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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.