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Transcript
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 Page 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? 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. Children’s Crusade The copyright 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