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Name:
Date:
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europe essential Questions
1.) What traits make up democracy?
2.) How has democracy changed over time?
3.) How does Greece’s physical environment effect its government?
4.) What were the causes and effects of the Roman Empire splitting into two?
5.) Explain the social structure of the middle ages.
6.) What were the political, social, and economic effects of the Crusades?
7.) How did the Plague and the 100 year’s war effect Europe over time?
8.) Which values helped shape the Renaissance?
9.) Why did the Reformation ultimately break down Feudalism?
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Athenian Organizer
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from Ancient Democracy to Today
Ancient Democracy
Around 510 BCE - The Ancient Athenians Invented
Democracy
Over 2400 years ago, the famous Greek general, Pericles, said, "It is true that we (Athenians) are
called a democracy, for the administration is in the hands of the many and not the few, with equal
justice to all alike in their private disputes."
Only in Athens, and only for a short time, "rule by many" meant that all citizens had to be willing
to take an active part in government. That was the law.
Each year, 500 names were drawn from all the citizens of Athens. Those 500 citizens had to serve
for one year as the law makers of ancient Athens.
All citizens of Athens were required to vote on any new law that this body of 500 citizens created.
One man, one vote, majority ruled. Women, children, and slaves were not citizens, and thus could
not vote.
After the Peloponnesian War with Sparta, which Athens lost, once again Athens was ruled by a
small group of people. But for a brief period of about 100 years, Athens was a democracy. It was
not a perfect democracy, but it established the roots of democracy. We owe Athens a lot!
A Direct Democracy: A government in which people vote to make their own rules and laws
A Representative Democracy: A government in which people vote for representatives. The
representatives make rules and laws that govern themselves and the people.
Directions: Draw a picture in the box below the displays democracy. Your picture must be your
own as well as original and no one else’s.
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Greek Movie Guide
(Greeks: Crucible of Civilization)
1. Explain the events that led to the birth of democracy.
2. How did democracy change the economic patterns and distribution of wealth for the
Athenians?
3. In the war with the Persian Empire, how did Themistocles convince the Athenian council to spend money to
build ships? Do you think this was ethical? What might have happened if he had not convinced the council?
4. Pericles made many contributions to the culture of Greek civilization. Name three.
5. Explain the saying “The vanity of Athens was finally its downfall”.
6. How did Socrates defend himself when he was on trial?
7. How did Socrates’ death change the view of the epic hero?
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The Ancient City States Annotation
Athenians thought of themselves as the shining star of the Greek city-states. They were
famed for their literature, poetry, drama, theatre, schools, buildings, and government.
Before the Greek dark ages, Athens was a small village, home to a tribe of Ionian people.
After the Greek dark ages, Athens grew rapidly until Athens was one of the two most
powerful city-states in the ancient Greek world. (The other was Sparta.)
The Athenian were very different from the ancient Spartans.


The Spartans were famed for their military strength.
Athenians were famed for their commitment to the arts and sciences.
The Greeks believed that each city-state in ancient Greece had a god or a goddess in charge
of it, their special patron. For Athens, the patron was Athena, goddess of wisdom. Perhaps
because Athena was their patron, Athenians put a great deal of emphasis on education.
Girls learned at home from their mothers. They learned how to run a home, and how to be
good wives and mothers.
Boys were educated quite differently. Until age 6 or 7, boys were taught at home by their
mothers. From 7-14, boys attended a day school outside the home. There, they memorized
Homeric poetry and learned to play the lyre. They learned drama, public speaking, reading,
writing, math, and perhaps even how to play the flute.
After middle school, they went to a four year high school and learned more about math,
science, and government. At 18, they attended two years of military school.
There was just cause for Athens to be proud of its system of education for its citizens.
Each city-state chose its own form of government. Most Greek city-states were ruled by
kings. In Athens, citizens (the men) met each week to discuss problems. They worked on
solutions. The men of Athens experimented with government. For about 100 years, Athens
was a direct democracy!
Remember the Dorian people who ruled ancient Greece during the Grecian Dark Ages?
Sparta began as a small village of Dorian people.
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Life was very different in ancient Sparta than it was in the rest of ancient Greek city-states.
The Spartans were proud, fierce, capable warriors. No great works of art came out of Sparta.
But the Spartans, both men and women, were tough, and the Greeks admired strength.
Sparta's government was an oligarchy. The people were ruled by a small group of warriors.
The Spartans spoke Greek, wrote Greek, thought of themselves as Greeks, but they were
different.
In most of the other Greek city-states, the goal of education was to create a strong citizen of
that city-state. In Sparta, the goal of education was to create a strong warrior.
All of the ancient Greeks were warriors, but Sparta's warriors were legendary.
In Sparta, boys were taken away from their parents at age 7. They lived a harsh and often
brutal life in the soldiers barracks. Younger children were beaten by older children who
started fights to help make the younger boys strong. Children were often were whipped in
front of groups of other Spartans, including their parents, but they were not allowed to cry
out in pain.
Girls went to school too, to learn how to fight. They lived at home during training. Their
training was not as harsh and the boy's, but it was harsh enough. Sparta women were
warriors.
Children, during their training process, were given very little food. They were encouraged to
steal food, instead. If caught stealing, they were beaten. Spartan children learned to be
cunning, to lie, to cheat, to steal, and how to get away with it! The Spartans did this to train
more capable warriors. After all, warriors are not much good if they cannot stay alive to fight
as long as possible. The training process was very tough for that reason.
As adults, Spartan men did not live with their families. They visited their families, but men
lived in the soldiers' barracks.
As adults, Spartan women, unlike women in the rest of Greek world, had a great deal of
freedom. Many ran businesses. Sparta women were free to move about and visit neighbors
without permission from their husbands. How would they get permission? The men were
often off fighting.
As a coastal city-state, Corinth had a glorious history as a cultural and trade center. Corinth
was a monarchy. The people were ruled by a king. The king had many advisors. Together,
Corinth's government solved many problems that face cities today.
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For example, Corinth had a problem with unemployment. To solve this, they created a huge
and successful public works program. This gave people work, like building new aqueducts,
while solving other city problems, such as the need for an additional source of drinking
water.
To solve the problem of foreign money pouring into their polis, the government of Corinth
created its own coinage. They forced traders to exchange their coins for Corinth's coinage at
the bank of Corinth, for a fee of course. Corinthians were very good with money.
Although Corinth's schools were not as fine, perhaps, as those of Athens, their boys were
educated in the arts and the sciences. As a child, kids were taught at home. From age 7-14,
boys attended a nearby day school, where they studied poetry, drama, public speaking,
accounting, reading, writing, math, science, and the flute. Boys attended a higher school if
their parents could afford it. All boys went to military school for at least two years.
Literature, culture, art, and businesses thrived in Corinth. Corinth was a highly respected
city-state in the ancient Greek world.
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Spartan Organizer
Classical Sparta
Early History
Geography
Agoge
Syssitia
Krypteia
Homoioi
Helots
Phalanx
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Male Spartans Life
Birth
Sparta was above all a militarist state, and emphasis on military fitness began virtually at birth. Shortly after birth, the
mother of the child bathed it in wine to see whether the child was strong. If the child survived it was brought before the
Gerousia by the child's father. The Gerousia then decided whether it was to be reared or not. If they considered it "puny
and deformed", the baby was thrown into a chasm (man made hole) on Mount Taygetos (Mountain in Sparta).
Education
When male Spartans began military training at age seven, they would enter the Agoge system. The Agoge was designed
to encourage discipline and physical toughness and to emphasise the importance of the Spartan state. Boys lived in
communal messes and were deliberately underfed, to encourage them to master the skill of stealing food. Besides
physical and weapons training, boys studied reading, writing, music and dancing. Special punishments were imposed if
boys failed to answer questions sufficiently 'laconically' (i.e. briefly and wittily). At the age of twelve, the Agoge obliged
Spartan boys to take an older male mentor, usually an unmarried young man. The older man was expected to function as
a kind of substitute father and role model to his junior partner. At the age of eighteen, Spartan boys became reserve
members of the Spartan army. On leaving the Agoge they would be sorted into groups, whereupon some were sent into
the countryside with only a knife and forced to survive on their skills and cunning. This was called the Krypteia, and the
immediate object of it was to seek out and kill any helots as part of the larger program of terrorising and intimidating the
helot population.
Less information is available about the education of Spartan girls, but they seem to have gone through a fairly extensive
formal educational cycle, broadly similar to that of the boys but with less emphasis on military training. In this respect,
classical Sparta was unique in ancient Greece. In no other city-state did women receive any kind of formal education.
Military Life
At age twenty, the Spartan citizen began his membership in one of the syssitia (dining messes or clubs), composed of
about fifteen members each, of which every citizen was required to be a member. Here each group learned how to bond
and rely on one another. The Spartan exercised the full rights and duties of a citizen at the age of thirty. Only native
Spartans were considered full citizens and were obliged to undergo the training as prescribed by law, as well as
participate in and contribute financially to one of the syssitia’s.
Spartan men remained in the active reserve until age sixty. Men were encouraged to marry at age twenty but could not
live with their families until they left their active military service at age thirty. They called themselves "homoioi" (equals),
pointing to their common lifestyle and the discipline of the phalanx, which demanded that no soldier be superior to his
fellow soliders. Insofar as hoplite warfare could be perfected, the Spartans did so.
Thucydides (Greek Historian) reports that when Spartan men went to war, their wives (or another women of some
significance) would customarily present them with their shield and say: "With this, or upon this", meaning that true
Spartans could only return to Sparta either victorious (with their shield in hand) or dead (carried upon it). If a Spartan
hoplite were to return to Sparta alive and without his shield, it was assumed that he threw his shield at the enemy in an
effort to flee; an act punishable by death or banishment. A soldier losing his helmet, breastplate or greaves (leg armour)
was not similarly punished, as these items were personal pieces of armour designed to protect one man, whereas the
shield not only protected the individual soldier but in the tightly packed Spartan phalanx was also instrumental in
protecting the soldier to his left from harm. Thus the shield was symbolic of the individual soldier's subordination to his
unit, his integral part in its success, and his solemn responsibility to his comrades in arms — messmates and friends,
often close blood relations.
According to Aristotle, the Spartan military culture was actually short-sighted and ineffective. He observed:
It is the standards of civilized men not of beasts that must be kept in mind, for it is good men not beasts who are capable
of real courage. Those like the Spartans who concentrate on the one and ignore the other in their education turn men into
machines and in devoting themselves to one single aspect of city's life, end up making them inferior even in that.
Even mothers enforced the militaristic lifestyle that Spartan men endured. There is a legend of a Spartan warrior who ran
away from battle back to his mother. Although he expected protection from his mother, she acted quite the opposite.
Instead of shielding her son from public shame, she and some of her friends chased him around the streets, and beat him
with sticks. Afterwards, he was forced to run up and down the hills of Sparta yelling his cowardliness and inferiority.
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Directions/Requirements:
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events
Discus throw
To make a throw, the competitor starts in a slightly recessed concrete-surfaced circle of 2.5 metres
(8 feet 2½ inches) diameter. The thrower typically takes an initial stance facing away from the direction of the
throw. He then spins counter-clockwise (for right-handers) around one and a half times through the circle to build
momentum, then releases his throw.
Long Jump
After investigating the surviving depictions of the ancient event it is believed that unlike the modern day event, athletes
were only allowed a short running start.[2] The athletes carried a weight in each hand, which were called
halteres(between 1 and 4.5 kg). These weights were swung forward as the athlete jumped in order to increase
momentum. It is commonly believed that the jumper would throw the weights behind him in mid-air to increase his
forward momentum; however, halteres were held throughout the duration of the jump. Swinging them down and back at
the end of the jump would change the athlete's center of gravity and allow the athlete to stretch his legs outward,
increasing his distance.
Chariot Races
The races themselves were held in the hippodrome, which held both chariot races and riding races.[7] The hippodrome was situated at the southeast corner of the sanctuary of Olympia. The race was begun by a procession into the hippodrome, while a herald announced
the names of the drivers and owners. The tethrippon consisted of twelve laps around the hippodrome,[9] with sharp
turns around the posts at either end. Various mechanical devices were used, including the starting gates (hyspleges,
singular: hysplex, Greek: ὕσπληγξ-ὕσπληγγες) which were lowered to start the race.
Pankration
regulated full-contact fighting, similar to today's UFC or mixed martial arts. There were neither weight divisions nor time
limits in pankration competitions. However, there were two or three age groups in the competitions of antiquity. In the
Olympic Games specifically there were only two such age groups: men and boys. The pankration event for boys was
established at the Olympic Games in 200 B.C.. In pankration competitions, referees were armed with stout rods or
switches to enforce the rules. In fact, there were only two rules regarding combat: contestants were allowed all except
to gouge eyes or to bite.
Stadion
The stadion (or "stade") race, a short sprint measuring between 180 and 240 meters, or the length of the
stadium. The length of the race is uncertain, since tracks found at archeological sites, as well as literary
evidence, provide conflicting measurements. Runners had to pass five stakes that divided the lanes: one stake
at the start, another at the finish, and three stakes in between.
Diaulos
The diaulos, or two-stade race, was introduced in 724 BC, during the 14th Olympic games. The race was a
single lap of the stadium, approximately 400 metres, and scholars debate whether or not the runners had
individual "turning" posts for the return leg of the race, or whether all the runners approached a common post,
turned, and then raced back to the starting line.
Pale
Wrestling was the first competition to be added to the Olympic Games that was not a footrace. It was added in 700 B.C.
(Miller, 46). During the competitions, the competitors were sorted into pairs by a lottery drawing. They would compete in
an elimination tournament format until one wrestler could be crowned the victor. This event was also part of the
pentathlon. Wrestling was regarded as the best expression of strength out of all of the competitions and was
represented mythologically by Herakles.
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Directions: You are a Greek promoter trying to get everyone all over Greece to come
to the Olympic games. As a promoter your job is to create a poster promoting one of the
events. This poster must include: At least one image of one of the events; a title in Koine
Greek including at least 4 words (be careful. Not every English letter is in the Greek
alphabet); and color.
References
The Starting Line, used
for running races.
Discuss Throw
Chariot Race
Halters, used for long jump
Wrestling
Running
Long Jump
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Pankration / Mixed Fighting
Greek to English
Alphabet
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Romans Vs. Greeks
Quiz Homework
Directions: Read the information below for homework and be ready to have a quiz on it on ______________.
The ancient Romans were very different from the ancient Greeks.
The ancient Romans were realists, not idealists. You can see this in their statues. The Greeks
made statues of perfect people. The Romans created real life statues. A statue of one of the Roman
emperors is a good example. His nose is huge! The ancient Greeks would never have done that.
The Romans built roads all over the empire, and all roads led to Rome. The ancient Greeks had
roads, but they were not built nearly as well, and the Greek's roads did not connect in any particular
order. Connect to what? Each Greek city-state was its own unit. In ancient Rome, Rome was the
heart of the empire!
In both Roman and Greek culture, women had the responsibility of the home. But women's
freedoms were very different.
Greek Women: In ancient Greece, except in Sparta, women had no rights. They were the
property of their husband. They had to ask their husband's permission to leave the house or to talk
to a neighbor who came visiting.
As time went on, rights for women remained the same.
Roman Women: During the 200 years that Rome was a Kingdom, rights for women in
ancient Rome were similar to rights for women in ancient Greece. But as time went on, things
began to change.
During the 500 years that Rome was a Republic, Roman women could go to the Forum to shop,
chat with friends, and visit a temple, all without asking their husband for permission.
During the 500 years that Rome was an Empire, women gained even more freedom. Under the
Empire, it was legal for women to own land, run businesses, free slaves, make wills, inherit wealth,
and get a paid job.
In ancient Rome, only free adult men were citizens. Although women were not citizens of ancient
Rome, they enjoyed considerably more freedom than did women in ancient Greece.
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The Solution
The provinces were
putting a great financial
strain on Rome
It was getting difficult
to manage the empire
effectively.
Why the Roman Empire
Was Powerful
The Roman empire Splits
in Two Organizer
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The Western Roman Empire:
The Eastern Roman Empire
Split Empire Map Directions: Using the map below distinguish the Eastern and Western
Empires using two separate colors. Be sure to complete the key to show which color
belongs to which empire by coloring in the rectangles.
Split Empire Map Key
Eastern Empire
The Start of the
Dominate East
Western Empire
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Assign # ______ Name ____________________________________ Due Date __________ Pts ______
The Byzantines
Engineering an Empire
1. Why was the site of Byzantium chosen?
2. What does “Byzantine” mean today?
3. What did Constantine do six weeks after
assuming power?
Hagia Sophia in Constantinople
4.
As a Roman emperor, what was Constantine's “major distinction”?
5.
What was Constantinople's major problem in the mid 4th century?
6.
How long was Valen's aqueduct?
7.
How was water stored in Constantinople?
8.
Who were the Huns?
9.
How were Constantinople's walls made? WHY?
10.
Describe the walls' defenses.
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Assign # ______ Name ____________________________________ Due Date __________ Pts ______
11.
Constantinople was the _________________________ city in the world.
12.
What was Justinian's background?
13.
What was the hippodrome?
14.
What happened there in 532 A.D? WHY?
15.
What was the Hagia Sophia?
16.
What was the “power of pendentives”?
17.
Describe the dome of the Hagia Sophia.
18.
What was Basil II's greatest strength? Who were his greatest enemies?
19.
What is a trebuchet?
20.
What did Basil II do to captured Bulgarian soldiers? WHY?
21.
In 1453, the Muslim Ottoman Turks were able to capture Constantinople
with what new weapon?
22.
In a paragraph, explain why The Byzantine Empire was a cultural power?
How could it be a center of cultural diffusion?
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Assign # ______ Name ____________________________________ Due Date __________ Pts ______
Constantinople
Crossroads of Europe & Asia
About 650 B.C. a Greek named Byzas wanted to establish a new Greek colony. He
consulted the oracle at Delphi for advice on where to locate his settlement. Byzas was
told to establish a city “opposite the blind.” He took this to mean “blind people.”
Searching for a site, Byzas reached the Bosporus. This strait is 20 miles long and 2,000
feet wide. It separates Europe from Asia and connects the Black Sea and the Sea of
Marmara.
Byzas noted that a Greek colony, Chalcedon, had already been established on the
Asian side of the Bosporus. He felt, however, that the European side was far superior.
Here, seven hills rise above the waters of the Bosporus. An inlet creates a natural
harbor. Byzas believed that the people of Chalcedon must have been blind not to
recognize this geographic advantage. He realized then that he had found his site
“opposite the blind.” Byzas’ city, Byzantium, was soon established on the European
shore.
Byzantium prospered immediately, thanks to its commanding geographic position. It
collected tolls from those who sailed beneath the city walls through the Bosporus. It
made the most of its location and became an important trading center. As artisans
opened busy shops, the city also became a major producer of goods.
It is no wonder that the Emperor Constantine chose Byzantium to be the capital of the
Eastern Roman Empire in A.D. 330. He was attracted by its location on a peninsula that
could be fortified. Also the city’s location assured its control of the navigation through
the Bosporus from the Black Sea to the Aegean and Mediterranean seas. Constantine
wanted to make Byzantium a capital worthy of a great empire. He ordered the building
of more walls around the city. This would make it, he thought, an “impregnable fortress
enclosing the sea.” He also gave Byzantium a new name in his honor— Constantinople.
By the 900s, Constantinople had become one of the world’s largest cities. Located at
the crossroads of the world, Constantinople was subject to attack from both east and
west. The inhabitants therefore mounted bronze tubes on the walls of the city. When
Constantinople was under attack, a substance called “Greek fire” was poured down the
tubes onto the invaders. This devastating weapon was a flammable mixture of sulfur,
naptha, and quicklime. When ignited, it became liquid fire. Constantinople was able to
defeat all invaders until 1204.
Copyright © by Holt, Rinehart and Winston.
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Assign # ______ Name ____________________________________ Due Date __________ Pts ______
1.
What geographic features made
Constantinople highly defensible?
2.
What is the name of the inlet that
helps to form Constantinople’s
natural harbor?
3.
Through what strait would ships
have to pass after leaving
Byzantium for the Mediterranean?
4.
What information on the map indicates that the city expanded over time?
5.
How did Constantinople’s location make it a “crossroads of Europe and Asia”?
Write at least a paragraph.
Copyright © by Holt, Rinehart and Winston.
2
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The Middle Ages Organizer
European History:
Middle Age Historians:
How did Charlemagne unite the Germanic Kingdoms? (Pgs 353-357)
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Time Periods:
Early Middle Ages:
The High Middle Ages:
Late Middle Ages:
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Feudalism in Europe
After the Treaty of Verdun, Charlemagne’s three feuding grandsons broke up the kingdom even further. Part of this
territory also became a battleground as new waves of invaders attacked Europe. The political
turmoil and constant warfare led to the rise of European feudalism, which, as you read in Chapter 2, is a political and
economic system based on land ownership and personal loyalty.
Invaders Attack Western Europe
From about 800 to 1000, invasions destroyed the Carolingian Empire. Muslim invaders from the south seized Sicily and
raided Italy. In 846, they sacked Rome. Magyar invaders struck from the east. Like the earlier Huns and Avars, they
terrorized Germany and Italy. And from the north came the fearsome Vikings.
The Vikings Invade from the North The Vikings set sail from Scandinavia (SKAN•duh•NAY•vee•uh), a wintry, wooded
region in Northern Europe. (The region is now the countries of Denmark, Norway, and Sweden.) The Vikings, also called
Northmen or Norsemen, were a Germanic people. They worshiped warlike gods and took pride in nicknames like Eric
Bloodaxe and Thorfinn Skullsplitter. The Vikings carried out their raids with terrifying speed. Clutching swords and
heavy wooden shields, these helmeted seafarers beached their ships, struck quickly, and then moved out to sea again.
They were gone before locals could mount a defense. Viking warships were awe-inspiring. The largest of these long ships
held 300 warriors, who took turns rowing the ship’s 72 oars. The prow of each ship swept grandly upward, often ending
with the carved head of a sea monster. A ship might weigh 20 tons when fully loaded. Yet, it could sail in a mere three
feet of water. Rowing up shallow creeks, the Vikings looted inland villages and monasteries.
A sketch of a
Viking longboat
The Vikings were not only warriors but also traders, farmers, and explorers. They ventured far beyond western Europe.
Vikings journeyed down rivers into the heart of Russia, to Constantinople, and even across the icy waters of the North
Atlantic. A Viking explorer named Leif (leef) Ericson reached North America around 1000, almost 500 years before
Columbus. About the same time, the Viking reign of terror in Europe faded away. As Vikings gradually accepted
Christianity, they stopped raiding monasteries. Also, a warming trend in Europe’s climate made farming easier in
Scandinavia. As a result, fewer Scandinavians adopted the seafaring life of Viking warriors.
Magyars and Muslims Attack from the East and South As Viking invasions declined, Europe became the target of new
assaults. The Magyars, a group of nomadic people, attacked from the east, from what is now Hungary. Superb horsemen,
the Magyars swept across the plains of the Danube River and invaded western Europe in the late 800s. They attacked
isolated villages and monasteries. They overran northern Italy and reached as far west as the Rhineland and Burgundy.
The Magyars did not settle conquered land. Instead, they took captives to sell as slaves. The Muslims struck from the
south. They began their encroachments from their strongholds in North Africa, invading through what are now Italy and
Spain. In the 600s and 700s, the Muslim plan was to conquer and settle in Europe. By the 800s and 900s, their goal was
also to plunder. Because the Muslims were expert seafarers, they were able to attack settlements on the Atlantic and
Mediterranean coasts. They also struck as far inland as Switzerland. The invasions by Vikings, Magyars, and Muslims
caused widespread disorder and suffering. Most western Europeans lived in constant danger. Kings could not effectively
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defend their lands from invasion. As a result, people no longer looked to a central ruler for security. Instead, many turned
to local rulers who had their own armies. Any leader who could fight the invaders gained followers and political strength.
A New Social Order: Feudalism
In 911, two former enemies faced each other in a peace ceremony. Rollo was the head of a Viking army. Rollo and his
men had been plundering the rich Seine (sayn) River valley for years. Charles the Simple was the king of France but held
little power. Charles granted the Viking leader a huge piece of French territory. It became known as Northmen’s land, or
Normandy. In return, Rollo swore a pledge of loyalty to the king.
Feudalism Structures Society The worst years of the invaders’ attacks spanned roughly 850 to 950. During this time,
rulers and warriors like Charles and Rollo made similar agreements in many parts of Europe. The system of governing
and landholding, called feudalism, had emerged in Europe. A similar feudal system existed in China under the Zhou
Dynasty, which ruled from around the 11th century B.C. until 256 B.C. Feudalism in Japan began in A.D. 1192 and ended in
the 19th century. The feudal system was based on rights and obligations. In exchange for military protection and other
services, a lord, or landowner, granted land called a fief. The person receiving a fief was called a vassal. Charles the
Simple, the lord, and Rollo, the vassal, showed how this two-sided bargain worked. Feudalism depended on the control of
land.
The Feudal Pyramid The structure of feudal society was much like a pyramid. At the peak reigned the king. Next came
the most powerful vassals—wealthy landowners such as nobles and bishops. Serving beneath these vassals were knights.
Knights were mounted horsemen who pledged to defend their lords’ lands in exchange for fiefs. At the base of the
pyramid were landless peasants who toiled in the fields. (See Analyzing Key Concepts on next page.)
Social Classes Are Well Defined In the feudal system, status determined a person’s prestige and power. Medieval
writers classified people into three groups: those who fought (nobles and knights), those who prayed (men and women of
the Church), and those who worked (the peasants). Social class was usually inherited. In Europe in the Middle Ages, the
vast majority of people were peasants. Most peasants were serfs. Serfs were people who could not lawfully leave the
place where they were born. Though bound to the land, serfs were not slaves. Their lords could not sell or buy them. But
what their labor produced belonged to the lord.
Manors: The Economic Side of Feudalism
The manor was the lord’s estate. During the Middle Ages, the manor system was the basic economic arrangement. The
manor system rested on a set of rights and obligations between a lord and his serfs. The lord provided the serfs with
housing, farmland, and protection from bandits. In return, serfs tended the lord’s lands, cared for his animals, and
performed other tasks to maintain the estate. Peasant women shared in the farm work with their husbands. All peasants,
whether free or serf, owed the lord certain duties. These included at least a few days of labor each week and a certain
portion of their grain.
A Self-Contained World Peasants rarely traveled more than 25 miles from their own manor. By standing in the center of
a plowed field, they could see their entire world at a glance. A manor usually covered only a few square miles of land. It
typically consisted of the lord’s manor house, a church, and workshops. Generally, 15 to 30 families lived in the village
on a manor. Fields, pastures, and woodlands surrounded the village. Sometimes a stream wound through the manor.
Streams and ponds provided fish, which served as an important source of food. The mill for grinding the grain was often
located on the stream. The manor was largely a self-sufficient community. The serfs and peasants raised or produced
nearly everything that they and their lord needed for daily life— crops, milk and cheese, fuel, cloth, leather goods, and
lumber. The only outside purchases were salt, iron, and a few unusual objects such as millstones. These were huge stones
used to grind flour. Crops grown on the manor usually included grains, such as wheat, rye, barley, and oats, and
vegetables, such as peas, beans, onions, and beets.
The Harshness of Manor Life For the privilege of living on the lord’s land, peasants paid a high price. They paid a tax
on all grain ground in the lord’s mill. Any attempt to avoid taxes by baking bread elsewhere was treated as a crime.
Peasants also paid a tax on marriage. Weddings could take place only with the lord’s consent. After all these payments to
the lord, peasant families owed the village priest a tithe, or church tax. A tithe represented one-tenth of their income.
Serfs lived in crowded cottages, close to their neighbors. The cottages had only one or two rooms. If there were two
rooms, the main room was used for cooking, eating, and household activities. The second was the family bedroom.
Page 25
Peasants warmed their dirt-floor houses by bringing pigs inside. At night, the family huddled on a pile of straw that often
crawled with insects. Peasants’ simple diet consisted mainly of vegetables, coarse brown bread, grain, cheese, and soup.
Piers Plowman, written by William Langland in 1362, reveals the hard life of English peasants:
P R I M A RY SOU R C E
What by spinning they save, they spend it in house-hire, Both in milk and in meal to make a mess of porridge, To cheer up their children
who chafe for their food, And they themselves suffer surely much hunger And woe in the winter, with waking at nights And rising to rock
an oft restless cradle.
For most serfs, both men and women, life was work and more work. Their days revolved around raising crops and
livestock and taking care of home and family. As soon as children were old enough, they were put to work in the fields or
in the home. Many children did not survive to adulthood. Illness and malnutrition were constant afflictions for medieval
peasants. Average life expectancy was about 35 years. And during that short lifetime, most peasants never traveled more
than 25 miles from their homes. Yet, despite the hardships they endured, serfs accepted their lot in life as part of the
Church’s teachings. They, like most Christians during medieval times, believed that God determined a person’s place in
society.
1.) Define all the underlined terms in the reading below in the space provided (7 terms total):
2.) What groups invaded Europe in the 800s?
3.) What obligations did a peasant have to the lord of the manor?
4.) What were the three social classes of the feudal system?
5.) How was a manor largely self sufficient both militarily and economically during the early
Middle Ages?
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Assign # ______ Name ____________________________________ Due Date __________ Pts ______
Chapter or Section _____ Outline
Using the assigned reading, complete the following.
The title of this chapter or section is ______________________________________________________
___________________________________________________________________________________
Write the title of this chapter as a question._________________________________________________
___________________________________________________________________________________
1. List the section or subsection headings on the lettered lines.
2. After writing all the section or sub-section headings, turn each into a question on the same line.
Read the chapter or section and list under these headings three details from the section that will
help you answer your section heading questions.
3. Answer the question you wrote about the title in a complete sentence._________________________
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A. _________________________________________________________________________________
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3. ________________________________________________________________________________
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1
www.asn.am
Assign # ______ Name ____________________________________ Due Date __________ Pts ______
C._________________________________________________________________________________
1. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
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3. ________________________________________________________________________________
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D. _________________________________________________________________________________
1. ________________________________________________________________________________
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3. ________________________________________________________________________________
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2
www.asn.am
Bubonic Plague Letter
Directions: Pretend as though you are visiting Constantinople with a
friend during the time of the Byzantine Empire. Justinian is king and
times have been great with in your first few weeks of staying in the
city. Suddenly you start to become very ill and soon realize that you
have Bubonic Plague. Being that you are aware you do not have much
time to live write a letter home to a friend, family member, or loved
one describing your condition. Also describe your surroundings and
those who are either dead or ill around you. Your paper must be
school appropriate and at least one FULL page in length. Be sure to
refer to the symptoms below for assistance with your letter. Attach
your letter to this page and turn in on the due date.
The most famous symptom of bubonic plague is painful, swollen lymph glands, called buboes.
These are commonly found in the armpits, groin or neck. Due to its bite-based form of
infection, the bubonic plague is often the first step of a progressive series of illnesses. Bubonic
plague symptoms appear suddenly, usually 2–5 days after exposure to the bacteria. Symptoms
include:




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
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
Severe swelling in the anus
Chills
General ill feeling
High fever (102 degrees)
Muscle pain
Severe headache
Explosive diarrhea
Seizures
Smooth, painful lymph gland swelling called a bubo, commonly found in the groin, but
may occur in the armpits or neck, most often at the site of the initial infection (bite or
scratch)
Pain may occur in the area before the swelling appears
Other symptoms include heavy breathing, continuous blood vomiting, urination of blood,
aching limbs, coughing, and extreme pain. The pain is usually caused by the decaying or
decomposing of the skin while the person is still alive. Additional symptoms include extreme
tiredness, lenticulae (black dots scattered throughout the body) and coma.
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Renaissance Crossword Puzzle
B
R
A
L
U
C
A
N
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E
V
J
G
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B
W
F
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Q
T
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B
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D
A
N
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B
C
X
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D
V
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H
Anabaptist
Anglican
Annul
Calvinism
Gutenberg
Humanism
Indulgence
F
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Q
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D
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A
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A
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S
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J
F
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U
I
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P
L
I
S
Y
Y
A
U
Jesuits
Lutheran
Perspective
Predestination
Presbyterian
Protestant
Reformation
U
E
B
H
T
O
P
E
A
M
N
I
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J
V
B
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Renaissance
Secular
Shakespeare
Theocracy
Utopia
Vernacular
DON’T FORGET THE
BACK 
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USING THE TEXT, INTERNET, OR DICTIONARY DEFINE THE
FOLLOWING WORDS AND USE THE WORDS IN A COMPLETE
SENTENCE IN THE SPACES POVIDED.
1.) Anabaptist:
2.) Anglican:
3.) Annul:
4.) Calvinism:
5.) Humanism:
6.) Indulgence:
7.) Jesuits:
8.) Lutheran:
Page 32
9.) Perspective:
10.) Predestination:
11.) Presbyterian:
12.) Protestant:
13.) Reformation:
14.) Renaissance:
15.) Secular:
16.) Theocracy:
17.) Utopia:
18.) Vernacular:
Page 33
The Medici: Godfathers of the Renaissance.
Episode 1
Answer the following using complete sentences.
1.) Why were men searching for ancient teachings in a church from the ancient world?
2.) What was Florence during the Renaissance?
3.) How did Pope John the 23rd become Pope? What was he before? Explain.
Page 34
4.) Why was the Medici family so interested in finishing the Florence Cathedral? Why wasn’t anyone able to finish it
before?
5.) Who was the architect Filippo Brunelleschi and who made him famous? What famous structure did he construct?
6.) Who was the Albizzi Family and what did they want? Why?
7.) Describe Cosimo’s return to Florence. How and why was he able to return?
8.) How were artists treated back then? Could anyone be an artist like today? Explain using examples.
9.) What does Cosimo do after the dome is complete? What does he organize and how are the people able to afford
the trip to this organized event?
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Leonardo da Vinci Notes
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Luther Leads the Reformation
SETTING THE STAGE By the tenth century, the Roman Catholic Church had come to dominate religious life in
Northern and Western Europe. However, the Church had not won universal approval. Over the centuries, many
people criticized its practices. They felt that Church leaders were too interested in worldly pursuits, such as gaining
wealth and political power. Even though the Church made some reforms during the Middle Ages, people continued
to criticize it. Prompted by the actions of one man, that criticism would lead to rebellion.
By 1500, additional forces weakened the Church. The Renaissance emphasis on the secular and the individual
challenged Church authority. The printing press spread these secular ideas. In addition, some rulers began to
challenge the Church’s political power. In Germany, which was divided into many competing states, it was difficult
for the pope or the emperor to impose central authority. Finally, northern merchants resented paying church taxes
to Rome. Spurred by these social, political, and economic forces, a new movement for religious reform began in
Germany. It then swept much of Europe.
Criticisms of the Catholic Church Critics of the Church claimed that its leaders were corrupt. The popes who
ruled during the Renaissance patronized the arts, spent extravagantly on personal pleasure, and fought wars. Pope
Alexander VI, for example, admitted that he had fathered several children. Many popes were too busy pursuing
worldly affairs to have much time for spiritual duties. The lower clergy had problems as well. Many priests and
monks were so poorly educated that they could scarcely read, let alone teach people. Others broke their priestly
vows by marrying, and some drank to excess or gambled.
Early Calls for Reform Influenced by reformers, people had come to expect higher standards of conduct from
priests and church leaders. In the late 1300s and early 1400s, John Wycliffe of England and Jan Hus of Bohemia had
advocated Church reform. They denied that the pope had the right to worldly power. They also taught that the
Bible had more authority than Church leaders did. In the 1500s, Christian humanists like Desiderius Erasmus and
Thomas More added their voices to the chorus of criticism. In addition, many Europeans were reading religious
works and forming their own opinions about the Church. The atmosphere in Europe was ripe for reform by the
early 1500s.
Martin Luther’s parents wanted him to be a lawyer. Instead, he became a monk and a teacher. From 1512 until his
death, he taught scripture at the University of Wittenberg in the German state of Saxony. All he wanted was to be a
good Christian, not to lead a religious revolution.
The 95 Theses In 1517, Luther decided to take a public stand against the actions of a friar named Johann Tetzel.
Tetzel was raising money to rebuild St. Peter’s Cathedral in Rome. He did this by selling indulgences. An
indulgence was a pardon. It released a sinner from performing the penalty that a priest imposed for sins.
Indulgences were not supposed to affect God’s right to judge. Unfortunately, Tetzel gave people the impression that
by buying indulgences, they could buy their way into heaven. Luther was troubled by Tetzel’s tactics. In response,
he wrote 95 Theses, or formal statements, attacking the “pardon-merchants.” On October 31, 1517, he posted these
statements on the door of the castle church in Wittenberg and invited other scholars to debate him. Someone
copied Luther’s words and took them to a printer. Quickly, Luther’s name became known all over Germany. His
actions began the Reformation, a movement for religious reform. It led to the founding of Christian churches that
did not accept the pope’s authority.
Luther’s Teachings Soon Luther went beyond criticizing indulgences. He wanted full reform of the Church. His
teachings rested on three main ideas:
• People could win salvation only by faith in God’s gift of forgiveness. The Church taught that faith and “good
works” were needed for salvation.
• All Church teachings should be clearly based on the words of the Bible. Both the pope and Church traditions were
false authorities.
• All people with faith were equal. Therefore, people did not need priests to interpret the Bible for them.
Page 37
Luther was astonished at how rapidly his ideas spread and attracted followers. Many people had been unhappy
with the Church for political and economic reasons. They saw Luther’s protests as a way to challenge Church
control.
The Pope’s Threat Initially, Church officials in Rome viewed Luther simply as a rebellious monk who needed to be
punished by his superiors. However, as Luther’s ideas became more popular, the pope realized that this monk was
a serious threat. In one angry reply to Church criticism, Luther actually suggested that Christians drive the pope
from the Church by force. In 1520, Pope Leo X issued a decree threatening Luther with excommunication unless he
took back his statements. Luther did not take back a word. Instead, his students at Wittenberg gathered around a
bonfire and cheered as he threw the pope’s decree into the flames. Leo excommunicated Luther.
The Emperor’s Opposition Holy Roman Emperor Charles V, a devout Catholic, also opposed Luther’s teaching.
Charles controlled a vast empire, including the German states. He summoned Luther to the town of Worms
(vawrmz) in 1521 to stand trial. Told to recant, or take back his statements, Luther refused.
A month after Luther made that speech, Charles issued an imperial order, the Edict of Worms. It declared Luther an
outlaw and a heretic. According to this edict, no one in the empire was to give Luther food or shelter. All his books
were to be burned. However, Prince Frederick the Wise of Saxony disobeyed the emperor. For almost a year after
the trial, he sheltered Luther in one of his castles. While there, Luther translated the New Testament into German.
Luther returned to Wittenberg in 1522. There he discovered that many of his ideas were already being put into
practice. Instead of continuing to seek reforms in the Catholic Church, Luther and his followers had become a
separate religious group, called Lutherans.
The Peasants’ Revolt Some people began to apply Luther’s revolutionary ideas to society. In 1524, German
peasants, excited by reformers’ talk of Christian freedom, demanded an end to serfdom. Bands of angry peasants
went about the countryside raiding monasteries, pillaging, and burning. The revolt horrified Luther. He wrote a
pamphlet urging the German princes to show the peasants no mercy. The princes’ armies crushed the revolt, killing
as many as 100,000 people. Feeling betrayed, many peasants rejected Luther’s religious leadership.
Germany at War In contrast to the bitter peasants, many northern German princes supported Lutheranism. While
some princes genuinely shared Luther’s beliefs, others liked Luther’s ideas for selfish reasons. They saw his
teachings as a good excuse to seize Church property and to assert their independence from Charles V. In 1529,
German princes who remained loyal to the pope agreed to join forces against Luther’s ideas. Those princes who
supported Luther signed a protest against that agreement. These protesting princes came to be known as
Protestants. Eventually, the term Protestant was applied to Christians who belonged to non-Catholic churches.
Still determined that his subjects should remain Catholic, Charles V went to war against the Protestant princes.
Even though he defeated them in 1547, he failed to force them back into the Catholic Church. In 1555, Charles,
weary of fighting, ordered all German princes, both Protestant and Catholic, to assemble in the city of Augsburg.
There the princes agreed that each ruler would decide the religion of his state. This famous religious settlement
was known as the Peace of Augsburg.
The Catholic Church soon faced another great challenge to its authority, this time in England. Unlike Luther, the
man who broke England’s ties to the Roman Catholic Church did so for political and personal, not religious,
reasons.
Henry VIII Wants a Son When Henry VIII became king of England in 1509, he was a devout Catholic. Indeed, in
1521, Henry wrote a stinging attack on Luther’s ideas. In recognition of Henry’s support, the pope gave him the
title “Defender of the Faith.” Political needs, however, soon tested his religious loyalty. He needed a male heir.
Henry’s father had become king after a long civil war. Henry feared that a similar war would start if he died
without a son as his heir. He and his wife, Catherine of Aragon, had one living child—a daughter, Mary—but no
woman had ever successfully claimed the English throne. By 1527, Henry was convinced that the 42-year-old
Catherine would have no more children. He wanted to divorce her and take a younger queen. Church law did not
allow divorce. However, the pope could annul, or set aside, Henry’s marriage if proof could be found that it had
never been legal in the first place. In 1527, Henry asked the pope to annul his marriage, but the pope turned him
down. The pope did not want to offend Catherine’s powerful nephew, the Holy Roman Emperor Charles V.
Page 38
The Reformation Parliament Henry took steps to solve his marriage problem himself. In 1529, he called
Parliament into session and asked it to pass a set of laws that ended the pope’s power in England. This Parliament
is known as the Reformation Parliament. In 1533, Henry secretly married Anne Boleyn (BUL•ihn), who was in her
twenties. Shortly after, Parliament legalized Henry’s divorce from Catherine. In 1534, Henry’s break with the pope
was completed when Parliament voted to approve the Act of Supremacy. This called on people to take an oath
recognizing the divorce and accepting Henry, not the pope, as the official head of England’s Church. The Act of
Supremacy met some opposition. Thomas More, even though he had strongly criticized the Church, remained a
devout Catholic. His faith, he said, would not allow him to accept the terms of the act and he refused to take the
oath. In response, Henry had him arrested and imprisoned in the Tower of London. In 1535, More was found guilty
of high treason and executed.
Consequences of Henry’s Changes Henry did not immediately get the male heir he sought. After Anne Boleyn
gave birth to a daughter, Elizabeth, she fell out of Henry’s favor. Eventually, she was charged with treason. Like
Thomas More, she was imprisoned in the Tower of London. She was found guilty and beheaded in 1536. Almost at
once, Henry took a third wife, Jane Seymour. In 1537, she gave him a son named Edward. Henry’s happiness was
tempered by his wife’s death just two weeks later. Henry married three more times. None of these marriages,
however, produced children. After Henry’s death in 1547, each of his three children ruled England in turn. This
created religious turmoil. Henry’s son, Edward, became king when he was just nine years old. Too young to rule
alone, Edward VI was guided by adult advisers. These men were devout Protestants, and they introduced
Protestant reforms to the English Church. Almost constantly in ill health, Edward reigned for just six years. Mary,
the daughter of Catherine of Aragon, took the throne in 1553. She was a Catholic who returned the English Church
to the rule of the pope. Her efforts met with considerable resistance, and she had many Protestants executed. When
Mary died in 1558, Elizabeth, Anne Boleyn’s daughter, inherited the throne.
Elizabeth Restores Protestantism Elizabeth I was determined to return her kingdom to Protestantism. In 1559,
Parliament followed Elizabeth’s wishes and set up the Church of England, or Anglican Church, with Elizabeth as
its head. This was to be the only legal church in England. Elizabeth decided to establish a state church that
moderate Catholics and moderate Protestants might both accept. To please Protestants, priests in the Church of
England were allowed to marry. They could deliver sermons in English, not Latin. To please Catholics, the Church
of England kept some of the trappings of the Catholic service such as rich robes. In addition, church services were
revised to be somewhat more acceptable to Catholics.
Elizabeth Faces Other Challenges By taking this moderate approach, Elizabeth brought a level of religious peace
to England. Religion, however, remained a problem. Some Protestants pushed for Elizabeth to make more farreaching church reforms. At the same time, some Catholics tried to overthrow Elizabeth and replace her with her
cousin, the Catholic Mary Queen of Scots. Elizabeth also faced threats from Philip II, the Catholic king of Spain.
Elizabeth faced other difficulties. Money was one problem. In the late 1500s, the English began to think about
building an American empire as a new source of income. While colonies strengthened England economically, they
did not enrich the queen directly. Elizabeth’s constant need for money would carry over into the next reign and
lead to bitter conflict between the monarch and Parliament. You will read more about Elizabeth’s reign in Chapter
21. In the meantime, the Reformation gained ground in other European countries.
1.) Define all of the underlined words in the text using complete sentences.
Page 39
Answer the following below using complete sentences:
2.) What political, economic, and social factors helped bring about the Reformation?
3.) From where did the term Protestantism originate?
4.) What impact did Henry VIII’s actions have on England in the second half of the 1500s?
5.) Explain how Elizabeth I was able to bring a level of religious peace to England.
6.) Do you think Luther or Henry VIII had a better reason to break with the Church? Provide details to
support your answer.
7.) How did the Catholic Church respond to Luther’s teachings? Why do you think this was so?
Page 40
(1483 – 1546)
1.) What was the only storey that was aloud to be told in Martin Luther’s home town growing up? How
was it told?
2.) Luther’s father did what for a living? What did he want Martin Luther to be when he grew up? What
was Luther’s relationship like with his parents?
3.) In 1505, what happened? How did this effect Martin Luther?
4.) Describe the event in which Luther decided that he wanted to become a monk.
5.) Describe the life of catholic monks. What were they required to do? Describe their lives.
6.) In 1510, what was Luther ordered to do? What did he conclude from his trip?
7.) Who put these greedy priests and popes in power?
Page 41
8.) What was purgatory? How did the Catholic Church prophet from it?
9.) What was Luther’s job at Vintenberg’s University? What did he learn through his preparations for
his job?
10.) What was salvation to Martin Luther? What was it to the pope?
11.) What was the 95 thesis? What was the purpose of it?
12.) Describe Luther’s most powerful weapon. How did he spread his works across Europe?
13.) Who was Fredrick the Wise and why was he protecting Luther?
Page 42
Unit Self Assessment
Early to Middle Europe Check List:
Please answer in all honesty using complete sentences
Overall this unit…..
I am most proud of……
I could’ve improved upon…..
The most interesting thing I learned…..
What really made me think….
My packet had the following items completed to the best of my ability:
Page Number
Assignment
1
Europe Essential Questions
2
Athenian Organizer
15
3
From Ancient Democracy to Today
10
4
Greek Movie Guide
25
5-7
The Ancient City States Annotation
20
8
Spartan Graphic Organizer
15
9-10
11-14
15
Male Spartans Life
Olympics Poster Hand Outs
Romans Vs Greeks Quiz Homework
20
30
0
16-17
The Roman Empire Splits in Two Organizer
15
18-19
byzantines-engineering-empire
20
20-21
constantinople-crossroads (HW)
20
22-23
The Middle Ages Intro Organizer
15
24-26
Feudalism in Europe
25
27-28
France Vs. England Reading Outline
25
29-30
Bubonic Plague Letter
25
31-33
Renisance Crossword
40
34-35
The Medici Godfathers of the Renaissance
25
36
Leonardo da Vinci Notes
15
37-40
Luther Leads Reformation
25
41-42
Luther Movie Questions
20
43
Early to Middle Europe Check List
15
Totals >>>
Totals >>>
430
Page 43
Points
Possible
10
Points
Earned
Points/Teachers Initials/
Date Graded.