Download Unit 7: Regional Civilizations: The Rise of Europe

Chapter:
8
Unit 7: Regional Civilizations: The Rise of Europe
Essential Questions
1) Can individual leadership impact the course of history?
2) In what sense can religion be the "glue" that holds societies together?
3) How does success bring about unexpected problems? (Law of Unintended Consequences)
4) What fundamental human needs to be met by governing systems?
The Early Middle Ages
Feudalism & the Manor
Economy
The Medieval Church
Economic Expansion &
Change
Concepts
Geography of Western Europe
Dark Ages
Germanic Kingdoms
Muslim influence in Europe
The Age of Charlemagne
Revival of Learning
Christianity spreads
New Wave of Invasions
Concepts
Mutual obligations of Feudalism
The World of Nobility
Achieving Knighthood
"Lady of the Manor"
Peasant and Manor Life
Self-Sufficient Manors
Three field system
Concepts
The Church and Medieval Life
Church Officials Hierarchy
Role of Monks and Nuns
Views of Women
The Benedictine Rule
The Church is the Center of Learning
Power of Religious Authority
Religious Reforms
Jews in Europe
Concepts
New Technologies in the Agricultural
Revolution
Trade Revives
New Business Practices of the
Commercial Revolution
Social changes of Europe
Role of Guilds in Society
Town and City Life
Terms/Events
Medieval
Frontier
Missi Dominici
Curriculum
Battle of Tours
Treaty of Verdun
People
Clovis
Charles Martel
Charlemagne
Vikings
Franks
Terms/Events
Feudalism
Vassal
Feudal Contract
Fief
Page
Squire
Knight
Tournament
Chivalry
Troubadour
Manor
Serf
Peasant
Lord
People
Eleanor of Aquitaine
Terms/Events
Sacrament
Tithe
Secular
Papal Supremacy
Canon Law
Excommunication
Interdict
Simony
Friar
Antisemitism
People
Benedict
St. Patrick
Pope Gregory
Francis of Assisi
Terms/Events
Charter
Capital
Partnership
Bill of Exchange
Tenant Farmer
Middle Class
Usury
Guild
Apprentice
Journeyman
“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:
_____ Explain why Western Europe was a frontier land during the early Middle Ages. (16.A.4a )
_____ Describe how Germanic kingdoms gained power in the early Middle Ages. (16.A.2c )
_____ Explain how Charlemagne briefly reunited much of Western Europe. (16.A.2c )
_____ Describe how feudalism shaped medieval society. (16.C.5b )
_____ Summarize feudal life for nobles and peasants.(16.C.3a )
_____ Explain the basis of the manor economy. (16.C.5b )
_____ Describe how the Church and its monks and nuns shaped medieval life. (16.A.4a)
_____ Summarize how the power of the Church grew. (16.A.2c )
_____ Describe how reformers worked for change in the Church. (16.A.4a )
_____ List the problems that Jewish communities faced. (16.A.2c)
_____ Explain how new technologies sparked an agricultural revolution. (16.C.5b)
_____ Describe how the revival of trade revolutionized commerce. (16.C.3a)
_____ Summarize how guilds were linked to the rise of towns and cities. (16.C.3a)
_____ Define all the key terms and people/peoples. (16.A.4a)
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.
And/or
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
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.
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 step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.