Church and the beginnings of the Crusades

1. Church and the beginnings of the Crusades

2. TSWBAT review what we have learned so far and explain the church system of the feudal period Date: MondayMarch 10 Warm up: review what we learned last week (Black Death and peoples faith in the church/ social classes/ chivalry) Activity: PPT on the church of the Feudal period

3. Church Hierarchy

4. Parish Priest • 1. Little Formal Education(Peasant Origin) • 2. Poorest Clergy member(couldn’t tell him from the peasants • 3. Supervised moral and religious education in community

5. Bishop • A certain number of parishes made up a diocese(Bishop controlled the diocese) • He was located in the most important city of the diocese • King picked Bishop and it was usually a family connection or political favor

6. Archbishop • He supervised many bishops(had powers of a bishop)

7. Cardinals • They were the closest to the pope and picked the new pope • Curio—closest advisers to the pope(Cardinals)

8. Pope • Leader of the Church---elected by Cardinals

9. Sacraments • Special Ceremonies which the participants received the direct favor or grace of god

10. Monasticism • Secular Clergy-Priest, bishops, and the pope—They lived among the ordinary people • Regular Clergy- Monks and Nuns and lived according to strict rules. Monks lived in monasteries and nuns lived in convents

11. Monasticism- way of life in convents and monasteries. These people believed a perfect Christian served god by prayer, fasting, and self denial • They inflicted physical suffering on themselves to show appreciation for their souls instead of bodies • (more productive if they lived together)

12. Pros of Monasteries • 1. Monks were most learned scholars • 2. Wealthy • Cons of Monasteries • 1. no interaction with outside world • 2. Lonely and Painful

13. Cannon Law-Church’s code of law—enforced by excommunication and inderdict • 1. excommunication-cut off from church, no sacraments or burial • Social Pariahs-Avoided by all

14. Tithe- 1/10 of a persons income went to the church • Economic/social role of church 1. No exploiting other people or loss of dignity in working conditions 2. Family was sacred-NO divorce 3. Church took responsibility for orphans and widows

15. PROBLEMS OF THE CHURCH

16. Lay Investiture- Nobles rewarded their friends as bishops or abbots • (church did not approve of this method of appointment) • Simony-People could pay to assume high positions in the church • World lives of clergy- Priests were too wealthy and normal people started to question this policy

17. Heresy- Going against the church policies and doctrines—Church tried to reform its problems • Inquisition- Search for people with heresy- Murdered People for heresy(tortured them) • Quick Trials and most were burned at the stake

18. Romanesque • Architects using vaults, arches, domes, and low horizontal lines. “Similar to the Romans” • They had very few windows and were very dark

20. Gothic • High Walls, flying buttresses with large windows. Lots of Light in these buildings. Reach to the Heavens—many statues in these buildings.

22. TSWBAT brainstorm information about the Crusades on the board; read and analyze the beginning of the Crusades; create a chart showing those involved and outcome Date: Tuesday March 11 Warm up: what do you know about the Crusades/ what was the Crusades? Activity: read Crusades packet and answer questions with a partner or on your own. Discuss information; introduce Crusades project

23. Crusaders

24. Routes of the Crusades

25. Crusades Group Project!! • Overview/Objectives: • Students will read primary sources to understand different perspectives of the Crusades • including Muslim, European, Jewish, and Byzantine.

26. Procedures: • 1. Students will be divided into 4 groups-Franks, Byzantines, Palestinian Jews, Arab Muslims. • 2. Each group will receive a different packet of sources or a web page of links. In these packets or pages is a variety of information, depending on the group, such as Background information on their group, maps with cities and trade routes, pictures, and writings.

27. Product creation • Students will work together and research and put together a video news story (like Dateline or 20/20) of about 5 minutes demonstrating their perspectives on the Crusades, with specific focus on the first three Crusades. • Other possibilities for projects may include a newspaper or an Internet magazine. • Each person in the group will be in charge of an aspect of the project (researcher, editor, head writer etc… )

28. Components of news story: • a. The significance of Jerusalem for their group; • b. Possible economic means for their group; • c. The cause of the Crusades from their perspective, attempting to consider • economic, religious, social forces; • d. The impact of the Crusades on their group; • e. A "Dateline Timeline" or some chronology; • f. Their perceptions of other individuals or groups.

29. Evaluation • At the end of the group component, the class will review the other news pieces and evaluate the other perspectives. • We will have a follow-up discussion focusing on the issues • We will end with a 1-2 page reaction paper. • A reaction paper is YOUR POV after viewing the various perspectives

30. Assessment • 1. Each individual will provide a self-assessment on her work in the group • 2. Assessment of the group project according a rubric to be provided • 3. Class participation in the discussions • 4. Reaction Paper according to a rubric to be provided

31. PD 1 Groups • Michaela, Ashley, Zach, Ashley, Madison • Dillan, Kelly, Donnie, Rebecca, Aaron S. • Isaiah, Peyton, Max, Kaylie, Aaron B., Peggy • Courtney, Abigail, Michael, Christine, Ben

32. PD 7 Groups • Matt, Shawn, Jenna • Dante, Kylan, Nash, Justin • Jacob, Dom, Jordan, Greg • Issac, Austin, Joe, Cameron

33. PD 8 Groups • Josh, David, Courtney, Sarah F, Kadey • Ray, JP, Rachel, Sarah Z. • Jake, Harlee, Ethan, Jeremy, Cassie • Gavin, (Johnny), Da’nell, Brandon, Emily

34. Examples: • News Paper • I have letter paper for you to print your article out • Include two images, dates, titles, and writers! • Magazine Option >>> • Include two images, dates, title, writers • Stapled cover page (name of Magazine) to the front and open like a Booklet

35. TSWBAT research the Crusades and explain opposing view points Date: WednesdayMarch 12 Warm up: introduce Crusades project; review Activity: begin group project

36. TSWBAT review information thus far and create a positive and negative chart to explain feudalism; navigate the web Date: Tuesday March 18 Warm up: create a brainstorm web on the board while computers load– what have we discussed thus far in the Feudal System/ what was life like? Activity: complete Guild worksheet (GUILDS began in the 900’s); we will discuss answers!

37. Closure • What is a comparable Guild System of today?

38. TSWBAT summarize events that lead to the decline of the church; explain and examine the decline Date: WednesdayMarch 19 Warm up: reminder- notes check on the what we have covered so far (review worksheets); check Guild worksheets and review any questions that students were unable to find. Activity: video on the Crusades, review worksheet and questions

39. TSWBAT explain the Feudal period social class, religion, events, crusades, church changes; analyze a video on the Crusades to determine what the Crusades was really about! Date: Thursday March 20 Warm up: Notes check on Feudalism Activity: Crusades Video

40. https://www.youtube.com/watch?v=IMbgXygArP8

41. TSWBAT explain their groups POV, discuss the Crusades, and come to their own conclusions Date: MondayMarch 24 Warm up: introduce news articles Activity: take notes and discuss the different perspectives; explain rubric for 1-2 page reaction paper (HW due Monday)

42. Discussion • YOU are GRADED on WHAT you say • Bring up ideas • Lead the discussion • Put your input in! • THOSE who DO NOT discuss will lose points!!!

43. Reaction paper • Guidelines: • Double Spaced • Between 1 and 2 pages in length • TIMES NEW ROMAN, 12 point font • Questions to think about (write these down): • Who was impacted the most by the Crusades (both positively and negatively)? • What struggles did the Crusades bring? • What do YOU think the real purpose of the Crusades were? • Do YOU think we would have a “crusades” based war today? WHY or WHY NOT??

44. TSWBAT discuss new ideas about the Crusades and begin Reaction writing Date: Tuesday March 25 Warm up: See questions on next slide and begin to write down your thoughts and ideas Activity: discussthe different perspectives; explain rubric for 1-2 page reaction paper (HW due Monday)

45. Discussion questions • Who was impacted the most by the Crusades (both positively and negatively)? • What struggles did the Crusades bring? • What do YOU think the real purpose of the Crusades were? • Do YOU think we would have a “crusades” based war today? WHY or WHY NOT??

46. Discussion • YOU are GRADED on WHAT you say • Bring up ideas • Lead the discussion • Put your input in! • THOSE who DO NOT discuss will lose points!!!

47. Reaction paper • Guidelines: • Double Spaced • Between 1 and 2 pages in length • TIMES NEW ROMAN, 12 point font • Questions to think about (write these down): • Who was impacted the most by the Crusades (both positively and negatively)? • What struggles did the Crusades bring? • What do YOU think the real purpose of the Crusades were? • Do YOU think we would have a “crusades” based war today? WHY or WHY NOT??