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Middle Ages Origins of the Western Worldview SS 8: Book 2 NAME: _____________________________ ________ 1 Origins of the Western Worldview In what ways can changing social structures affect a society’s worldview? Origins of the Western Worldview 2 Medieval Social/Political Structure /23 The societies that evolved in Western Europe after the fall of the Roman Empire were suited to conditions of the time. As people adapted to meet their needs, they developed a worldview unique to the Middle Ages. The following activities will explore the specific elements of the medieval worldview and establish the foundation for change in Western Europe. Using the following article “Living in the Middle Ages”, please answer the following questions. 1. European Society was organized on a system called ____________________________. (1) 2. Were people able to move from class to class? Why or why not? (2) 3. In the feudal system, everyone other than the king was a vassal. What does the term vassal mean? What does the term lord mean? Write a definition for each term. (2) 4. How was medieval society structured? What were the different social classes? (4) 5. What class had the majority of the population? (1) 6. How much freedom did most peasants have? What were some of the things they were or weren’t allowed to do? (2) 7. Which classes were educated? (1) 3 Origins of the Western Worldview 8. Please fill in the following chart. List the various rights and responsibilities of each class. There will be more than one for each class. /8 Class Rights and Responsiblities King Nobles Knights Peasants 9. Describe how the land was divided and used in a typical manor. How did a manor supply a lord with an income? /2 Discuss: What position do you think Medieval society would take on the Social Organization continuum? Why? How about the Human Nature continuum? Explain. Living in the Middle Ages” During the Middle Ages, much of European society was organized in a system called FEUDALISM. Feudalism was a HEIRARCHY. In a hierarchy people are ranked on above another according to their importance. People were born into a level of feudal society and they expected to stay in that level for their entire lives. Origins of the Western Worldview 4 Feudalism was a social system where the more powerful—the LORDS—agreed to protect (and reward) those below them—their VASSALS. In return, the vassals promised to provide service for their lord, such as farming, laboring, or fighting. This relationship resulted in different levels of rank in society, with those who controlled land at the top and those who worked the land at the bottom. The easiest way to describe the different ranks in medieval society is by describing it as a pyramid, with the lowest peasants at its base and the amount of authority increasing towards the top. Life in this social pyramid demanded that everyone owed ALLEGIANCE [loyalty] to the King and their immediate superior. Peasants were expected to serve and obey the King’s representatives (the nobles and knights. The top of the feudal order can be easily described through this way: at the top of the feudal pyramid was the King the King claimed ownership of the land the King granted the land to powerful nobles—these nobles then pledged their loyalty by swearing to serve and protect the King the king and nobles provided for the training and support of knights, who fought for their lords successful knights could be rewarded for their service by being given control over their own land (and the peasants who went along with it) Feudalism was based on the belief that the land belonged to God, and Kings, who ruled by the will of God, managed the land and used it as they wished. The King’s vassals—the nobles and knights who pledged their loyalty to the King—provided him with food and military support. In addition to the responsibilities nobles and knights had to the King, they had certain expectations to the lower classes. Nobles and knights were responsible for taking care of the peasants and serfs that lived on their estates. They were expected to make sure that the lower classes were protected from attack and that, during times of famine, the peasants and serfs in their care had something to eat. The Manorial System Most people in the Middle Ages were peasants who lived in rural villages on a manor. The peasants were assigned strips of land to plant and harvest. Each peasant family had its own strip of land in various areas of their lord’s manor. Often, the peasants worked together on tasks such as plowing and haying. In exchange for the use of the land, the peasants had to turn over a portion of what they produced to the lord of the manor. They were also expected to build roads, clear forests, and plant and harvest crops on the lord’s land for a number of days each year. The peasants—men, women, and children—worked hard from sunrise to sunset. Almost all peasants were illiterate and uneducated. Some peasants were FREEMEN and had no masters. They often rented land or worked for pay. Most peasants, however, were serfs who were not allowed to leave the manor or even get married without the lord’s permission. When they did travel, they rarely went farther than the nearest town. Alchin, L.K. (2006). “Feudalism Pyramid” from Middle Ages. Retrieved 11 Oct 2008 from http://middle-ages.org.uk/feudalism-pyramid.htm; Fitton, Avis, Donna M. Goodman, and Edward O’Connor. (2007). Worldviews: Contact and Change (18-19, 2223). Toronto: Pearson Education Canada; Gilberts, Rachel. (2001). “The Church” from Minnesota State University. Retrieved 11 Oct 2008 from http://www.mnsu.edu/emuseum/history/middleages/church.html; Trueman, Chris. (2008). “The Medieval Church” from History Learning Site. Retrieved 11 Oct 2008 from http://historylearningsite.co.uk/medieval_church.htm; and Woolf, Alex. (2004). Medieval Realms: Education (4-5, 10-14, 21, 25). Farmington Hills, MI: Lucent Books 5 Origins of the Western Worldview 8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews 8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context A SNAPSHOT OF MEDIEVAL LIFE From famine [starvation], pestilence [plague], and war. . . . “Good Lord, deliver us!” So humble people prayed for protection against their greatest fear, the return of the three evils that regularly struck down the men and women of the Middle Ages. It was a period filled with uncertainty; people’s lives were haunted by a thousand fears, scarcely eased by the occasional celebrating at village festivals. One source of anxiety was the wildness of nature: the great unpopulated areas of land, the deep forests, and above all the sea brought panic to the bravest heart. The rustling of leaves and the murmuring waters of a river spoke of the presence of supernatural beings that could drive human beings mad. As a precaution, until the twelfth century, the homes of both rich and poor were built with few doors and windows. As dusk fell, castle drawbridges were raised and the towns closed their heavy gates. People were sheltered from the fearsome world of darkness, when the Devil and his creatures walked abroad. At dawn, the terrors of the night fled at the first rooster’s crow. Only the monks, who prayed through the night, braved the darkness. Thus, medieval men and women lived in perpetual fear of Satan and his followers, and looked for help to the angels and saints. St. Martin had a reputation of being the cleverest and most skillful warrior in the battle against Evil. On one side raged the evil world of demons; on the other the messengers of God fought to free good Christians from their tormentors. Together they formed an invisible universe that was as real to believers as the visible world about them. Little by little the peasants pushed back the bounds of the wild, but they still feared nature. A slight change in the weather before harvest time could be a disaster. Prayers were said for rain, since drought, which brought famine in its wake, was seen as punishment from God. People were fearful and suspicious of others—the neighbour who might have an evil eye, the soldier out for what he could get, the passing stranger. Lepers [people with leprosy, an infection that causes damage to the nerves and skin] stirred up special terror, for their diseased bodies were a clear reminder of the punishment that could be inflicted on sinners. This fear of outsiders came from hostile neighbours: bands of Normans, Moslems, and Hungarians continued to make raids until the tenth century, while in the fourteenth and fifteenth centuries bandits and mercenaries were still ravaging the countryside. In this stressful atmosphere, the Church offered protection, and explained the daily terrors as traps Satan and his followers set for Christians. And who were considered Satan’s followers? They were sorcerers, necromancers [people who bring back the dead], heretics [people with beliefs different from the Roman Catholic Church], and infidels [people who do not acknowledge God]—and all were shunned by society. Morgan, Michel Pierre and Antoine Sabbagh. (1988). The Human Story: Europe in the Middle Age (X-X). Englewood Cliffs, NJ: Silver Burdett Press Inc. Based on the reading, what was the main Source of Understanding during the Middle Ages and what position does this represent? Does the reading suggest that people are more predetermined or self-determined? How do you know? In order to survive the things that medieval people were afraid of, which positions on the Social Organization and View of the Good Life continuums were followed? What evidence from the reading supports your choices? Origins of the Western Worldview 6 Town Life /13 Using your textbook, read pages 22, 23 to understand what life was like in the towns in the Middle Ages. Please answer the following questions using what you discovered. 1. Describe towns in the Middle Ages. (2) 2. Was there more freedom for peasants living in town than the peasants living on a manor? Give examples. (3) 3. Could a peasant change their fate or status? If so, how could they? (2) 4. What is a guild and why were they important in the Middle Ages? What was their purpose? (3) 5. What position on the Good Life continuum do guilds represent? How is this different from the majority of the feudal system? Explain using examples. (3) Medieval Religion/Beliefs /27 Using your textbook, pg 31and 33, and the following article, “The Role of the Church”, answer the following questions. 1. What was the major religion in the Middle Ages? (1) 2. The Church was a __________________ similar to the social/political structure. What were the different levels? (6) 7 Origins of the Western Worldview 3. What were the main roles of the religious leaders? (don’t forget about education) (4) 4. What were the duties of the members of the congregation? (define tithe) (3) 5. How could a medieval person ensure that they would go to heaven? (3) 6. What was ORIGINAL SIN, and how did that cause people to depend on the Church? (2) 7. What were the Keys to Heaven and who controlled them? (2) 8. Who did the Pope answer to? (1) 9. What did it mean to be excommunicated? Why would this be devastating to a person in the Middle Ages? (think of what you couldn’t do if you were no longer a member of the church) (2) 10. Now that you have read about the roles of the Church, how much control did they have over the people in the Middle Ages? Give 3 examples of how they controlled much of the feudal hierarchy. (3) Origins of the Western Worldview REMINDER: Fill8in the Medieval Worldview on the Challenges to the Feudal System Assignment Pg. THE ROLE OF THE CHURCH Although there were a number of religions practiced in Europe in the Middle Ages, the “official”* religion was Christianity. People who were not part of the Roman Catholic Church were not accepted as part of the feudal order and could not be nobles or knights. From the very earliest of ages, people were taught that the only way they could get to Heaven was if they worked hard, obeyed their lords and the church, and attended church and prayed regularly. People were constantly reminded of the horrors awaiting for them in Hell. Church sermons often reminded those in attendance of the sins of mankind—of the “ORIGINAL SIN.” In the Christian faith, this idea of original sin refers to when Adam’s disobeyed God. The Church taught that this sin was passed Part of the scene of the Last Judgment on the front portal of Notre Dame de Paris. The damned souls are being pulled towards hell. on to all humans and that, as a result, all of humanity is sinful. This meant that medieval people generally saw themselves as evil creatures who needed the Church and God’s blessing in order to enter heaven. Since the only way to get to heaven was through the Church, it held “THE KEYS TO HEAVEN.” Latin was the language of the Roman Empire; it was also the working language of the Roman Catholic Church. The Church also controlled education. Schools were run by members of the clergy, such as bishops or priests. Few school buildings existed, and most classes took place in monasteries, cathedrals, and parish churches [local churches]. Children did not study a wide variety of subjects. Everything that they learned was done from a religious point of view. For example, arithmetic was taught so that students could calculate the dates of religious festivals. They were given singing lessons so that they could take part in church services. Most importantly, Latin was taught so that students could take part in church services and spread the teachings of the Church. Only the children of nobles and knights received an education. The Church had more than religious influence over people. The Church had the legal right to collect a form of tax called a TITHE. People were to pay a percentage of what they earned in a year to the Church (usually ten percent). Tithes could be paid in either money or in goods produced by the peasant farmers. As peasants had little money, they almost always had to pay in seeds, harvested grain, or animals. In years of poor harvests, this could cause serious hardship for peasants. In addition to collecting taxes, the Church also accepted gifts of all kinds from individuals who wanted special favours or wanted to make sure they got to heaven. These gifts included land, flocks, crops, and even serfs. This allowed the Church to become very rich and powerful, and it often used this power to influence kings to do as it wanted. Despite a King’s authority, he was still answerable to the Pope. The Pope was God’s representative on Earth, and had the right to pronounce judgments on anyone, including a King. His greatest threat was EXCOMMUNICATION. This would cut sinners and disobedient people off from God and keep them from going to heaven. It also meant that Catholics were to have nothing to do with them. During the Middle Ages, even the most powerful King was careful when dealing with the Pope and the Roman Catholic Church. Alchin, L.K. (2006). “Feudalism Pyramid” from Middle Ages. Retrieved 11 Oct 2008 from http://middle-ages.org.uk/feudalism-pyramid.htm; Fitton, Avis, Donna M. Goodman, and Edward O’Connor. (2007). Worldviews: Contact and Change (18-19, 22-23). Toronto: Pearson Education Canada; Gilberts, Rachel. (2001). “The Church” from Minnesota State University. Retrieved 11 Oct 2008 from http://www.mnsu.edu/emuseum/history/middleages/church.html; Trueman, Chris. (2008). “The Medieval Church” from History Learning Site. Retrieved 11 Oct 2008 from http://historylearningsite.co.uk/medieval_church.htm; and Woolf, Alex. (2004). Medieval Realms: Education (4-5, 10-14, 21, 25). Farmington Hills, MI: Lucent Books. 9 Origins of the Western Worldview Factors of Change Biographical: POWERPOINT: Factors of Change NOTES has to do with __________________________________ _____________________________________________________________ - Changes occur because _____________________________________ _____________________________________________________________ Economic: Has to do with ______________________________________ - Changes occur because _____________________________________ _____________________________________________________________ Technological: Has to do with ___________________________________ - Changes occur because _____________________________________ _____________________________________________________________ Political: Has to do with ______________________________________ - Changes occur because _____________________________________ _____________________________________________________________ Ideological: Has to do with ______________________________________ - Changes occur because _____________________________________ _____________________________________________________________ Environmental: Has to do with ______________________________________ - Changes occur because _____________________________________ _____________________________________________________________ Origins of the Western Worldview 10 IDENTIFYING FACTORS OF CHANGE /6 The key question to ask yourself in deciding which factor of change is at work is asking WHY something happened—what was the CAUSE, not the effect. 1. If the WHY something happened was the result of a person causing something to happen, it is probably BIOGRAPHICAL. - If you see someone’s name in the question, it is likely that the answer is BIOGRAPHICAL. - If you ask yourself the question, “WHO caused this?” and the answer is not there, it is NOT going to be biographical. e.g.: The statement “Henry Ford developed mass production of automobiles” is biographical. The cause (why) is a person; the result is related more directly to technology. 2. If the WHY something happened was something that people had little or no control over, the cause is most likely ENVIRONMENTAL (the effect would be political). e.g.: “A famine led people to riot against the government.” 3. If the WHY something happened is the result of someone doing something because they BELIEVE it is true then the cause is IDEOLOGICAL. e.g.: “The suicide bomber believed that he would go to heaven if he destroyed the enemy of his faith.” SOURCE: modified from E.Dick/CHHS 2008-2009 Identify the relevant factor of change for each description. Each factor will only be used once. 1. ________________ In the mid-1600s, smallpox devastated the Kishesipirini Nation, killing almost half of the population. In their weakened state, they could not defend themselves against the Haudenosaunee, which forced them to seek a closer alliance with the French. 2. ________________ Much of the conflict which occurred in eastern North America in the 1600s was caused by the beaver. Beaver felt hats were making huge amounts of money for both British and French companies. The desire for furs and control of the fur trade resulted in conflict between the British and their Native allies and the French and their Native allies that lasted over 100 years. 3. ________________ The early success of the French in Québec was because of the alliance between the Anishinabe and Champlain’s settlement. The Native people helped the French survive the harsh climate and the French aided the Anishinabe in their battles with the Haudenosaunee. 4. ________________ The Haudenosaunee had a distinct advantage over their Anishinabe enemies. They had guns, obtained through trade with the English, while many of the Anishinabe were limited to bows and arrows, spears, knives, and tomahawks. 5. ________________ The Kishesipirini people had to rely on their traditional weapons in war because they refused to change their religion. The French would only trade for guns with Catholics and the Kishesipirini were unwilling to give up their traditional belief systems and practices. 6. ________________ The settlement of North America might have been quite different had it not been for Samuel de Champlain. Because of his ceaseless work, determination, and ability to create alliances with the Wendat, the French gained a foothold in the St. Lawrence region. 11 Origins of the Western Worldview CHALLENGES TO THE FEUDAL SYSTEM Although the feudal system lasted for many hundreds of years, it eventually began to weaken and finally disappeared altogether. Think About It: Whose interested were best served by feudalism? What kinds of pressures do you think might have caused feudalism to break down? The Hundred Years War/Peasant Revolts /11 Using pages 24 and 25 in your textbook, please answer the following questions 1. Identify TWO effects of the Hundred Years’ War on the peasants. (2) 2. Considering these two effects, which factor of change BEST explains the Peasant Revolts? (1) 3. Consider the groups of people on the earthly feudal hierarchy. Who are the ‘gentlemen’ that being killed by French peasants? (1) Would the ‘gentlemen’ being killed include priests? Why or why not? (2) 4. What were at least THREE complaints John Ball had about the Feudal System. Look at Exploring Sources pg 25 (3) 5. Which element of worldview is most related to John Ball’s complaints? (1) 6. What was the outcome of the Peasant Revolts? (1) Origins of the Western Worldview 12 8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews 8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context POWERPOINT: Population Change in Western Europe PRESENTATION GUIDE – Population Change in Western Europe 1. Between 1347 and 1350, what fraction of the population of Western Europe died from the Black Death? 2. What is the modern name for the Black Death? 3. What actually caused the Black Death? 4. How is the plague transmitted to humans? 5. What are THREE symptoms of the plague? 6. What was the reason why most medieval people thought they became sick? 7. What was a major ideological effect of the plague? How did the Black Death cause people to question the authority of the Church? 8. How did the plague affect the number of people available to work on manor farms? 9. How did the Black Death challenge the Feudal System? (look at how it affected the economy/manors) Think About It: Read page 34, in your textbook. Why were the people becoming increasingly upset with the Roman Catholic Church? What were some of its flaws? 13 Origins of the Western Worldview 8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews 8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context THE EXPANSION OF TRADE /7 Read this article, and answer the questions on the following page. The “Silk Road” was the name given to overland routes that connected civilizations from the Mediterranean Sea in the west to the Asian countries along the Indian and Pacific Oceans in the east. For centuries, the Silk Road allowed trade between people living in the Roman and Byzantine Empires, the Middle East, India, and China. More than luxury goods were passed along these routes—intercultural contact also led to exchanges of ideas and knowledge. When Muslims conquered the Middle East in the eighth century, they continued to use the Silk Road to trade with Asia. Europeans, however, were isolated from Asia by Muslim kingdoms in the Middle East. By the tenth century, knowledge of the Silk Road was nearly lost in Western Europe. One of the outcomes of the Crusades was that European trade was restored with the East. Since goods coming from the Far East were so exotic and in such demand—and since these goods traveled so far and passed through so many hands—they were very expensive. Despite the price, Europeans wanted more of the spices and silks that had been brought back by the Crusaders. Merchants hired adventurers and sailors to open new trade routes to all parts of their known world, such as North Africa and the Middle East, and across land routes to India and China. These new trade routes began a revival in business and shipping in the western world that had not existed since the Roman Empire. In Europe, the numbers of merchants and traders grew and so did their wealth. They became a powerful new class outside the hierarchy of the feudal system. Their wealth brought them power to influence leaders, which meant that a person’s role in the strict social hierarchy of the feudal system might be able to change. People began to see that it was possible to move out of the class into which they had been born. Because of increased trading, cities began to grow. By the middle of the fourteenth century, Paris, Florence, Venice, and Genoa were the largest cities in Europe, each with populations of at least 100,000. These larger urban populations increased the demand for foods and other products and led to changes in the way people lived. Some people started businesses to provide goods for city residents. Industries began to specialize in goods such as textiles [weaved or knitted fabrics], furniture, and handicrafts for trade, and more people moved to the cities to work in these industries. Workers began to find and create jobs that were not part of the feudal system, and so became less dependent on the nobles. Some communities became so wealthy and powerful from trade, industry, and banking that they became city-states. Finally, people began to feel a sense of belonging to their larger communities, not just to their local lord. Fitton, Avis, Donna M. Goodman, and Edward O’Connor. (2007). Worldviews: Contact and Change (40-43). Toronto: Pearson Education Canada; Levin, Phyllis et. al. (2007). Our Worldviews (29). Toronto, ON: Thomson-Nelson. Origins of the Western Worldview 14 The Expansion of Trade Follow Up questions. 1. Why did Western Europe lose access to the Silk Road in the eighth century? [1] 2. According to the reading, what was the positive outcome of the Crusades? [1] 3. Consider the hierarchy of the feudal system. Why would wealthy merchants and traders be considered being “outside the hierarchy of the feudal system”? [1] 4. Which element of worldview is most related to the new status of merchants? [1] 5. Which position on the View of the Good Life continuum is suggested by the actions of merchants and traders? [1] 6. What were TWO effects of increased trade on cities? [2] Rise of the Middle Class /4 Using pages 26, and 27 in your textbook, answer the following questions 1. Why were many people moving from rural areas into towns? How did this weaken the feudal system? (2) 2. How did the rise of towns affect the feudal hierarchy? How did it change? 15 (2) Origins of the Western Worldview THE CRUSADES AND TRADE /9 Using pages 40-43 in your textbook, answer the following questions 1. What luxury goods did the Crusaders bring back from the Middle East? (3) 2. What are TWO important (positive) results of the Crusades? (2) 3. Why did trade increase following the Crusades? (1) 4. What were some other advances as a result of interactions with other cultures during this time? (3) The Crusades /5 Using the Zoom In box on pg 41 in your textbook, answer the following questions 1. What did the Muslims control that the Christians wanted? (1) 2. What were the Crusades mainly about? What was the goal or purpose? (1) 3. What significant religious figure encouraged the Crusades? (1) 4. What did the Crusades say about the power of the Catholic Church in peoples’ lives? (1) 5. What motivated Christians to join the Crusades? How would they benefit? (1) Origins of the Western Worldview 16 8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews 8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context THE CRUSADES /6 In the late eleventh century, the Christians of Western Europe began to shed their isolation and started to interact with different cultures in the Middle East. In the process, Europeans learned new ways of doing things, resulting in changes that challenged the medieval worldview. FACTORS OF CHANGE: Using what you have learned identify one specific example for each of the six factors of change. Record your information on the retrieval chart provided. Note: The focus of this assignment is change. Do not, for example, write down the Roman Catholic or Islamic religion. Although they are both ideological in nature, they are not examples of ideological change by themselves Your examples must be linked to some form of change to be correct. If the reading said that many people converted from tribal religions to Islam, and then began to force their faith on neighbouring tribes, the factor would then be ideological. FACTOR EXAMPLE FROM THE READING BIOGRAPHICAL ECONOMIC ENVIRONMENTAL IDEOLOGICAL POLITICAL TECHNOLOGICAL 17 Origins of the Western Worldview 8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context 8.2.4.4 how did increased trade lead to the emergence of powerful city-states? THE ITALIAN CITY-STATES /17 During the Middle Ages, Italy was different in many ways than the rest of Western Europe. The mountains to the north (the Alps) protected Italy from invaders, allowing people to focus on other things rather than defence. With its short, mild winters and long, warm summers, northern Italy had a climate that was ideal for orchards that produced wine, olives, and figs. As these items were in great demand, Italians were able to sell them for high prices or trade them for the food they needed. Extra food meant a larger population, and many of the people living in northern Italy lived in the cities. Since these cities were close to the rich goods coming out of the Middle East, many people made large sums of money through trade. With so many people involved in business or politics, there were no clear differences in classes like there was in the rest of Europe. People shared the belief that everyone was equal or at least had equal opportunities to make money. Political power belonged to bankers, merchants, and businessmen rather than the land-owning nobles of feudal Europe. Finally, the architectural ruins of ancient Rome reminded Italians of their glorious past. The result was a feeling that Italians should be independent and in control of their own affairs. In fact, many Italian cities ruled themselves and had their own armies. While the rest of Europe north of the Alps (“northern Europe”) was divided into various kingdoms, Italy became a collection of city-states. A CITY-STATE refers to an independent city and its surrounding territory. In many cases, city-states would become so powerful that they would control smaller cities, towns, and the territory all around them. As the city-states of Italy grew in population and wealth, they began to compete with each other. Warfare among city-states over territory and trading routes was common. After decades of fighting, the city-states of Florence, Venice, Milan, and Naples signed a treaty which brought relative stability to the area for nearly forty years. In this agreement, no city-state was allowed to become powerful enough to threaten or overthrow any other city-state. Removing the threat of warfare allowed the city-states to focus on improving their trade and making vast fortunes. By the mid-fifteenth century, the three wealthiest and most powerful Italian city-states were Florence, Genoa, and Venice. Fitton, Avis, Donna M. Goodman, and Edward O’Connor. (2007). Worldviews: Contact and Change (47). Toronto: Pearson Education Canada; Gilbert, Bill and Edwyna Condon Gilbert. (1997). “Chapter 3: The Italian City-States of the Renaissance.” Retrieved 11 Nov 2009 from http://vlib.iue.it/carrie/texts/carrie_books/gilbert/03.html; and Levin, Phyllis et. al. (2007). Our Worldviews (31). Toronto, ON: Thomson-Nelson. 1. What is a city-state? [1] 2. Provide an example of how each of the following factors of change are used in the reading: economic [1] political [1] ideological [1] Origins of the Western Worldview 18 3. Five key characteristics contribute to the economic success of a region: geographic location, climate, leadership, social organization, and population distribution. Using your textbook, pg 48-49 and the reading “The Italian City-States,” complete the following chart by pasting in examples for each characteristic of economic success. [10] CHARACTERISTIC GEOGRAPHIC LOCATION CLIMATE LEADERSHIP SOCIAL ORGANIZATION POPULATION DISTRIBUTION NORTHERN EUROPE ITALIAN CITY-STATES This region has most of the continent’s farm land and has access to wool production. This region is close to Mediterranean port cities that trade in spices and other luxury goods. Cold winter weather and short growing season. Mild weather and long growing season. Independent cities with Ruled by kings and queens their own governments and who often followed their armies and in control of own self-interests. their own affairs. A class hierarchy based on feudalism. No clear class distinctions; all classes involved in business and politics. Most people lived in and worked in the countryside. Most people were urbanized—they lived and worked in the cities. 3. Which characteristic (geographic location, climate, leadership, social organization, and population distribution) is the most important for economic success? Explain your choice. [1] 4. Which region would you consider to be more successful: Western Europe or Northern Italy? Provide TWO reasons for your choice. [2] 19 Origins of the Western Worldview Making Money with Money /6 Using pages 52 and 53 in your textbook, answer the following questions 1. What is usury and how did it help the city-states to become more wealthy? (2) 2. What was the Church’s original view on usury? Why did their opinion change? (2) 3. How did the changing economy affect politics in northern Italy? [1] 4. How would banking and trade in Italy affect the rest of Western Europe? [1] Origins of the Western Worldview 20 8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews 8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context CHALLENGES TO THE FEUDAL SYSTEM /36 For nearly a thousand years, society in Western Europe was based on an exchange of service for protection. Although this feudal system lasted for such a long time, it eventually faced a number of challenges and began to weaken. As a result, the worldview of the Middle Ages began to evolve. PART A: Determining the Effects of Change /10 marks On the table below are six significant events or situations that challenged the feudal system. Refer to information learned in the web quest, complete the table by identifying the factor(s) of change associated with the event and briefly describing how this affected the feudal system. EVENT/ SITUATION RELATED FACTOR(S) OF CHANGE e.g.: ADVANCES IN MEDIEVAL TECHNOLOGY EFFECTS OF CHANGE technological people living by clocks rather than position of the sun technological advances in agriculture, construction, metallurgy led to new developments in other areas and generally made life easier increased food production meant growing population THE CRUSADES EXPANSION OF TRADE BLACK DEATH HUNDRED YEARS’ WAR/ PEASANT REVOLTS WESTERN SCHISM 21 Origins of the Western Worldview PART B: Predicting Changes in Worldview /26 marks The next portion of this assignment requires you to determine how the Middle Ages is changing. 1. On the four worldview element continuums provided, put an “M” to clearly identify the medieval position. Refer to the “Exploring Medieval Worldview” continuums in this booklet to guide you. 2. In the space provided in the box below the continuum, explain (or give a reason) why you put your mark where you did. 3. After considering the information you provided in Part A, decide where the position on the continuum should be now. Mark this with a “C” (for change); if there is no change, write the “C” above or beside the “M.” 4. Using evidence from Section A and your notes, explain why the position changed (or why you think it did not change) in the space provided. 5. Once you have finished with the continuums, complete the follow-up questions given on the bottom of the page. For example: SOURCES OF UNDERSTANDING John at 13 divine 1 2 John at 12 3 4 5 human EVIDENCE TO SUPPORT CHANGES IN WORLDVIEW: When John was 12: John felt that church was a waste of time and felt that people could answer their own questions about life When John was 13: John and his family were in a serious car accident and should not have survived John believed that only an Act of God saved their lives PART C: Follow-Up Questions [2 marks] 1. Considering the effects of change you recorded in Part A, what was the MOST IMPORTANT factor of change in the medieval period? [1] 2. In your opinion, which event (from the list of events given on the chart in Part A) had the GREATEST impact on ending the Middle Ages? [1] Origins of the Western Worldview 22 SOURCES OF UNDERSTANDING divine 1 2 3 4 5 human 5 self-determination EVIDENCE TO SUPPORT WORLDVIEW ANALYSIS: Medieval Position (M): Changed Position (C): HUMAN NATURE predetermination 1 2 3 4 EVIDENCE TO SUPPORT WORLDVIEW ANALYSIS: Medieval Position (M): Changed Position (C): 23 Origins of the Western Worldview THE GOOD LIFE group interest 1 2 3 4 5 self-interest 5 hierarchy EVIDENCE TO SUPPORT WORLDVIEW ANALYSIS: Medieval Position (M): Changed Position (C): SOCIAL ORGANIZATION equality 1 2 3 4 EVIDENCE TO SUPPORT WORLDVIEW ANALYSIS: Medieval Position (M): Changed Position (C): Origins of the Western Worldview 24 REVIEW: The Middle Ages J M M T V B H K A F U R C E E W M G S L F P L F P D K T ACROSS DOWN 1. 2. 4. 6. 9. 11. 13. 18. 21. 22. 23. 24. 25. 26. 27. 28. The capture of this city in the Middle East led Pope Urban II to call a Crusade. The “tax” that people paid to the Church. Swearing loyalty to a lord. (allegiance) Another term for swearing loyalty. The name of the religious wars in the Middle East. The term medieval people used for the interest bankers charged on loans. A medieval unit of land; a farm run by a lord. The wealthiest and one of the most important Italian city-states. The concept of “original sin” relates to which position on the human nature continuum? (predetermination) In order to provide people with their basic needs, the feudal system was based on this important resource. One of the two basic needs met by the feudal system. Another basic need met by the feudal system. The most important position on the source of understanding continuum during the Middle Ages. The highest rank on the earthly feudal hierarchy. The factor of change that explains new weapons and farming tools. 3. 5. 7. 8. 10. 12. 14. 15. 16. 17. 19. 20. 23. 25. 25 This group of people created an Asian empire that promoted trade and defended the Silk Road. (mongols) The group of people that Christians fought in the Middle East. The position on the social organization continuum that best describes medieval society. The common name of the disease that killed one-third of Europe’s population. [2 words] The “slang” term for the Church’s power to help people reach the afterlife. [3 words] The system of government and economics that evolved to meet the needs of people after the fall of the Roman Empire. The factor of change that explains the immediate cause behind the Peasants’ Revolt. The key religion in Europe during the Middle Ages. [2 words] The term used when the Church “cuts off” a person from God. The split in the Church where there was more than one pope. [2 words] A group of skilled workers that set prices and control quality of goods. The trade route that connects Europe to Asia. [2 words] The term for a person who is a above a vassal. The official language of the Church and education. (latin) The highest rank on the spiritual feudal hierarchy. Origins of the Western Worldview CONCEPT MAPPING: The Medieval World /19 The Middle Ages lasted in some parts of Western Europe for more than one thousand years. Whether it was the intercultural contact experienced during the Crusades; changes in wealth as trade expanded, or the effects of the plague, the feudal system had slowly become unraveled. The following activity makes a visual connection between the millennium-old feudal system and the challenges that brought change to and the eventual end of the medieval world. The concept map on the handout features three symbols to represent information: shaded rectangles squares lines represent categories (called concept boxes) represent concepts (between squares) describe relationships between different concepts PART A: Working with Concept Maps [15 marks] After reviewing some of the knowledge and understandings from the Middle Ages portion of the unit, complete the concept map provided by correctly adding the following missing information to the relevant concept boxes: Black Death Crusades Food Great Schism Growth of Trade Italian City-States “Keys to Heaven” Kings Knights Peasant Revolt Peasants/Serfs Pope Protection Roman Catholic Church Technology PART B: Follow-Up Questions [4 marks] 1. In your opinion, which challenge to the feudal system was the MOST IMPORTANT for weakening the authority of the Roman Catholic Church? Explain your choice. [2] 2. As a result of all of the challenges to the feudal system, which element of the medieval worldview experienced the GREATEST change? Include the element of worldview and change in positions in your explanation. [2] Origins of the Western Worldview 26