Download Unit 8

Honors History of Western Civilizations – Mid & Late Middle Ages (1000 – 1348)
Chapters:
8, 9, 10
Essential Questions
1. How was European society stabilized by the emergence of feudalism & manorialism through their promotion of social order & relations?
2. How did Church reform strengthen the clergy & papacy in the face of new heresies & push Popes further into secular matters & politics?
3a. How did the kings of England centralize power away from feudal principles & into governmental ones through legal advancements?
3b. How did French monarchs consolidate governmental power through constitutional improvements & differ from the tactics of English kings?
1. Feudalism & Manorialism
2. The Medieval Church
3a. The English Monarchy
3b. The French Monarchy
Concepts
Monarchy vs. Feudal Nobility
Differences in French Centralization
Concepts
Feudalism vs. Manorialism
Motives for Feudalism
Importance of Feudal Oaths
Mutual Obligations of Vassalage
Life of Nobility/Peasant Life
Path to Knighthood
Concepts
Role of Church in Medieval Life
Growth of Church Power
Motives for Reform in Church
Impact of Cluniac Reforms
Importance of Preaching Orders
Jews in Europe
Concepts
Monarchs vs. Church vs. Feudalism
Norman Conquest of England
Monarchs’ Legal Advancements
Effect of Thomas Becket Affair
Modern Impact of Magna Carta
Representative Institutions of Gov’t
Terms/Events
Feudalism
Manorialism
Lords
Vassals
Knights
Fief
Feudal Contract
Fealty
Homage
Subinfeudation
Manor
Serfs/Peasants
Page  Squire  Knight
Chivalry & Courtly Love
Terms/Events
Sacrament
Tithe
Secular
Papal Supremacy
Canon Law
Excommunication
Interdict
Simony
Cluniac Reforms
Friar
Anti-Semitism
Terms/Events
Norman Conquest
Battle of Hastings
Bayeux Tapestry
Domesday Book
Exchequer
Common Law
Trial by Jury
Magna Carta
Parliament
People
People
Dominicans
Franciscans
People
William the Conqueror (Normandy)
Henry I
Henry II
Archbishop Thomas Becket
King John
Pope Innocent III
Edward I
Terms/Events
Avignon Papacy
Estates General
People
Hugh Capet
Louis VII
Philip II Augustus
St. Louis IX
Philip IV
Pope Boniface VIII
Honors History of Western Civilizations – Mid & Late Middle Ages (1000 – 1348)
Chapters:
8, 9, 10
Essential Questions
3c. How did both German emperors & Popes affect the development of government with the formation & disintegration of the HRE?
4. How did motives of Crusades lead to expansion of Europeans in East, as well as display church power with suppression of heresy in the West?
5. In what ways was European culture invigorated by the rise of universities, advancements in architecture, & rebirth of classical learning?
6. What factors contributed to great expansion in commerce, industry & trade along with population increases & development of cities/towns?
3c. The German Empire
(Holy Roman Empire)
Concepts
HRE vs. Nobles & Church
Significance of Title of HRE
Popes vs. Emperors
Investiture Controversy
HRE’s Role in Italy
Height of Church Power
Terms/Events
Holy Roman Empire
Lay Investiture
Henry at Canossa
Concordat of Worms
People
Duke Otto I the Great
HRE Henry IV
Pope Gregory VII
Frederick I (Barbarossa)
Frederick II
Pope Innocent III
4. The Crusades
5. Medieval Literature & Arts
6. Medieval Economy
Concepts
Motives for Crusades
1st – 4th Crusades – Victory/Defeat
Effects of Crusades
Effects of the Reconquista
Growth of Heresy
Motives & Impact of Inquisition
Concepts
Flourishing of Literature, Art-Arch.
Rise of Universities
Impact of “New” Learning
Significance of Scholasticism
Faith vs. Reason
Advancements in Medieval Lit.
Romanesque vs. Gothic Style
Concepts
Growth of Cities, Trade, Commerce
Importance of Towns
Organization of Crafts & Guilds
Path to Becoming Guild Member
Role of Banks in Commerce
Terms/Events
Council of Clermont
“God Wills It!”
1st – 4th Crusades
Crusader States
Reconquista
Heresy
The Inquisition
conversos
Albigensian Crusade
Waldensians
Terms/Events
Oxford University
“New” Learning
Scholasticism
Summa Theologica
Vernacular
Epics
Divine Comedy – Inferno
Canterbury Tales
Romanesque
Gothic
Flying Buttresses
Stained Glass Windows
Illuminated Manuscripts
Terms/Events
“putting out” system
Guilds
Apprentice
Journeyman
Master Craftsman
Bill of Exchange
Usury
Partnerships
People
Byzantine Emperor Alexius I
Pope Urban II
Saladin
Ferdinand & Isabella
People
Christine de Pizan
Thomas Aquinas
Dante
Geoffrey Chaucer
People
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I CAN:
 1_____ Describe how the emergence of feudalism & manorialism promoted social order & a system of mutual obligations.(17.A.4a)
 2_____ Analyze how the growth of Church & Papal power both helped & hurt Europe & led to Church reform. (16.A.4a)
 3a_____ Explain the rise of English monarchs through conquest, legal advancements, church conflict, & representative institutions. (16.B.2a)
 3b_____ Analyze the formation of central government in France by monarchs’ legal improvements & relationship with Church. (16.A.4a)
 3c_____ Explain how the formation & fragmentation of the HRE both strengthened & weakened ties between the HRE & Popes. (16.B.2a)
 3abc_____ Compare & contrast the way power was centralized in English, French, & German monarchies vs. feudal institutions. (16.B.2a)
 4_____ Analyze the motives & effects of the Crusades both for Europeans abroad & within Western Europe. (17.A.4a)
 5_____ Explain the explosion of medieval literature, art, & architecture in regards to its impact on education & views on life. (16.B.3a)
 6_____ Describe the advancements in medieval economy in regards to the rise of towns & trade & the role of banks.(16.B.3a)
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply
preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which
details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital
text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band
independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s
knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively
into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses
of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the stepby-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.