4. Civics Analyze and practice rights, roles, and responsibilities of citizens Analyze origins, structure, and functions of governments and their impacts on societies and citizens Habits of Mind Understand the significance of the past to their owns lives and society Perceive past events as they were experienced by people at the time, to develop historical empathy vs. "present-mindedness". Acquire a comprehension of diverse cultures and share humanity. Understand how things happen and how things change, how human intentions matter but how consequences are shaped by the means of carrying them out. Prepare to live with uncertainties and even perilous, unfinished business, realize that not all problems have a solution. Grasp the complexity of historical causation; respect particularity and avoid excessively abstract generalizations. Appreciate the often tentative nature of judgements about the past and thereby avoid the temptation to seize on "lesson of history" as cures for present ills. Recognize the importance of individuals who have made a difference in history, and the significance of personal character for good and ill. Appreciate the force of non-rational, irrational and accidental in history and human affairs. Understand the relationship between geography and history as a matrix of time and place, as a context for events.