Middle Ages Learning Portfolio 1. People and Events in Medieval Europe The history of medieval Europe requires knowledge of the following concepts and events and an understanding of their significance in the development of these civilizations. In chart format, identify and state the historical importance of each term (maximum 4 sentences per term). Concepts Justinian Code Merovingian Dynasty Holy Roman Empire Bayeux Tapestry Doomesday Book Magna Carta Indulgences Events People Nika Riot The Peace of God/The Truce of God Crusades Peasants Crusades Black Death Hundred Years War Inquisition Charlemagne Vikings Moors Roger Bacon Joan of Arc Christine de Pisan Johannes Gutenberg Level Four (80-100%) Level Three (70-79%) Level Two (60-69%) Level One (50-59%) All the definitions clearly Most of the definitions Most of the definitions clearly Some of the definitions identify the terms, events, or people. The definitions also reflect a thorough understanding of the relationships between the terms, events, or people and the civilization to which they belong. clearly identify the terms, events, or people. The definitions also reflect a reasonable under-standing of the relationships between the terms, events, or people and the civilization to which they belong. identify the terms, events, or people. The definitions also reflect some understanding of the relationships between the terms, events, or people and the events and the civilization to which they belong. clearly identify the terms, events, or people. The definitions also reflect a limited understanding of the relationships between the terms, events, or people and the events and the civilization to which they belong. 2. The Decline of the Roman Empire and the Middle Ages The decline of the Roman Empire brought about dramatic changes in Europe, yet at the same time there was a great deal of continuity. In a paragraph or chart, describe four significant changes and four factors which remained constant following the decline of the Roman Empire. 3. The Crusades in Europe Considering the objective of the Crusades, how successful were the crusaders? Considering the impact of the Crusades on the development of European culture and society, how important were the Crusades in the history of Europe? In a paragraph(s), develop one central topic sentence connecting the two questions asked above and supporting evidence that addresses both questions. Copyright © 2002, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. Permission to edit and reproduce this page is granted to the purchaser for use in his/her classroom only. McGraw-Hill Ryerson shall not be held responsible for content if any revisions, additions, or deletions are made to this page. 4. Church and State The late Middle Ages was a period when religion and secular governments were closely linked. In a clear argued and well-supported paragraph, explain why you believe the close ties between the Catholic Church and European governments was a positive or negative factor in the history of medieval Europe. 5. Education in Medieval Society With references to guilds and universities, give 2 reasons how education contributed to stability in medieval society, and 2 reasons how education also disadvantaged many in society. Rubric for Paragraph Responses Level Four (80-100%) Level Three (70-79%) Level Two (60-69%) Level One (50-59%) The paragraph uses critical The paragraph uses critical The paragraph uses critical The paragraph uses critical thinking skills with a high degree of effectiveness by: including a topic sentence that clearly establishes a point of view making clear and highly relevant connections between the objectives , the eventual outcome, and the lasting impact of the on European culture and society supporting arguments with ample and sound historical evidence thinking skills with considerable effectiveness by: including a topic sentence that establishes a point of view thinking skills with some degree of effectiveness by: including a topic sentence thinking skills with a limited degree of effectiveness by: not including a topic sentence making relevant connections between the objectives, the eventual outcome, and the lasting impact on European culture and society supporting arguments with considerable historical evidence making relevant connections between the objectives and either the eventual outcome or the lasting impact on European culture and society supporting arguments with some historical evidence making limited connections between the objectives and either the eventual outcome or the lasting impact on European culture and society supporting arguments with limited historical evidence 6. Social Hierarchy in the High Middle Ages Create a visual diagram to illustrate the social hierarchy of the High Middle Ages. Include in the hierarchy rulers, nobility, knights, clergy, merchants, peasants, serfs and professionals such as doctors. Create or select an illustration that reflects not only the position of each group in society but also the level of respect or how they were viewed. Level Four (80-100%) Level Three (70-79%) Level Two (60-69%) Level One (50-59%) The visual diagram The visual diagram The visual diagram The visual diagram uses language, symbols, and visuals with a high degree of accuracy and effectiveness by: depicting all the classes outlined in the chapter with accurate labels selecting visuals or symbols that accurately reflect the nature of each of the classes using space, shape, and colour effectively uses language, symbols, and visuals with a considerable degree of accuracy and effectiveness by: depicting most of the classes outlined in the chapter with accurate labels selecting visuals or symbols that accurately reflect the nature of most of the classes using space, shape, and colour effectively uses language, symbols, and visuals with some degree of accuracy and effectiveness by: depicting some of the classes outlined in the chapter with some labels selecting visuals or symbols that accurately reflect the nature of some of the classes using space, shape, or colour uses language, symbols, and visuals with a limited degree of accuracy and effectiveness by: depicting only a couple of the classes out-lined in the chapter with some accurate labels selecting visuals or symbols that reflect the nature of only a couple of the classes Copyright © 2002, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. Permission to edit and reproduce this page is granted to the purchaser for use in his/her classroom only. McGraw-Hill Ryerson shall not be held responsible for content if any revisions, additions, or deletions are made to this page. Copyright © 2002, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. Permission to edit and reproduce this page is granted to the purchaser for use in his/her classroom only. McGraw-Hill Ryerson shall not be held responsible for content if any revisions, additions, or deletions are made to this page.