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Section
Section
3
Standards-Based Instruction
3
Religious Crusades
Reading Preview
Standards at a Glance
Students have read about the spread of
Christianity; here they will focus on the
religious Crusades—wars launched in
the name of Christianity primarily
against Muslims.
Section Focus Question
What were the causes and
effects of the Crusades?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The Crusades began after
Turks persecuted pilgrims traveling to Jerusalem and threatened Constantinople. The pope
saw this as an opportunity to create peace in
Europe and to claim power. The effects of the
Crusades in Europe were religious persecutions, a broader world view, an increase in
trade with the East, and perhaps the inspiration
for the period of exploration of the 1400s.)
Prepare to Read
Build Background
Knowledge
H-SS 7.6.6 Discuss the causes
and course of the religious
Crusades and their effects on
the Christian, Muslim, and
Jewish populations in Europe,
with emphasis on the
increasing contact by
Europeans with cultures of
the Eastern Mediterranean
world.
H-SS Research, Evidence,
and Point of View 2
Students distinguish fact
from opinion in historical
narratives and stories.
Identify Opinions Although
the majority of information in
history textbooks is factual,
all textbooks contain
opinions. They present
opinions in descriptions of
attitudes and viewpoints of
people in history. It is
important to identify these
opinions and to carefully read
the facts that surround them.
Vocabulary Builder
High-Use Words
establish (uh STAB lihsh),
p. 423
expel (ehk SPEHL), p. 426
Key Terms and People
pilgrim (PIHL gruhm), p. 422
crusade (kroo SAYD), p. 422
heresy (HEHR uh see), p. 426
Inquisition (ihn kwuh ZIHSH
uhn), p. 427
Background Knowledge As you have read, the
Islamic Empire grew by taking land from the crumbling Byzantine Empire. In this section, you will read how Christians in
Western Europe tried to recapture those lands.
Crusades Against Muslims
Europeans launched the
Crusades to free the Holy Land
from Muslim control.
L2
Ask students what they already know
about the Crusades, including the reasons
for the fighting and intended destination
of crusaders. Write the term holy war on the
board, and ask students if they can define
the phrase. Elicit from students that, in
general, fighters in a holy war believe that
they are following God’s wishes in their
fight. Ask students if they can name any
other historical or current holy wars.
Reading Skill
H-SS RE&PV 2 Identify
Opinions
What opinion did
pilgrims have about
Jerusalem? What makes this
an opinion?
Some Christians in the Middle Ages became pilgrims. A
pilgrim is a religious person who travels to a holy place or
shrine. The most devoted pilgrims traveled to Jerusalem and
other sites in Palestine. For them, Palestine was the Holy Land:
the place where Jesus lived and died.
For about 400 years, Muslim caliphs let Christian pilgrims
visit holy places in peace. Then, in the early 11th century, the
Fatimid Arabs started destroying churches and killing pilgrims. In 1071, Turks took over Jerusalem from the Fatimids.
During Seljuk Turk rule of the Middle East, there was frequent
harassment of Christian pilgrims, and the Seljuks themselves
marched on Constantinople. The Byzantine emperor asked
Pope Urban II for help.
Call for a Crusade The pope was eager to join the fight.
A crusade, or Christian religious war, would place the pope
at the head of a great army.
422 Chapter 15 Medieval Conflicts and Crusades
Universal Access
L1 English Language Learners
Answer
Reading Skill The pilgrims
believed that Jerusalem was a holy place.
Faith is based, at least partly, on that which
is not provable.
422 Chapter 15
L1 Less Proficient Readers
Defining Terms Give students a page protector to put over the text. Have students
reread the section “Crusades Against Muslims” and mark each sentence with a * if
they understand the sentence, a ? if they
are uncertain or don’t understand the sen-
tence, and a ! if they find the information
interesting or new. Review any sentences
they have with a question mark. Pair students to compare their “!” sentences. Then,
have them write one sentence that defines
the term Crusades in its historical context.
In 1095, Pope Urban II began to call for a crusade to free the
Holy Land. He called on the “soldiers of Christ” to defend
Constantinople and liberate Jerusalem from the Turks. People
answered the pope’s call with enthusiasm. Their slogan was
“Deus vult!” which means “God wills it!”
Perhaps as many as 150,000 people hurried to join the crusade.
The first group to leave for the Holy Land was a ragged mob of
peasants that included women and elderly men. Few reached
Jerusalem. Next came armies of well-organized knights. By 1099,
the First Crusade had captured Jerusalem and established four
crusader states in the Holy Land. The knights also turned back the
Turks’ advance on Constantinople.
Set a Purpose
■
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 45
■
Vocabulary Builder
establish (uh STAB lihsh) v. to set
up or start something
The Crusader’s Creed Pope Urban linked the idea of
holy war with the idea of pilgrimage. He explained the idea in
feudal terms: Since Jesus was every Christian’s Lord, his vassals were obliged to
defend his lands and shrines, which the
Turks had violated. So a crusade was a
just, or righteous, war.
The word crusade comes from the
What did Eleanor of The copyright holder
Latin word crux, or “cross.” Crusaders
has not granted
Aquitaine do in the permission
to display
sewed a cross on their clothing. They took
Second Crusade?
this image in electronic
a vow to make a pilgrimage to Christ’s
format. Please see the
tomb. Like other pilgrims, crusaders were
teacher's edition of
your textbook for this
promised forgiveness for sins.
image.
People who “took the cross” made
Fast Facts
many sacrifices. Knights sold estates and
Eleanor of Aquitaine
Who: Eleanor of Aquitaine
borrowed money to pay for the long and
What: French duchess; queen of France (1137–
1152); queen of England (1154–1189)
dangerous trip—from which they might
When: 1122–1204
not return. On his way to the Holy Land,
Where: France and England
one crusader, the French noble Jean de
Why important: Eleanor was the most famous
Joinville, wrote:
woman of her time, married first to Louis VII
of France and then to Henry II of England.
“
I never once let my eyes turn back
towards Joinville, for fear my heart
might be filled with longing at the
thought of my lovely castle and the
two children I had left behind.
”
How: Go online to discover more about
Eleanor’s adventures in the Second Crusade.
Along the way, crusaders faced robbers,
hunger, and disease even before they
encountered the enemy.
For: More about Eleanor
of Aquitaine
Visit: PHSchool.com
Web Code: mxe-6153
Section 3 Religious Crusades
Use the Idea Wave technique (TE p. T38)
to call on students to share one piece of
information they already know and one
piece of information they want to know.
The students will return to these worksheets later.
Teach
Crusades Against
Muslims
H-SS 7.6.6
Instruction
■
L2
Vocabulary Builder
High-Use Words Before teaching this
lesson, preteach the high-use words
establish and expel, using the strategy
on TE p. 411.
Key Terms Following the instructions
on p. 7, have students continue to preview key terms.
■
Read Crusades Against Muslims with
students, using the Paragraph Shrinking
strategy (TE p. T37).
■
Ask: What were the pope’s motivations
for calling for a crusade? (Pope Urban II
wished to free the Holy Land from the
Turks.)
■
Ask: How did the pope use the tradition of feudal obligations to encourage
people to join the Crusades? (The pope
argued that Jesus was Lord of all Christians
and that the obligation of a vassal was to
defend a lord. Therefore, he argued, the
defense of the Holy Land was called for by
God.)
Fast Find
—Jean de Joinville, Life of Saint Louis
L2
Form students into pairs or groups of
four. Distribute the Reading Readiness
Guide. Ask students to fill in the first
two columns of the chart.
423
History Background
The crusaders had strong incentives to
heed the pope’s call to arms. He offered a
papal indulgence to those who joined.
Becoming a crusader not only would be a
form of penance, it would also erase the
time a crusader would have to spend in
purgatory for his or her previously forgiven sins. Although the wealthier classes
were slow to embrace the Crusade, having
property and other obligations to bind
them to western Europe, the lower classes
joined with enthusiasm. Itinerant preachers, who were poor themselves, attracted
thousands to the cause. Living in poverty,
with little hope of improvement, the lower
classes had nothing to lose by marching to
the East.
Answer
Contrary to convention,
she traveled with the crusaders to the battlefields. Though she did not take part in
battle, her actions shocked many.
Chapter 15 Section 3 423
Later Crusades Europeans mounted three more cru-
Instruction (continued)
■
Ask: Why did the Second Crusade fail?
(The local population in Palestine did not
support the Crusade.)
■
Ask: In which ways might the lack of
local support have affected the crusaders? (Local people would not have supplied
the crusaders with intelligence about the
enemy. The Palestinians might not have
been willing to sell provisions to the army or
to work for the Europeans.)
sades, but none matched the victories of the First Crusade.
During the Second Crusade, crusaders tried to retake the state of
Edessa, which had fallen to the Turks in 1144. King Louis VII of
France and the German emperor organized this crusade. It even
included King Louis’s wife, Eleanor of Aquitaine. But despite its
powerful backing, it failed.
Part of the reason for this failure was a lack of support from
the local population of Palestine. The crusaders often treated
the Muslim majority of Palestine with disrespect and even cruelty. Most Muslims welcomed the crusaders’ defeat.
In 1188, the rulers of England, France, and Germany organized the Third Crusade, the “Crusade of the Kings.” Their Muslim opponent was a leader known to Europeans as Saladin.
The Crusades
Europeans launched a series of
crusades to try to capture the
Holy Land from the Muslims.
The map below shows the
routes crusaders took to the
Holy Land. The painting is a
European view of one of the
battles. Critical Thinking:
Detect Bias What evidence
of bias do you see in the
painting?
The copyright holder has not granted permission to display this image in electronic format. Please see the teacher's edition of
your textbook for this image.
KEY
First Crusade,
1096–1099
Second Crusade,
1147–1149
G
Third Crusade,
1189–1192
A
O
HOLY
Fourth Crusade,
1202–1204
a
City
M
R
H
M
e
M
e
Y
E
K
KINGDOM
n
ple
ME
SI
Je
re
Crusading knights battle
Muslims in the Holy Land.
424
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Create a Crusades Timeline Have stu-
dents work in pairs and use information
from the text to create an annotated timeline of the four Crusades. The timeline
should include labels that describe the key
Answer
Detect Bias The knights appear to be
much more powerful than the Muslims.
424 Chapter 15
L1 Special Needs
features of each Crusade. For example,
labels might include who took part and
what the outcome was. Have student pairs
share their timelines with the class.
SSMM15.book Page 425 Saturday, February 26, 2005 3:39 PM
Saladin’s noble character inspired respect even in his enemies.
One of Saladin’s officials told how a terrified Frankish prisoner
was brought before Saladin:
“
The interpreter asked him [the prisoner]: ‘What
are you afraid of?’ God inspired him to reply: ‘At
first I was afraid of seeing that face, but after seeing it and standing in his presence, I am sure that I
shall see only good in it.’ The Sultan was moved,
pardoned him, and let him go free.
The copyright holder has not granted
permission to display this image in
electronic format. Please see the
teacher's edition of your textbook for
this image.
Instruction (continued)
■
Ask: What were the lasting effects of
the failed Fourth Crusade in 1204? (The
Byzantines did not forgive the Latin Christians for storming Constantinople.)
■
Ask: What were some of the positive
effects of the Crusades on Europeans?
(The Crusades broadened the geographic
perspective of Europeans, encouraged trade,
and may have prompted European exploration.)
■
Ask: What were the negative effects of
the Crusades in the Middle East? (The
Crusaders brought violence and terror to
Middle Eastern lands, including to Christian areas.)
■
Display the color transparency, Embarking on a Crusade, showing an artistic
interpretation of the period of the Crusades. Ask students what they can infer
about the cost of the Crusades from the
artistic depiction.
”
—Baha’ ad-Din Ibn Shaddad
The Fourth Crusade disgraced the idea of crusades. Its soldiers never reached the Holy Land. Instead, in 1204, they
stormed the rich Byzantine city of Constantinople. They
smashed icons, stole relics, and attacked women. The pope
was furious. He wrote that crusaders who “should have used
their swords against the infidel [unbeliever], have bathed
those swords in the blood of Christians.” The Byzantines never
forgave the Latin Christians.
In 1212, a popular crusading movement swept through
France and Germany. The so-called Children’s Crusade
attracted poor people of all ages. Most never got farther than
Italy. Many were sold as slaves. Finally, in 1291, Muslims from
Egypt retook the last crusader state.
Dressed for Battle
Muslim and Christian soldiers
both wore coats of mail as
armor in battle. This kind of
armor was lighter and more
flexible than suits made of
thick metal plates. Critical
Thinking: Draw Conclusions
Why might soldiers have
favored lighter armor?
Color Transparencies, Embarking on a Crusade
Independent Practice
Effects of the Crusades Crusaders failed to regain
Have students begin to fill in the Interactive Reading and Notetaking Study Guide.
the Holy Land, but the Crusades did have lasting effects. They
opened Europeans’ eyes to the rest of the world. Peasants who
had never been farther from home than the next village suddenly saw new lands, peoples, and ways of life. Even nobles
had never traveled to lands so far away.
The Crusades also encouraged trade with the East. Crusaders returned home with silks, spices, and other exotic goods.
Demand for these products at home caused European traders
to expand their business to Asia.
In addition, the Crusades may have prompted Europeans
to explore other parts of the world. Some historians believe
that the spirit of the Crusades helped inspire the great voyages
of discovery that began in the late 1400s. You will read more
about these voyages in Chapter 19.
Interactive Reading and Notetaking Study Guide, Chapter 15, Section 3
(Adapted version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the reasons the Crusades
began and some of the effects they brought
about. Provide assistance as needed.
Who fought in the Crusades?
Section 3 Religious Crusades
425
History Background
The Fourth Crusade was a mix of conflicting political agendas and frenzied finance.
The crusaders planned to travel to Egypt
on Venetian ships, but when the crusaders
gathered in Venice they did not have
enough money. In exchange for funds, the
crusaders agreed to help the leader of
Venice regain the rebellious city of Zara in
Hungary. The crusaders also agreed to
fight alongside the son of the ousted ruler
of Constantinople, Prince Alexius, in
exchange for more money. However, when
the crusaders overcame Constantinople
and restored the kingship to Alexius, he
was unable to pay. The angry, impoverished crusaders could not complete their
journey and left the city in ruins.
Answer
From Europe, Christians of all
descriptions took part in different Crusades. They fought against Muslims in the
Holy Land and, in the Fourth Crusade,
against the Byzantines.
Chapter 15 Section 3 425
Burned at the Stake
Religious Persecutions
H-SS 7.6.6
Instruction
■
Have students read Religious Persecutions. Remind students to seek clarification of any words or phrases they do not
understand.
■
Ask: How did the Crusades affect nonChristians? (Crusaders were called on to
defend the Christian Church and God. All
non-Christians were viewed as enemies.)
■
Ask: Which group in Europe became a
special target for religious persecution
after the Crusades? (the Jews)
■
Ask: Why do you think the Church was
so intolerant of even minor differences
in beliefs? (Possible answer: If the Church
allowed even minor variances from its teachings, it risked losing the basis of its own
power.)
People who strayed from
Catholic teachings were
sometimes tortured or killed.
This illustration shows a group
being burned at the stake.
Critical Thinking: Analyze
Cause and Effect How might
the Crusades have led to such
persecution?
Religious Persecutions
The Crusades prompted the
persecution of non-Christians.
In addition to its positive effects on Europe, the Crusades
also brought terror, destruction, and bloodshed. In fact, religious fervor against Muslims turned into brutal attacks against
all non-Christians.
Persecution of Jews The Jews were the main target of
Independent Practice
Have students complete the Interactive
Reading and Notetaking Study Guide.
(Adapted version also available.)
Monitor Progress
Check Notetaking Study Guide entries for
student understanding of the causes and
effects of the Crusades. Tell students to fill
in the last column of the Reading Readiness Guide. Ask them to evaluate if what
they learned was what they had expected
to learn.
The copyright holder has not granted permission to display this image in
electronic format. Please see the teacher's edition of your textbook for this
image.
Vocabulary Builder
expel (ehk SPEHL) v. to force
someone to leave a place
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 45
attacks in Europe. Some Europeans already viewed Jews as
enemies of the Christian faith. Now, they used the Crusades as
an excuse for violence. Mobs of peasants turned on Jews who
would not instantly convert to Christianity. During the First
Crusade, bands of knights terrorized the Jewish communities
along their route to the East. The slaughter was the worst in
cities along the Rhine, such as Mainz and Cologne. Thousands
of Jews killed themselves and their families in order to escape
the crusaders’ knives. When the knights of the First Crusade
took Jerusalem in 1099, they engaged in indiscriminate slaughter of Jews and Muslims alike.
A few churchmen tried to protect the Jews. But the public
mood led to more persecution in crusader countries. Jews were
expelled from England in 1290 and from France in 1306.
The Inquisition Muslims and Jews were not the only
focus of religious persecution. Other targets included groups
of Christians who followed various heresies. A heresy is a
belief that is rejected by official Church doctrine. Medieval
Christianity had no room for even minor differences in belief.
Heretics were seen as “lost sheep,” doomed for eternity. Even
worse, they were considered dangerous, because others might
follow their beliefs.
426 Chapter 15 Medieval Conflicts and Crusades
Universal Access
L3 Advanced Readers
Answer
Analyze Cause and Effect The crusaders
were sent to defend the Christian faith.
They saw those they believed to be heretics
and Jews as a threat to their faith.
426 Chapter 15
L3 Gifted and Talented
Report on the Albigensian Crusade The
Albigensian Crusade was one of the most
dramatic examples of religious persecution in the High Middle Ages. It was a 40year war organized by the pope to root out
Christian heretics in southern France. Like
crusaders to the Holy Land, the warriors
were given the privileges of crusaders,
“remission of sins,” and the promise of
ownership over the lands they conquered.
Have students research the conflict and
summarize the causes and effects of the
Crusade in short reports.
At first, heretics were excommunicated. Because the
Church was the center of medieval life, this was a serious punishment. But some heretics clung to their beliefs. The pope
called on nobles to organize local crusades against them.
In the 1200s, Pope Gregory IX created the Inquisition. The
Inquisition was a Church court designed to investigate and
judge heretics. Its goal was to change the heretics’ beliefs. If
they did not cooperate, they were punished.
Heretics were punished in various ways. A small error
could be excused by fasting or enduring a whipping. More
serious ones led to fines or imprisonment. If a heretic would
not confess, he or she was turned over to the civil authorities
to be executed. As you will read, the Inquisition in Spain
became an even more cruel and powerful institution.
Assess and Reteach
Assess Progress
Have students complete Check Your
Progress. Administer the Section Quiz.
Teaching Resources, Unit 6,
Section Quiz, p. 54
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 15, Section 3
Reteach
Which groups were targets of persecution?
about the causes and effects of the Crusades. In the next section, you will read about similar campaigns in Muslim-ruled
Spain.
3 Check Your Progress
H-SS: 7.6.6; RE&PV 2
Comprehension
and Critical Thinking
1. (a) Recall What were the
Crusades?
(b) Draw Conclusions
Why might a medieval man
or woman want to join a
crusade?
2. (a) Explain How did the
Crusades result in the persecution of Jews?
(b) Clarify Problems Why
did the Church persecute
and try to eliminate
heretics?
Reading Skill
3. Identify Opinions Reread
the quotation by Baha’ adDin Ibn Shaddad on
page 425. What opinion
does the prisoner express
about Saladin? Explain how
you reached this conclusion.
Vocabulary Builder
Read each sentence below. If
the sentence is true, write yes
and explain why. If the sentence is not true, write no and
explain why.
4. During the Middle Ages,
pilgrims traveled to work on
farms.
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide.
(Adapted version also available.)
Looking Back and Ahead In this section, you read
Section
L2
Extend
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mxa-6153
5. The goal of the Crusades
was to free the Holy Land
from Muslim control.
6. Medieval bishops encouraged the practice of
heresies.
Writing
7. Consider the following
statement: The pope’s only
interest in the Crusades was
the protection of Christian
holy places. Find evidence in
this section that contradicts
this statement. Make a list of
the main points.
L3
Ask students to explore the differing
points of view on the events of the Crusades. Have students write two articles
reporting on the first Crusade: one from
the point of view of a Christian knight and
another from the point of view of a Muslim
living in Jerusalem. Students may need to
do additional research to learn more about
the circumstances of the Muslims in Jerusalem during the period of the section.
Web Code: mxe-1505
Section 3 Check Your Progress
1. (a) Christian religious wars
(b) Possible answers: They believed it
was the will of God. They wanted to
defend Christianity and have forgiveness for their sins.
2. (a) Crusaders attacked all non-
Christians.
(b) The Church feared that people might
follow the beliefs of the heretics.
3. The prisoner says that he will be well
Section 3 Religious Crusades
427
treated by Saladin in the quotation, “I
am sure that I shall see only good in it.”
4. No. They traveled to a holy place.
5. Yes. Christian kings wanted to control
the Holy Land.
6. No. Bishops discouraged heresies.
Writing Rubrics Share rubrics with students before they write their lists.
Lists are incomplete or incorrect.
Lists are inaccurate or stated unclearly.
Lists are reasonable and relatively clear.
Lists are logical and clear, and they are supported by the content of
Section 3.
Score
Score
Score
Score
1
2
3
4
7. Possible answers: The pope would head
a great army; he linked the Crusades
with Christian pilgrimages. The Crusades would make real the pope’s claim
to authority over Christendom.
Answer
Muslims, Jews, and Christian
“heretics”
Chapter 15 Section 3 427
An Army of Children
by Evan H. Rhodes (born 1929)
An Army of Children
Build Background
Knowledge
Prepare to Read
Reading Skill
L2
Reading historical fiction helps a reader
understand some of the circumstances of a
historical event. Ask students why leaders
might have asked children to go to war?
(Possible answer: Children’s motivations for
joining a war are less likely to be questioned.)
E-LA Reading 7.2.3 Analyze
text that uses the cause-andeffect organizational pattern.
Reading Skill
Analyze Cause and Effect History is often
told as a chronological chain of events.
This organizational method often reveals
cause-and-effect relationships. As students
read, they should look for cause-and-effect
key words, such as when, before, whereupon,
whereas, because, and now.
Vocabulary Builder
Teach Key Terms
L2
Pronounce each word in the Vocabulary
Builder list and have students repeat the
word. Ask a student to read the definitions. Have students give a sentence for
each term.
Instruction
■
L2
Using the Give One, Get One strategy
(TE p. T39), read the first three paragraphs. Ask: What is remarkable about
the boy? (He had a boyish appearance, but
he had great intensity. He moved the bishop
of Chartres to petition the king on his behalf.)
■
Have students complete the reading.
Then, ask: What personal miracle did
the boy claim he received from the
gentle man who spoke to him? (The man
cured him of his stuttering speech.)
■
Finally, ask a volunteer to read aloud the
sentence near the end of the selection
that begins “For only the innocent, with
no thought of gain. . . .” Ask students to
draw conclusions about what this suggests about the crusaders who had gone
before the children to the Holy Land.
(Students should show understanding that
many crusaders did not go for religious
reasons, but for money, personal gain, or for
redemption of sins.)
428 Chapter 15
BACKGROUND
Fleeing political unrest in
England, Baron Thorne takes
his fourteen-year-old son
Roger, Roger’s tutor Harolde,
and another boy named
Jonathan across the English
Channel to France. The group
is traveling near Paris, when
they encounter an unusual
sight.
Analyze Cause and Effect In
fiction as in history, events
often have a cause-and-effect
relationship. The events in An
Army of Children focus on the
Children’s Crusade of 1212. As
you read, think about what
causes lead the peasant boy
Stephen of Cloyes to begin
this crusade and the effects
he has on other children.
Vocabulary Builder
As you read this literature
selection, look for the following underlined words.
calamity (kuh LAM uh tee) n.
very sad or terrible event
genuflected (JEHN yuh flehk
tihd) v. knelt in worship
redeemed (rih DEEMD) v. delivered from sin
W
hen the band reached the south courtyard they saw a
crowd of perhaps six hundred people listening . . . to a boy
preaching from a creaking platform. The lad stopped for a
moment to let the new arrivals crowd closer. No more than
twelve years old, he looked like an ordinary peasant boy. . . .
Yet such an intensity radiated from him that appearances
counted for naught.
Harolde reached down and tapped a monk on the shoulder. “Good sir, what can you tell me of this child?” . . .
“It is the shepherd boy, Stephen of Cloyes,” Brother Rigord
said to Harolde. “Walked all the way from Chartres, he has, to
bring us a message from the Savior. Why even the bishop of
Chartres was so moved by this lad that he had petitioned the
king in his behalf.”
The copyright holder has not granted permission to display this image in electronic format. Please see the teacher's edition of
your textbook for this image.
428
Universal Access
L3 Advanced Readers
L3 Gifted and Talented
Give an Oral Book Report Have interested students read and give an oral book
report on a piece of juvenile fiction set in
the time of the Crusades. Students may
choose from the following list, or choose
their own book on the topic. G. A. Henty’s
Winning His Spurs, C. D. Baker’s A Journey
of Souls, Stephen Lawhead’s The Iron Lance,
and Michael Cadnum’s The Book of the Lion.
SSMM15.book
Page
Saturday,
26,PM
2005
ssmmch15c06LIT_s.fm
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429 429
Monday,
DecemberFebruary
13, 2004 8:07
3:39 PM
. . . Stephen and his parents had journeyed from the village
of Cloyes to Chartres. There . . . Stephen had watched the procession of monks carrying the black-shrouded crucifixes, commemorating those Crusaders who had died to free the Holy
Land. Upon returning to his village, he discovered that
his sheep had trampled all the new plantings, a calamity in
this time of drought. He raised his staff to strike them but
before he could land one blow, the sheep fell to their knees and
genuflected, begging his forgiveness. Everyone in Cloyes
declared it a miracle.
“I sensed that great things were stirring in the land and
waited for a sign,” Stephen told the crowd. “Within days . . .”
The crowd surged closer, hungry for any miracle. Roger
envied this boy his power to hold the crowd in his thrall. He
punched Jonathan’s thigh and demanded, “Who saw the
sheep genuflect? Are we to take this simpleton’s word?” Yet,
annoyed as he was, Roger could not bring himself to move on.
“A gentle man appeared in the midst of my flock,” Stephen
continued. “This pilgrim told me he had just arrived from
Jerusalem. He spoke of the trials of the devout who could not
worship at our most sacred shrines. He said the Lord could not
rest in peace as long as peace lived not in His land. When this
traveler asked for a bit of bread, I gave him all I had. Whereupon this wondrous man said that after searching the length
and breadth of France, he had found the one person to lead his
new crusade, a crusade of peace, a crusade made up of children! For only the innocent, with no thought of gain, could
free the Holy Land. And he told me that I had been chosen;
that whereas once I could not speak, now I would stutter no
more; . . .; and whereas the Holy Land had been lost because of
our sins, now it would be redeemed through our love!”
A white-robed Cistercian monk sang out, “Hallelujah!” and
the crowd responded in ringing chorus.
Monitor Progress
Ask: What emotions does Roger feel
toward the boy? (Possible answer: He feels
irritation that the boy seems to have such
power, but he is also intrigued with and drawn
to that power.)
E-LA 7.2.3 Analyze
Cause and Effect
What is the effect of
Stephen’s speech on the
crowd?
Write a short composition
about Stephen of Cloyes by
answering these questions:
Which event seems to have
given him the idea of a
crusade? What miraculous
event made him look for a
sign to begin his activities?
What effect did the gentle
pilgrim from Jerusalem
have on his plans?
—from An Army of Children, Evan H. Rhodes
Why did people follow Stephen of Cloyes?
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Children’s Crusade
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holder has not
granted
permission to
display this
image in
electronic
format. Please
see the
If you like reading
about this period,
you might try
Crusade in Jeans
by Thea Beckman,
(Front Street,
2003) the story of
a modern teenager who travels
back to the time
of the Crusades.
Literature
429
Writing Rubrics Share rubrics with students before they write their compositions.
Score 1 Compositions are incomplete or
incorrect.
Score 2 Compositions are inaccurate or
stated unclearly.
Score 3 Compositions are reasonable and
relatively clear.
Score 4 Compositions are logical and
clear, and they are supported by the content of the literature selection.
Answers
Reading Skill The crowd responds
enthusiastically.
History Background
In the year 1230, a priest arrived in France
claiming to be one of the 30,000 youngsters
who had accompanied Stephen on his children’s crusade. He told how the children
reached Marseilles and were offered free
passage to Palestine. Shortly into the trip,
two boats sank, killing all on board. The
greedy and dishonest merchants delivered
the surviving children to Algeria to be sold
as slaves. The young priest was taken to
Egypt and sold for a higher price. He and
a few others who were literate were sold
into comfortable captivity to the governor
of Egypt’s son. A later account of the wicked merchants tells that they were hanged
for unrelated crimes.
Analyze LITERATURE
Possible answers
to questions: Stephen watched monks
commemorating the crusaders. The genuflecting sheep made him look for a sign.
The gentle pilgrim helped make his plans
possible by removing his stutter and telling him he was chosen to lead the new
crusade.
He is a peasant boy of 12 who
believed the words of a man in his flock.
He is a powerful public speaker.
Chapter 15 429