Unit 7: The Medieval Times and the Crusades.

1. Unit 7: The Medieval Times and the Crusades. Essential Question: Is stability necessary for human development? Daily Question: How did feudal society function? How well did feudalism establish order in Europe in the Medieval Times? Warm-up: KWL chart What do you KNOW about the Medieval Times? What do you WANT to learn about the Medieval Times?

2. KWL Chart • K – what do you KNOW • W – what do you WANT to know

3. Introduction to Medieval Times • Roman Empire had unified Europe for about 500 years • Fall of the Roman Empire in 476 C.E. • Starts “Middle Ages” or “Medieval Times” • Divided into three periods. • Europe had no central government or system of defense. • Kingdoms develop around rulers • Most powerful rulers controlled the land and had the best warriors. • Kingdoms were often at war with one another. • People were worried about attack from invading barbarians and neighboring kingdoms, so they trusted in rulers for safety and protection.

4. Charlemagne • Franks powerful group (modern France) • New style of warfare that depended on knights. • Two major leaders – Clovis and Charlemagne • Clovis: military leader; ruled for 30 years; introduced Christianity and the Roman Catholic Church. • Charlemagne: “Charles the Great;” ruled for 40 years; unified the Christian lands into a Empire with help of pope Leo III. • Charlemagne had “god on his side” (Pope Leo) • Holy Roman Emperor in 800 C.E. • Empire fell after his death in 814 C.E. • Charlemagne’s social order was the model for future monarchs under a system of feudalism.

5. Order and Protection • Europeans threatened by three major groups: • Muslims (Middle East and Northern Africa) • Magyars (Central Asia) • Vikings (Norway). • People looked for ways to defend themselves and their property from an attack.

6. Feudalism • System of social order that establishes protection and safety • People bound by promises of loyalty Monarchs Lords & Ladies Knights Peasants (Serfs) • People were born into their social class for life – same social position and often same job as parents.

7. Monarchs • Monarchs = Kings and Queens • Leader of feudal society • Expected to keep order and provide protection for the people in their kingdom • Believed they had the divine right of kings, the idea God had given them the right to rule.

8. Lords and Ladies • Lords and ladies or nobles are the highest-ranking class • Lived in manor houses or castles • Followed the orders of the monarch • Responsibility was to manage and defend his land and the people who worked on it. • Lord appointed officials to oversee his village(s), make sure the peasants farmed the land and paid taxes/duties. • Lord was the judge within his manor

9. Knights • Knight are heavily armored warriors on horseback who provided service in war in return for land and protection. • In service to a lord and given to the monarchs during wars. • To become a knight, you had to have many years of training. • Way of life – they lived by a code of chivalry. They were expected to be loyal to the church and their lord, to be just and fair, and to protect the helpless. • Knights fought in heavy metal armor in jousts or tournaments when they weren’t at war.

10. Peasants • The majority of people in the Middle Ages were peasants. • They worked the land in exchange for protection. • Either free or unfree. • Serfs were peasants “tied” to the land – meaning they had to work on that land owned by that lord. • Owe the lords taxes

11. Vocabulary Lord: a ruler or powerful landowner Christianity: the religion based on life and teachings of Jesus. Charlemagne: the leader of the Franks from 768 to 814 C.E., who unified most of the Christian lands of Europe into a single empire. Feudalism: the economic and political system of medieval Europe in which people exchanged loyalty and labor for a lord’s protection. Fief: land granted by a lord to a vassal in exchange for loyalty and service. Serf: a peasant who could not leave the lord’s land on which he or she was born and worked. Chivalry: the medieval knight’s code of ideal behavior, including bravery, loyalty, and respect for women.

12. Social Pyramid

13. Visual Thinking Strategies

14. Activity: Build a Feudal Manor • In groups of THREE you will design a feudal manor • Each member of the group will have a role: • Artist: you will be responsible for drawing the manor – be sure to include the grounds, buildings and people of the manor – on the poster • Writer: you will be responsible for the written explanation of the different parts and people using index cards to be added onto the poster • Historian: you will be responsible for assisting the artist and writer by researching the parts the manor and helping inform their drawings and writing. • READ p. 22 on Manor Houses • Each member will work on his/her assigned task/role • Each group will select one or more members to share out the parts of the manor you designed with the class.

15. Journal Reflection #1 • Answer ALL of the following questions: • Which level of the social pyramid would you MOST want to be a member of? Why? • Which level of the social pyramid would you LEAST like to be a member of? Why? • Why did the social structure/order exist?

16. Homework World Religions Final Paper due FRIDAY Make up any missing work – Friday end of the marking period Monday and Tuesday Lunch Tutoring After school Wednesday and Thursday for help!

17. Unit 7: The Medieval Times and the CrusadesWarm-up: 1. Look at the label on your desk. 2. That is your social class 3. Fill out the four quick questions about your role in society Essential Question: Why is cultural diffusion essential to the progress of human beings? Daily Question: What was life like in Medieval European towns?

18. Simulation • Each of you has been assigned your role in our Medieval World • Each person starts out with: • Serfs sold crops and got 6 $ • Knights inherited 6 $ • Lords & Ladies inherited 10 $ • King inherited 20 $ I am the TAX COLLECTOR for the nobility and king • 1)the serfs/peasants give 4 $ in taxes to their lord for the land and protection • 2)the Lords give the King 4 $ to the King out of loyalty because the King gave him/her the power of nobility • 3) the Lords give the Knights 2 $ to protect the kingdom and the King gives the Knights 1 $ to protect the kingdom • 4) the Pope makes a decree to the King for money to run the church and makes everyone give the church 4 $ How many do you have?

19. Simulation Reflection • What was it like to be a ? • Why did you give your payment to the person in the higher class? What was the purpose of that? • Did you think the system of payment was fair? Why? • Why would people agree to this? • What kind of societal structure does this create? • How does this create a certain societal structure?

20. Growth of Medieval Towns In Middle Ages, people scattered across the countryside. By High Middle Ages, towns grow because of improvements in agriculture (farming), which led to a surplus (more than needed) food supply. Surplus brought to town markets to be sold and traded. In the beginning, towns were controlled by a feudal lord, but as the townspeople became wealthy, they didn’t want to pay taxes and didn’t feel they needed the lord’s protection. Towns became independent by fighting or purchasing a royal charter, which gave them the right to self-govern.Power shifted from the feudal lords to the merchant and artisan class.

21. Guilds • Organizations that oversaw trade and production of goods (merchant/craft) • Provide help and protection for people doing that type of work and maintained high standards • Controlled hours and set prices • Deal with public complaints • Punish mistakes made by members • Members pay dues to the guild for these services, guildhalls and guild fairs and festivals, take care of sick members of guild and families. • Children had to become an apprentice to a master of the craft at an early age. After seven years, apprentices had to prove they had mastered the trade by producing a “master piece.” If the guild approved, then the apprentice was given the right to become a master and set up his/her own business. • However, setting up was expensive, so they would become journeymen (journee in French meaning “day”) – find work “by the day” to save up money

22. Trade and Commerce • Early Middle Ages: trading luxury goods only wealthy could afford • High Middle Ages: trading and selling everyday items for everyone • Towns had marketplaces and merchant fairs happen a few times a year. • Merchants grow powerful and wealthy • Prejudice against Jews led to laws (can’t own land, belongings taken, attacked), but they can be bankers and moneylenders (“wicked” trade).

23. Homes and Households • Small, cold, smoky, dim, crowded, built of wood and up to four stories high • Poor: several families live in a single house • Rich: owned homes with first floor business, second living, upper servants • Fireplaces only source of heat and main light (with candles) • Most worked where they lived • Half the children died before adulthood or become apprentice at age seven • Orderly society in which people knew their place.

24. Disease and Medical Treatments • Unhealthy living led to disease. • No running water: outdoor privies (shelters used as toilets) or chamber pots. • Garbage tossed into streets, streams, canals, etc. • People bath only once a week (if that). • Rats and fleas were common. • Diseases with no known cure: measles, cholera, small pox, scarlet fever, leprosy (isolated) and bubonic plague (the Black Death). • Hospitals invented, but few exist so treated in homes by family or doctors. • Doctors believed in prayer and medical treatments (herbs, ointments, etc.)

25. Crime and Punishments • Pickpockets and thieves • Dangerous at night with no light (night watchmen patrol the streets) • Criminals held in dirty, crowded jails • Prisoners rely on friends to bring them food and money (starve and harm) • Trial by ordeal/combat was used to determine guilt or innocence. • Ordeal: Pass a dangerous test, like thrown in a deep well (float = guilty because rejected by water; drown = innocent but dead) • Combat: fight to prove innocence because God would save the innocent (clergy, women, children and disabled could have someone fight for them). • Punishments harsh – fined, stocks, hanged, burned at stake, executions public • Begin setting up system of royal courts, which creates common law. • End of Middle Ages, there are court trials of written and oral evidence.

26. Leisure and Entertainment • Toys: dolls, wooden swords, balls, hobbyhorse, etc. • Games: Hoops, badminton, lawn bowling, blind man’s bluff, chess, checkers, backgammon, and cards, go dancing, etc. • Religious feasts on Sundays and holidays guilds staged plays (Bible stories)

27. Vocabulary Charter: a written grant of rights and privileges by a ruler or government to a community, class of people, or organization. Guild: an organization of people in the same craft or trade. Apprentice: a person who works for a master in a trade or craft in return for training. Common Law: a body of rulings made by judges or very old traditional laws that become part of a nation’s legal system.

28. Create your own Guild • Divide into pairs (2 minutes) • Each student will choose a role (5 minutes) • Guild Artist: Design and draw the crest for your guild – write a paragraphs explaining your design • Guild Leader: Make decision for the guild after asking the members and then writing the rules done

29. Create your own Guild • 1. DECIDE if you are a: • merchantguild OR a craft guild • 2. DECIDE thespecificjob of the guild • 3. WORK TIME • ARTIST: DESIGN a crest for your guild – a symbol to represent it • Guild Artist: Design and draw the crest for your guild – write a paragraphs explaining your design • LEADER: WRITE the rules of your guild – work hours, prices, procedure for complaints, dues, welfare, initiation into the guild, rules for apprenticeship, etc. • Guild Leader: Make decision for the guild after asking the members and then writing the rules done

30. Journal Reflection #2 • Answer ALL of the following questions: • What was life like for people in the Middle Ages? • Would you have liked to live then? Why or why not? • What would you do for a job if you lived then? Why?

31. Homework World Religions Final Paper due FRIDAY Make up any missing work – Friday end of the marking period Monday and Tuesday Lunch Tutoring After school Wednesday and Thursday for help!

32. Unit 7: The Medieval Times and the Crusades. Essential Question: Why is cultural diffusion essential to the progress of human beings? Daily Question: What important innovations and adaptations did Medieval Muslims make? Warm-up: In what ways have different cultures influenced your life?

33. Makkah Makkah (Mecca) is in Saudi Arabia Tradition: before Muhammad was born, God tested the prophet Abraham’s faith by ordering him to leave Hagar and their son Ishmael in a valley. As Hagar searched for water, a miracle occurred, a spring bubbled at her son’s feet. This spring became known as Zamzam. According to the Qur’an, Abraham built a house of worship at the site, called the Ka’bah, and people settled around it, it became known as Makkah. The majority of those who came to Makkah practices polytheism and brought statues of different gods to the Ka’bah. According to the Qur’an, Muhammad heard a call to faith and founded the monotheistic religion of Islam.Makkah became Muslims sacred city and the Ka’bah the center of worship.

34. Makkah Dry, rocky valley in Arabia Land wasn’t good for farming Center of trade (spices, sheepskin, meat, dates, etc.) for Arabia, Syria and kingdoms of Africa Many were nomadic travelers and merchants Pledged loyalty to clans and larger tribes Arabs were not united as a nation, but shared culture, like language.

35. Muhammad Tended his family’s flocks of sheep as a young boy, then became a merchant with a reputation for honesty (al-Amin or “the trustworthy”) When Muhammad began to hear the word of God through the prophet Gabriel, he told his family and friends. He couldn’t read or write but over the 22 years the angel spoke to him, he told his followers and they memorized them. In 613 C.E. Muhammad began to preach. Some Arab’s claimed Muhammad was a liar and many Makkahs refused to do business with Muslims. Tradition: a winged horse took Muhammad to Jerusalem (holy city) to meet with the earlier prophets of Abraham, Moses and Jesus, and then led Muhammad through seven levels of heaven and he met God, so Jerusalem is a holy city to Muslims. The Muslims continued to fight for their beliefs Caliphs or Muslim ruler guided people in the Muslim faith and unified Arabia, then expanded lands under Islamic rule to include Iraq, Persia, Eastern Mediterranean, Spain and Northern Africa. The Arabic language and acceptance of Islam united the large empire

36. Muslims in the Middle Ages Muslims developed a rich culture Diverse lands united by Islam Preserved the ancient learning of Greece, India and Persia into Arabic and respected innovation. Today, we will explore the Muslim innovations and accomplishments.

37. Vocabulary Adaptation: a change made to an existing object or way of doing things Innovation: something new; an improvement Cultural Diffusion: the spread of cultural elements from one society to another Philosopher: a scholar, teacher, or thinker who sees knowledge Immortal: able to live forever Evolution: the slow process of change in plants and animals from simpler forms to more complex forms

38. STATIONS: Muslim Innovations and Adaptations The class will be divided into FOUR groups. At each station, you will pick up a postcard. On one side of the postcard is information we have given you to reference (look at). On the other side, is an activity/question for you to fill out. Follow the station map on the board to see where you are going next. Station #1: Geography & Navigation Station #2: Building and Architecture and Mathematics Station #3: Bookmaking and Literature Station #4: Art and Music

39. Journal Reflection #3 • Answer TWO of the following questions: • Is life in Europe or life in the Muslim Empire more advanced? Why? Where would you prefer to live? Why? • What is cultural diffusion? What caused cultural diffusion across the Muslim Empire? • What was the greatest accomplishment or invention of the Muslim Empire? Why? • If you have cultural diffusion AND inventions, then what happens…?

40. Newscaster Summary

41. Newscaster Discussion Questions

42. Newscaster Quiz Questions

43. Homework NONE! NADA! NIENTE!