Unit 6: Conflict and Change A study in the uses and abuses of power CRUSADES Lesson #2

1. Unit 6: Conflict and ChangeA study in the uses and abuses of powerCRUSADES Lesson #2 Essential Question: Why is there conflict? How can conflict bring two societies closer together? Is it in human nature to dominate? Can one person make a difference? Is one person’s freedom fighter another person’s terrorist? Is fighting ever justified?

2. WARM-UPWhat’s going on in this image? What do you see that makes you say that?...…what more can you find?

3. Simulation • Each of you has been assigned your role in our Medieval World • Each student is assigned a role with a description: • Serfs/Peasants (15 students) – born with 6 monies • Knights (6 students) – born with 8 monies • Lords/Ladies (3 students) – born with 18 monies • King (1 student) – born with 50 monies • Pope (1 student) – given 40 monies

4. Simulation • Serfs pay the lords 3 monies (of food) for protection • Lords name Knights by giving them honor and the Knights give the Lord service • Lords give the King 3 monies and a Knight in exchange for land and protection • Kings gives his Knights 2 monies and Lords give their Knight 2 monies to protect the kingdom • The Pope makes a decree to the King and everyone must give him 2 monies • The King imposes a tax of 1 monies on every person • HOW MANY DO YOU HAVE NOW?

5. 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?

6. “AGE OF FAITH” • The Middle Ages can sometimes be called the “Age of Faith” because religions dominate people’s lives and determine everything they do. • VOCABULARY: • Religion: a set of spiritual beliefs, values and practices • During the Middle Ages, as Islam was spreading from Saudi Arabia to Southern Europe, Northern Africa and Eastern Asia, another religion dominated European daily life, laws and way of thinking. • Discuss: What religion do you think this was? Why?

7. Christianity • Christianity became the official religion of the Roman Empire in 393 C.E., specifically the Roman Catholic Church and the pope dominated the lands. • The Catholic church was the center of community life and gained economic and political power. • The sacraments received in the church were the major occasions of people’s lives (such as baptism, confirmation, Eucharist/communion, matrimony/ marriage, holy orders, penance, extreme unction). • VOCABULARY: • Roman Catholic Church: the Christian church headed by the pope in Rome • Sacrament: a sacred rite of the Christian religion

8. Christianity • The church itself, as a place of worship, became increasingly important, so architecture of churches developed much in the same way they did with mosques. • People looked to the church to explain world events. • The church provided stability, guidance and leadership for all classes of Europeans. • Saint Benedict said, “to work is to pray,” so people worked really hard at their jobs to fulfill God’s wishes.

9. Christianity • Some joined the church as monks, nuns or friars. Monks were men who joined monasteries, communities devoted to prayer and service to fellow Christians (monasticism). Nuns were women who joined convents, communities devoted to prayer and service to fellow Christians. Both monks and nuns joined religious orders, which was a brotherhood or sisterhood with distinctive rules and forms of service. • Some wanted to live a religious life without having to go off to a monastery/convent, so they became friars. Friars travel among ordinary people to preach and to care for the poor and the sick (like Saint Francis of Assisi) • VOCABULARY: • Religious Order: a brotherhood or sisterhood of monks, nuns or friars • Clergy: the body of people, such as priests, who perform the sacred functions of the church

10. Holy Land VOCABULARY: Holy Land: the area between Egypt and Syria that was the ancient homeland of Jews and the place where Jesus Christ had lived; also called Palestine In 1096 C.E., the Roman Catholic Church led the people in a Christian Crusade to reclaim Jerusalem (in Israel) and other holy sites in the Middle East from the Muslims.

11. Holy Land From 1096 C.E. to 1291 C.E. (approximately 195 years), Christians fought to gain control of the holy land now known as Palestine because it was where Jesus lived. Palestine had come under the control of the Muslim Turks who were expanding their lands and treating Christians badly. VOCABULARY: Pope: Overseer of the Roman Catholic Church Sultan: the supreme ruler of a Muslim state

12. Holy Land In 1076, the Turks took Jerusalem, which prompted the emperor in 1095 to ask Pope Urban II for help, so the Pope declared a religious war against the Muslims. Muslims weren’t the only targets – there was also violence against Jews and Christian heretics. People expressed their dedication to their faith by fighting in the crusades. These religious wars occurred in Europe, North Africa, and the Middle East.

13. Holy Land • VOCABULARY: • Crusades: a series of religious wars launched by European Christians to reclaim Jerusalem and other holy sites from Muslims • Persecute: to cause a person to suffer because of his or her beliefs • Heretic: a person who holds beliefs that are contrary to a set of religious teachings. • Pilgrimage: a journey to a holy site • Natural Law: the concept that there is a universal order built by nature that can guide moral thinking

14. Reading Activity • Each person has been given readings about the Crusades. • Read the documents • Answer the questions at the bottom of each document • Share your answers with the person sitting next to you (pairs) • Share out answers to the second question on the board.

15. Reasons to fight in the Crusades

16. T-chart to compare Crusaders and Muslims

17. Discussion • What surprised you during class today? • Why were there different opinions? • What happens to historians who don’t look at all sides? • What happens in life when we don’t look at all sides? • Do you think students in America have always been taught both sides of the Crusades? • Do you think there are students elsewhere in the world now who are not taught both sides?

18. Journal Reflection* • Answer ALL of the following questions: • What was your opinion of the events? • Why were there different opinions? • What happens to historians who don’t look at all sides? • Do you think students have always looked at both sides? Why or why not?

19. * Video Clip of the Middle Ages WARM-UPWhat’s going on in this image? What do you see that makes you say that?...…what more can you find?

20. Crusades Hearing Project • Introduce the project by reading over the Crusades Hearing Project • Go over the parts of the project description • Vocabulary • Hearing: an opportunity to state one’s case • Testify: to give evidence; to declare • Placard: a paper sign to announce information/ideas

21. Crusade Hearing Project • When someone is caught committing a crime, they go on trial. When an event happens that is so complicated that nobody is sure how to react, though, whoever is in charge – congress, the United Nations, or some other group will often hold a hearing. A hearing is like a trial, but instead of deciding guilty or not guilty, the goal of a hearing is to figure out what happened and why. • For this project, we will have an in-class hearing to determine: • Why did the Crusades happen? Were they justified?

22. Crusade Hearing Project Since everyone, especially Muslims and Christians, have different points of view on the Crusades, the only way to figure this out is to hear from all of the sides. Therefore, in this hearing, you will be the ones testifying about what happened. Some of you will be the Christian soldiers, others will be the Muslims or other characters involved. Each group will explain their side of the story, and then everyone will have the chance to ask them questions to figure out more information. By the end, we will have a full picture of all the aspects of this complicated event.

23. Each GROUP will be responsible for: • Reading and creating a character map about the character you are playing • Preparing a 3-5 paragraph opening statement that explains your character’s perspective on what happened • Answering a series of questions as your character • Making a list of questions to ask each of the other groups in the class when they present • Preparing a placard with the name and a picture or design representing your character • Your group will have 3-5 members and everyone in the group is responsible for doing parts of the preparation and presentation.

24. Each PERSON will be responsible for: • Preparation • Reading and creating a character map about the character you are playing • Writing ONE paragraph of the opening statement • Writing ONE question to ask each of the other five characters • Designing a placard with the name and a picture or design representing your character • Presentation: • Speaker: reading your part of the opening statement during the hearing • Question responder: answering at least one question asked of your character • Inquisitor: asking your questions to the other characters

25. Hearing Questions: Why did the Crusades happen? Were they justified?

26. Project Groups – A

27. Project Groups – B

28. Project Groups – C

29. TO DO LIST Check off the tasks you have completed on your to do list. Think about what you need to get done for next class.

30. Character Overviews • Pope Urban II: Leader of the Catholic Church, Pope Urban called for the Crusades to re-take the Holy Land for Catholics. He is the most listened-to man in Europe and claimed that god wanted the Christians to invade and take Jerusalem. • Charles: A religious Christian living in Europe, who heard the Pope’s speech and left his family and home to go fight in the Crusades. He believed the Pope, who said that if he died on a Crusade he would go to Heaven. • Antonio: A European trader who is not very religious. He heard of massive armies traveling to Jerusalem and thought he might have a chance to make some money. He went with the Crusades and brought goods to sell. • Malik: A Turkish Muslim ruler who won the area around Jerusalem during the expansion of his empire. He sought to keep Christians out of his Empire and eventually had it taken away during the first Crusade. • Saladin: Ruler of the Mamluk’s, another group of Muslims, who was upset to see the Christians invading Jerusalem. He wanted to take back Jerusalem for Muslims, but also wanted to make sure there would be lasting peace. • Ahmed: A Muslim soldier living in the area of Jerusalem. He was simply standing his normal guard position when a group of Christians invaded. He is one of the few survivors among his fellow soldiers

31. Character Map • Fill out the character map using the overview and your knowledge of the crusades to create a complete understanding of who your character is. • When you finish your character map… • Work on the opening statement • Work on the questioning • Work on the placard

32. Crusades Hearing Project 4. Break students up into groups of three 5. Assign each group a character • Charles: The European Christian Crusader • Malik: The Turkish Ruler • Urban II: The Catholic Pope • Ahmed: A Muslim Soldier • Antonio: European Trader • Saladin: Mamluk Muslim Ruler 6. Read and annotate Character Overview and answer: • What makes your character look good? • What did your character do that could make them look bad? • What is your character’s point of view on the Crusades?

33. Character Overviews • READ through your character overview • ANNOTATE (talk to) the text • ANSWER these questions on your sheet: • What makes your character look good? • What did your character do that could make them look bad? • What is your character’s point of view on the Crusades?

34. Journal Reflection* • Answer ALL of the following questions: • Who is your character? • Which side of the Crusades is your character on? • What did your character do during the Crusades? • Why did your character join the crusades?

35. Journal Reflection* • Answer ALL of the following questions: • Would you fight for something you believe in? • What is something you believe in so strongly that you would fight for it?

36. Homework Work on Crusades Project (Finish reading and annotating character overview and answering the questions)