Teacher Toolbook
BZ-4403
Imaginative hands-on World History & Geography lessons
designed for individual students, cooperative groups, and whole-class learning.
The Middle Ages
Europe
Medieval & Early Modern Times
500 A.D. to 1789
Copyright © 2002 Performance Education
www.performance-education.com
Revised April 2005.
Performance Education provides a series of Teacher Toolbooks for Grades 6-12.
A toolbook consists of reproducible lessons followed by the Mother Of All Tests.
This allows you test every Friday.
The Middle Ages
The complete set of all nine workbooks is SET-4606.
The Fall of Rome
$19.95
BZ-4474
Why did Rome fall? What was the significance of the Byzantine Empire? What was the Great Schism? Student speeches by Constantine the
Great. 114 test questions.
The Middle Ages - Islam
$29.95
BZ-4754
The life of Muhammad and the religion of Islam. The Koran: beliefs, practices, and law. The Five Pillars. A pilgrimage to Mecca. Ramadan.
What beliefs do Muslims share with Jews and Christians? Sunni vs Shiite Muslims. How geography shaped Arab culture. Compare the
nomadic and sedentary way of life. The spread of Islam by military conquests, cultural blending, and the spread of the Arabic language. The
rise of cities. The role of merchants and their caravan trade routes throughout Asia, Africa and Europe. The Golden Age of Islam: Muslim
scholars and their intellectual achievements. 348 test questions.
The Middle Ages - China
$29.95
BZ-4322
The Golden Age of China. Four dynasties - Tang, Sung, Mongols, and Ming. The reunification of China. Buddhism spread through China,
Korea and Japan. Block printing was invented. The Mongol invasion, Genghis Khan, Kublai Khan, and Marco Polo. Confucianism. The
Grand Canal. The Silk Road. Sea expeditions. The imperial state and its bureaucracy. Chinese inventions (tea, paper, woodblock printing,
the compass, and gunpowder) and their impact on world history. 338 test questions.
The Middle Ages - Africa
$29.95
BZ-4828
Life in the Niger River Valley. How geography shaped the caravan trade. Desert people traded salt; rainforest people traded gold. The two
peoples met in the savanna, “where the camel meets the canoe.” The Empire of Ghana was founded on the gold-salt trade. The story of
Mansa Musa and the Empire of Mali. The importance of family, specialized jobs, and the oral tradition in West Africa. How Arab merchants
spread the Arabic language and the religion of Islam. 246 test questions.
The Middle Ages - Japan
$29.95
BZ-4331
How geography shaped the culture. Nara. Prince Shotoku. The Golden Age of Literature: Lady Murasaki Shikibu’s The Tale of Genji, The
Pillow Book, and haiku. The rise of a military society. Shinto and Zen Buddhism. The rise of cities like Edo (Tokyo). How weak Ashikaga
shoguns tried to rule, yet the daimyo warred among themselves. The samurai’s impact on culture. Noh and Kabuki theater. How medieval
Japan and medieval England were very similar. 631 test questions.
The Middle Ages - Europe
$34.95
BZ-4403
How geography shaped life in medieval Europe. How Christianity spread throughout northern Europe. The rise of feudalism and life on the
manor. The rise of towns. The rise of monarchy. Kings & Popes. The story of Charlemagne. William the Conqueror and the Norman invasion.
The Magna Carta, Parliament, the English court system - and how they influenced the U.S. Causes and results of the Crusades. Trace the
route of the bubonic plague. The Catholic Church’s impact on Europe. Ferdinand, Isabella, and the Reconquista. 1,364 test questions.
Maya, Inca, Aztec
$29.95
BZ-4755
The Maya carved a civilization out the rainforest of Central America: slash-and-burn farming, pyramids, a system of writing, math and astronomy. The Aztecs moved to the Plateau of Mexico and built a floating city: Tenochtitlan, Lake Texcoco, floating gardens, tomatoes, maize,
chocolate, causeways, aqueducts, a warlike society with slavery and human sacrifice. Like the Romans, the Inca were engineers: The
Andes, roads along the rides, terrace farming, royal messengers, the quipu, the potato, Cusco and Machu Picchu. 178 test questions.
Renaissance & Reformation
$29.95
BZ-4404
THE RENAISSANCE: What was the Renaissance? Florence and Venice. Trade along the Silk Road. Marco Polo. The impact of the printing
press. The achievements. The stories of Dante, Leonardo da Vinci, Michelangelo, Gutenberg, and Shakespeare.
THE REFORMATION: What was the Reformation? The leaders - Erasmus, Martin Luther, John Calvin, and Tynedale. The impact of
Protestantism. The Counter-Reformation: Jesuits, the Council of Trent, and Catholic missionaries throughout Asia, Africa, and Latin America.
The Inquisition. 743 test questions.
Scientific Revolution and the Enlightenment $29.95
BZ-4405
SCIENTIFIC REVOLUTION: What was the Scientific Revolution? The impact of Copernicus, Galileo, Kepler, and Newton. The inventions telescope, microscope, thermometer, barometer. Bacon and Descartes. The scientific method. The impact of rationalism on democratic
ideas.
THE AGE OF EXPLORATION: What made exploration possible? Trace the routes of the great explorers. The stories of Magellan and all the
explorers. The impact of the cultural exchange on all the continents. The rise of mercantilism on a global scale.
THE ENLIGHTENMENT: What was the Age of Reason? John Locke and Montesquieu - how did their philosophy evolve into democratic
institutions? How the principles of the Magna Carta ended up in the English Bill of Rights, the Declaration of Independence, and the U.S.
Constitution. 356 test questions.
If you like this workbook, you’ll love the matching posters . . .
What is World History? poster 22x28
An illustrated definition of World History!
$9.95
BQ-2154
Map & Timeline of World Religions 36x20
$9.95
BQ-9088
Five major religions: Judaism, Christianity, Islam, Buddhism and Hinduism.
The world is colored by religions, so you can see patterns and make general statements:
Each religion is explained:
When founded, founder, sacred book, sacred place, place of worship, symbols, and photo of the most famous religious site . . .
Judaism ................Jerusalem
Christianity ............St. Peter's Basilica
Islam .....................Mecca
Hinduism ..............The Ganges River
Buddhism .............The Great Buddha shrine
Map of the Middle East 22x28
Crystal clear, you can see all of the countries and their capital cities.
$8.75
BQ-6369
Mecca poster 28x22
$9.95
A bird’s eye view of the Great Mosque, the homeplace of Muhammad. What’s it like to make a pilgrimage to Mecca?
BQ-2102
Buddha poster 22x28
$8.95
A statue of Buddha. He is meditating. Meditation is a key tenet of Buddhism. Buddha is represented by statues.
(This is not true of all religions. In the religion of Islam, Muhammad is never represented in pictures or sculpture.)
This statue is located in Kamakura, Japan. It was created during medieval Japan.
BQ-2315
The Great Wall poster 17x22
$8.75
Built to keep out invaders, the Great Wall runs atop the mountain ridges.
It was designed to be a fort: wide enough for soldiers on horseback and the soldiers live inside its walls.
BQ-2314
China Ricefields poster 28x22
During the Middle Ages, the average peasant worked on a farm.
In North China, peasants grew grain.
In South China, rice.
BQ-2313
$8.95
The Sahara Desert poster 28x22
$8.95
North Africa is covered by the Sahara Desert.
This photos was shot in Mali, the home of Mansa Musa, the royal city of Timbuktu, and the Empire of Mali.
It was a crossroads for the caravan trade . . . Timbuktu lies “where the camel meets the canoe.”
Mansa Musa controlled the northern salt trade and the southern gold trade.
The photo shows bedouin nomads with their herd of sheep and goats grazing the grass.
The shepherds in the foreground are standing in a grassy region.
The shepherd in the background is standing in the sandy desert.
The entire region was once grassland, but the Sahara Desert spreads 20 miles a year!
Today Timbuktu is covered with sand.
BQ-2832
The Aztecs poster 22x17
$8.75
Set on a map of Mexico, you can see the magnificent city of Tenochtitlan.
It is decorated with the Aztec calendar, pictographs, artifacts and Quetzalcoatl.
BQ-2755
Prague poster 28x22
$8.95
BQ-2498
Once upon a time, the city of Prague was built during the Middle Ages. It was a walled city.
The Hradschin Palace rises in the distance. Throngs of people cross the Charles Bridge, across the Vltava (Moldau) River.
Red Square poster 22x28
$8.95
Moscow, a walled city, was built during the Middle Ages.
It’s midnight in Moscow. St. Basil’s Cathedral has onion-shaped domes, a symbol of the Russian Orthodox Church.
BQ-2409
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page 3
User’s Guide to reproducing
Performance Education workbooks
We grant individual purchasers of this workbook the right to make sufficient copies of reproducible pages for all
students of a single teacher. This permission is limited to a single teacher, and does not apply to entire schools
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Copying this document in whole or in part for re-sale is strictly prohibited.
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please notify us at info@performance-education.com.
To order more products
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Your state test is based on Bloom’s taxonomy.
Bloom’s taxonomy
Your state test is based on Bloom’s taxonomy.
The men and women who have designed your end-of-course exam are experts in Bloom’s taxonomy.
They can take one event, person, map, chart, or cartoon . . . and turn it into six separate questions.
This Toolbook is based on Bloom’s taxonomy.
Since your state test is based on Bloom’s taxonomy, so are the lessons in this Toolbook.
The toughest questions on the state test involve synthesis and evaluation.
What is Bloom’s taxonomy?
It is critical thinking.
Students must be able to manipulate the facts.
1. Memorize
Memorize the facts, especially terms and definitions.
2. Interpret
Translate the facts into your own words.
3. Apply
Can you find an existing match?
4. Analyze
Break down the facts (compare and contrast, cause and effect)
5. Synthesize
Add up the facts and draw conclusions
6. Evaluate
Using a high standard, how does this person or event measure up?
Performance in front of the class
In this book, the lessons give students
Performance - in front of the class.
Performance - on paper.
Performance - on the practice test.
practice in Bloom’s taxonomy.
Peer pressure can be wonderful.
Maps, graphic organizers, all the tricks in the book.
Many students learn after the fact - by trial and error.
A fat Toolbook
To those non-teachers who say this is a long Toolbook, we say: “Why, yes. Did you not know?
This is what it takes for a student to learn your state’s standards for Social Studies.”
Your learning curve
There is no learning curve for you.
Reproducible lessons
There are several types of lessons:
1. Some are lectures.
2. Some should be turned into transparencies.
3. Some are student worksheets and must be copied.
The Tests
If your students can do well on these tests, the state test will be a breeze.
The Master Teacher
This book is based on two premises:
Every child can achieve success on the test.
Every teacher can become a master teacher.
page 5
page 6
The Middle Ages - Europe
page 7
Icons
You will find these icons on the upper outside corner of each lesson. These icons are intended to identify each lesson as a particular type of activity. They will also alert you to lessons
that need early preparation, such as transparencies, films or hands-on projects. Graphic organizers appear frequently in the Toolbooks, and should be copied and distributed to each student.
Graphic Organizer
Transparency
Lecture
A Story
Timeline
Transparency
Chart
Group Analysis
Debate
Skits
Documents
Speeches
Quotations
Internet
page 8
Mapping
Films
Projects
Library Research
Writing Activities
Games
There are 173 lessons.
There are 1364 questions on the test.
Table of Contents
INTRODUCTION
Lesson #1
Graphic organizer
Lesson #2
Timeline
Lesson #3
Game
Lesson #4
Game
page 15
How are you connected to Medieval Europe?
Timeline: The Middle Ages - 500-1500
A board game: Medieval Europe
Other games using Medieval Europe
1. THE GEOGRAPHY OF EUROPE
Lesson #5
Mapping
Lesson #6
Lecture
Lesson #7
Mapping
Lesson #8
Mapping
Lesson #9
Game
Lesson #10
Internet
Lesson #11
Internet
Lesson #12
Mapping
Lesson #13
Game
Lesson #14
Game
page 25
Europe
Barbarian warriors invented feudalism
Europe was perfect for farming!
England
The geography of Europe and The Bell Game
Homework: The geographyu of Europe
Homework: Barbarian Kingdoms
Draw your mental map of Europe!
The ABCs of Europe’s geography
Can you speak European?
2. THE SPREAD OF CHRISTIANITY
Lesson #15
Lecture
Lesson #16
Lecture
Lesson #17
Group analysis
Lesson #18
Group analysis
Lesson #19
Graphic organizer
page 45
Missionaries spread Christianity throughout northern Europe
The Monastery
Life is like a rock group
Life is like a rock group
Monasteries: Who, what, where, when, why and how?
3. FEUDALISM
page 51
1. THE RISE OF FEUDALISM
Lesson #20
Lecture
Lesson #21
Graphic organizer
Lesson #22
Group analysis
Lesson #23
Group analysis
Lesson #24
Lecture
Lesson #25
Graphic organizer
page 52
Charlemagne
Charlemagne: Who, what, where, when, why and how?
Life is like a rock group
Life is like a rock group
William the Conqueror
The Norman Invasion: Who, what, where, when, why and how?
2. THE DEFINITION OF FEUDALISM
Lesson #26
Lecture
Lesson #27
Lecture
Lesson #28
Student project
Lesson #29
Lecture
Lesson #30
Lecture
Lesson #31
Group analysis
Lesson #32
Group analysis
Lesson #33
Graphic organizer
Lesson #34
Game
Lesson #35
Game
page 60
What was feudalism?
The Castle
The Life of a Knight
The Code of Chivalry
Medieval Literature glorified the Knight
Life is like a rock group
Life is like a rock group
The Knight: Who, what, where, when, why and how?
The ABCs of Feudalism
Can you talk like a knight?
page 9
3. LIFE ON THE MANOR
Lesson #36
Lecture
Lesson #37
Student project w/ chart
Lesson #38
Internet
Lesson #39
Group analysis w/ transparency
Lesson #40
Internet
Lesson
Lesson
Lesson
Lesson
Lesson
#41
#42
#43
#44
#45
Group analysis
Group analysis
Graphic organizer
Game
Game
page 74
Life on the manor
Who benefitted from feudalism?
What was life like on the medieval manor?
Does your name come from Medieval Europe?
If you lived in medieval Europe, what would change in your
daily life?
Life is like a rock group
Life is like a rock group
The Manor: Who, what, where, when, why and how?
The ABCs of Manorialism
Can you talk like a nobleman?
4. THE RISE OF TOWNS
Lesson #46
Lecture
Lesson #47
Graphic organizer
Lesson #48
Lecture w/ questions
Lesson #49
Lecture
Lesson #50
Lecture
Lesson #51
Lecture
Lesson #52
Graphic organizer
Lesson #53
Internet
Lesson #54
Group analysis
Lesson #55
Group analysis
Lesson #56
Game
Lesson #57
Game
page 91
The growth of towns
Towns: Who, what, where, when, why and how?
Medieval Towns
Life in a medieval town
Medieval Townspeople
The Guilds
The Guilds: Who, what, where, when, why and how?
Homework: Towns & Guilds
Life is like a rock group
Life is like a rock group
The ABCs of Medeival Towns
Can you talk like a Burgher?
4. THE POPE
Lesson #58
Lesson #59
Lesson #60
Lesson #61
Lesson #62
Lesson #63
Lesson #64
Lesson #65
Lesson #66
Lesson #67
page 107
Kings cooperated with Popes
Charlemagne cooperated with the Church
Kings clashed with Popes
How the Church enforced its laws and The Bell Game
The Great Race
A Living Chess Game
Life is like a rock group
The Pope: Who, what, where, when, why and how?
The ABCs of the Pope
Can you talk like the Pope?
Lecture
Lecture
Lecture
Game
Game
Game
Group analysis
Graphic organizer
Game
Game
5. ENGLISH LAW & CONSTITUTION
page 119
1. COMMON LAW
Lesson #68
Lecture
Lesson #69
Internet
Lesson #70
Game
Lesson #71
Game
Lesson #72
Writing activity
Lesson #73
Game
Lesson #74
Game
page 120
Common Law, 1154
Homework: Medieval Justice
Legal Practices
The Great Race
Eleanor of Aquitaine
The ABCs of English Law
Can you talk like a Judge?
page 10
2. THE MAGNA CARTA
Lesson #75
Lecture
Lesson #76
A Story
Lesson #77
Document
Lesson #78
Group analysis
Lesson #79
Group analysis
Lesson #80
Student project
Lesson #81
Game
Lesson #82
Document
Lesson #83
Student project
Lesson #84
Internet
Lesson #85
Graphic organizer
Lesson #86
Group analysis
Lesson #87
Writing activity
Lesson #88
Writing activity
Lesson #89
Writing activity
Lesson #90
Writing activity
Lesson #91
Writing activity
Lesson #92
Document
Lesson #93
A list
Lesson #94
Game
Lesson #95
Game
Lesson #96
Graphic organizer
Lesson #97
Game
Lesson #98
Game
page 131
The Magna Carta
Bad King John, 1215
The Magna Carta, 1215
The Magna Carta
The Magna Carta
Make a mobile
Don’t look up!
What say the reeds at Runnymede?
Bad King John: A song in Hip Hop
Political Cartoons: No one is above the law
The Magna Carta: Who, what, where, when, why and how?
Life is like a rock group
How to write a speech
Expressive Essay: I am King John
Narrative Essay: I am King John
Informative Essay: I am King John
Persuasive Essay: I am King John
The Declaration of Independence
A list of grievances
Seven Principles
The Great Race
Seven Principles in the Magna Carta
The ABCs of the Magna Carta
Can you talk about the Magna Carta
3. PARLIAMENT
Lesson #99
Lecture
Lesson #100 Lecture
Lesson #101 Lecture
Lesson #102 Graphic organizer
Lesson #103 Game
Lesson #104 Game
Lesson #105 Graphic organizer
Lesson #106 Group analysis
Lesson #107 Group analysis
Lesson #108 Game
Lesson #109 Game
page 165
Where we are headed...
The English Parliament
London
Parliament
Three Branches
The Great Race
Parliament: Who, what, where, when, why and how?
Life is like a rock group
Life is like a rock group
The ABCs of Parliament
Can you speak in the House of Lords?
6. THE CRUSADES
Lesson #110
Lecture
Lesson #111
Chart/Transparency
Lesson #112
Mapping
Lesson #113
Internet
Lesson #114
Group analysis
Lesson #115
Group analysis
Lesson #116
Graphic organizer
Lesson #117
Game
Lesson #118
Game
page 177
What were the Crusades?
The Crusades: Causes & Effects
The Crusades
The Crusades
Life is like a rock group
Life is like a rock group
The Crusades: Who, what, where, when, why and how?
The ABCs of Crusades
Can you talk like a Crusader?
page 11
7. THE BLACK DEATH
Lesson #119
Mapping
Lesson #120 Graphic organizer
Lesson #121 Game
Lesson #122 Game
page 191
The Black Death
The Black Death: Who, what, where, when, why and how?
The ABCs of the Black Death
Can you talk like an apothecary?
8. THE ROMAN CATHOLIC CHURCH
Lesson #123 Lecture
Lesson #124 Lecture
Lesson #125 Lecture
Lesson #126 Internet
Lesson #127 Graphic organizer
Lesson #128 Lecture
Lesson #129 Lecture
Lesson #130 Lecture
Lesson #131 Lecture
Lesson #132 Lecture
Lesson #133 Lecture
Lesson #134 Lecture
Lesson #135 Graphic organizer
Lesson #136 Lecture
Lesson #137 Lecture
Lesson #138 Lecture
Lesson #139 Group analysis
Lesson #140 Group analysis
Lesson #141 Graphic organizer
Lesson #142 Game
Lesson #143 Game
page 197
The Catholic Church
Medieval Religion
Medieval Politics
Ddaily life in and around the cathedral
The Catholic Church: Its impact on religion
Medieval Architecture
Medieval Art
Medieval Music
Medieval Drama
Medieval Literature
The Divine Comedy
The Canterbury Tales
The Catholic Church: Its impact on the arts
Medieval Universities
Dominican monks were University professors
St. Thomas Aquinas
Life is like a rock group
Life is like a rock group
The University: Who, what, wher,e when, why and how?
The ABCs of the Catholic Church
Can you speak Latin?
9. THE RECONQUISTA
Lesson #144 Lecture
Lesson #145 Group analysis
Lesson #146 Group analysis
Lesson #147 Internet
Lesson #148 Graphic organizer
Lesson #149 Game
Lesson #150 Game
page 219
Medieval Spain
Life is like a rock group
Life is like a rock group
Nobody ever expects the Spanish Inquisition...
The Reconquista: Who, what, where, when, why and how?
The ABCs of the Reconquista
Can you speak Spanish?
10. THE RISE
Lesson #151
Lesson #152
Lesson #153
Lesson #154
Lesson #155
Lesson #156
Lesson #157
Lesson #158
Lesson #159
Lesson #160
page 227
The 100 Years’ War: 1337-1453
Nationalism
Legends: Expressions of nationalism
A strong monarchy
Strong monarchs
Who wanted a powerful King?
Why feudalism ended
Nations & Nationalism: Who, what, where, when, why and how?
The ABCs of Monarchy
Can you talk like a powerful king?
page 12
OF KINGS
Lecture
Lecture
Lecture w/ group analysis
Lecture
Transparency
Transparency
Transparency
Graphic organizer
Game
Game
11. A MEDIEVAL FESTIVAL
Lesson #161 Student activity
Lesson #162 Group analysis
Lesson #163 Lecture
Lesson #164 Internet
Lesson #165 Internet
Lesson #166 Student activity
Lesson #167 Game
Lesson #168 Game
Lesson #169 Group analysis
Lesson #170 Group analysis
Lesson #171 Game
Lesson #172 Game
Lesson #173 Game
Test
1364 questions
page 239
The Medieval Festival
Clothing
Where were clothes invented?
The Middle Ages: Name that Guy!
Medieval Cartoons
The Five Senses
Mars/Venus
Rank the famous people
What if your school were run by Charlemagne?
Screaming Headlines
Honk if you hate history!
Stump the teacher!
The Last Man Standing...
page 250
page 13
Medieval Europe
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Europe.
1. Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal relationships provided the foundation of political order.
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs
(Charlemagne, Gregory VII, Emperor Henry IV).
5. Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (the Magna Carta, Parliament,
development of habeas corpus, an independent judiciary in England).
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.
7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe
its impact on global population.
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders,
preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of classical philosophy
with Christian theology, and the concept of “natural law.”)
9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista
and the rise of Spanish and Portuguese kingdoms.
page 14
Introduction
page 15
Graphic organizer
Lesson #1
How are you connected to Medieval Europe?
Break into pairs and brainstorm. Write the answer along the diagonal line.
Family
Does your family come
from Europe? If so,
from Western Europe
or Eastern Europe?
Love Songs
Bedtime stories
Troubadours invented
the ballad. What is your
favorite love song?
Medieval Europe invented fairy tales like Hansel
& Gretel and
Little Red Riding Hood
Which was your
favorite?
Religion
Songs
Have you ever sung
Christmas carols?
Medieval Europe
invented lullabies.
Do you remember
Rockabye Baby in the
Treetop?
YOU
Films
Santa
Did you ever see
Camelot or
Sword in the Stone?
Medieval Europe
invented Santa!
When did you stop
believing in Santa?
Cookies
Medieval Europe
invented cookies. What
is your favorite?
page 16
Christmas Tree
Medieval Europe
invented the Christmas
tree.
Lesson #2
Timeline
Turn this timeline into 3 posters!
Decorate it with symbols: http://www.colorclipart.com/imagefolio/cgi-bin/imageFolio.cgi?direct=midieval
Timeline
The Middle Ages lasted 1,000 years: 500 to 1500 A.D.
Why do they call it the Middle Ages?
Between the fall of the Roman Empire and Renaissance.
353
Christianity became the official religion of the Roman Empire.
400s
Germanic tribes began a mass migration into the Roman Empire.
They came in such GREAT numbers, that it amounted to a barbarian invasion.
The Roman Army could not defend its borders.
500
Fall of the Roman Empire (the western part, the Byzantine Empire still stood).
Cities were destroyed and abandoned.
People headed for the countryside and started farming.
Everything disintegrated: Central government, law, schools, industry, trade, the use of money.
The only institution left standing was the Christian Church!
Latin was the official language of the Church.
THE EARLY MIDDLE AGES: 500 to 1000
Barbarian Kingdoms
1.
2.
3.
4.
5.
The Germanic barbarians lived in tribes.
Each tribe kept its own customs and laws.
Their tribal structure evolved into feudalism
They originated all the feudal practices: Lord-vassal system, kingship, knighthood, chivalry.
Barbarian warlords first ruled men; then they ruled territory.
Barbarian Kingdoms
The Angles and Saxons set up a barbarian kingdom in England. (They originally came from Germany.)
The Franks set up a barbarian kingdom in France.
600
Saint Augustine
Throughout Northern Europe, Christian monks converted the pagan barbarians to Christianity.
From Rome, St. Augustine travelled to England and spread Christianity throughout England.
He founded Canterbury Cathedral and became the first Archbishop of Canterbury.
Ever since, Canterbury has been England’s religious center.
The cathedral became a holy place visited by many religious pilgrims.
Around 1400, Chaucer wrote The Canterbury Tales about a fictional group of pilgrims.
700
Beowulf - the first great work of English literature. Sung by minstrels.
It glorified the warrior and defined the qualities most admired by the Anglo-Saxons.
In 711, the Muslims invaded Spain. They ruled it for 700 years (711 to 1492).
In 732, the Muslims invaded France. They were defeated at the Battle of Tours.
800
Charlemagne
He was the barbarian King of the Franks who conquered Western Europe.
From the north, France was attacked by the Vikings.
From the south, France was attacked by the Muslims.
When Charlemagne died, his empire fell apart, but three things lived on:
1. He established the feudal system of government in France.
2. He spread feudalism throughout Western Europe.
3. He defended the Christian Church. He was “Champion of the Church.”
Coronation: He was crowned by the Pope, so the new (barbarians) were united with the old (Rome).
Song of Roland - an epic poem about Charlemagne and his knights. Sung by troubadours.
It glorified the knight. It defined, explained, and popularized the Code of Chivalry.
From then on, chivalry became the ideal behavior of the nobility.
page 17
Feudalism provided political order and local government
900
Feudalism was the Lord-Vassal System
Like Frankish kings before him, Charlemagne practiced the lord-vassal system:
The vassal said: “I swear to defend you.”
The lord said: “In return, I provide you with land and justice.”
The oath was held at a ceremony called investiture.
The Feudal Contract
The oral oath was a feudal contract:
If the vassal did not fulfill his contract (military service), he lost the land.
If the lord did not fulfill his contract (provide justice), he lost the vassal.
Western Europe was divided into large estates
Land was power: If you owned land, you were a nobleman.
The nobility was the ruling class.
The nobles were (in this order): Dukes, marquesses, counts (earls), viscounts, barons.
Not all knights owned land, and thus were not considered part of the nobility.
Each lord ruled his estate as if it were a little kingdom
He was the government (collected taxes, made law, sole judge, had his own private army).
Manorialism was the economic system
Each manor was a self-sufficient economic unit.
page 18
THE HIGH MIDDLE AGES: 1000 to 1300
The Norman Conquest
1066
William the Conqueror
William the Conqueror invaded England.
He was the most powerful man in France.
He was the Duke of Normandy, so this is called the Norman Invasion.
He defeated the Anglo-Saxons at the Battle of Hastings and became the King of England.
Being a foreigner, how did he make the English nobility loyal to him?
He made them all swear allegiance directly to him!
The Bayeux Tapestry (exquisite embroidered rug!) chronicled the Norman Conquest.
Feudal States
France and England
Thanks to William the Conqueror, England became the most powerful feudal state in Europe.
Kings in England and France began building strong central governments.
The King of England was powerful and controlled the nobles.
(By contrast, barons and dukes ran medieval Germany. There was never a powerful king.)
Continuous warfare
There was a shortage of land suitable for farming.
Feudal lords engaged in continuous warfare - often against their neighbors - over land.
They built castles (forts) and manors (a mansion with a wall around it).
The code of chivalry arose: It defined honorable behavior for a knight.
Serfdom
Technology: Peasants use waterpower to power grain mills. Increase in food causes:
1. Increase in population
2. Food surplus to sell at the market in town.
The Church
RELIGION was the biggest thing in medieval Europe:
1. Peasants (90% of the people) were consumed by religion. A person died at 30.
2. Nobility were consumed by religion - they went on the Crusades to the Holy Land.
3. Artists created only religious art that would glorify God.
4. Architects built cathedrals. In France, Chartres (1100s) and Notre Dame (1163-1250, Paris).
5. Scholars wrote only about religion.
Why the Church was powerful
1. Everybody was deeply religious.
2. The Church was the largest landowner in Western Europe.
1075
The Crusades
1095-1291
The Pope clashed with Kings:
Pope Gregory VII punished Emperor Henry IV for trying to rule the Church in Germany.
The Pope used three punishments: Excommunication, Interdiction, and Deposition.
Henry had to stand barefoot in the snow for three days before Pope Gregory pardoned him.
Causes
In 1095, Pope Urban II ordered knights: “Liberate Jerusalem from the Muslims!”
Europe waged a holy war in the Holy Land: Knights headed for Jerusalem.
On their way, the Crusaders persecuted the Jews in Europe and made war on the Christians in Constantinople.
Richard the Lion-hearted (King of England) was the most famous Crusader.
He was defeated by Saladin, the Muslim sultan.
Results
1. A lot of bad feelings:
The Jews in Europe were persecuted during the Crusades.
The Muslims won the Crusades and never trusted the Europeans.
The Christians in Constantinople were mad: In 1453, it fell to the Muslims. They distrusted the Pope.
2. The Crusades spurred international trade: China > Middle East > Venice > Europe
Europeans wanted to buy goods from the Middle East and China.
International trade fairs were held in towns throughout Europe.
Money came back into use! (No more barter.)
page 19
1100s
The rise of towns
Towns arose outside the walls of castles.
Craftsmen and merchants lived in the towns. Peasants left the manor and moved to town.
Trade revived: Merchants travelled from town to town, overland and by river.
Guilds: Each crafts had its own guild. The guild set rules for each craft.
Towns became independent:
At first, the lord of the manor owned the land that the town stood on.
Over time, each town developed self-government. Townsmen ruled the town.
Guild members were elected to town government.
1300
Dante wrote The Divine Comedy - In it, he criticized the Pope.
The English legal system
1175
As King of England, Henry II set up the English legal system:
1. Common Law - Judges made law.
Common Law is based on precedent: What past judges have ruled.
2. Circuit courts - Judges held trials. They rode on horseback from town to town.
Dealt with major crimes. Replaced the lord ruling his own manor.
3. Trial by jury
At first, the testimony of jurors helped the judge decide the case.
Trial by jury replaced trial by combat (French) and trial by ordeal (Anglo-Saxon).
4. Habeas Corpus
The Magna Carta gave judges the power to overrule the king:
A judge decides whether a man should have been arrested.
5. An independent judiciary
Judges are on their way to being independent of the King!
Two contradictions
Henry II caused the death of the Archbishop of Canterbury Thomas Becket in 1170.
Henry’s rebellious son broke every English law! (Bad King John, 1215)
The Magna Carta
1215
Magna Carta: Beginning of Constitutional Government
King John of England broke every law in the book!
Church law - He confiscated church property.
Feudal law - He confiscated barons’ property.
Common law - He ignored centuries of law.
The English barons made war on him.
They defeated him at Runnymede and forced him to sign the Magna Carta.
As a result, the King’s power was limited.
This was the basis for England’s constitution.
1295
Parliament
It took centuries for Parliament to evolve into what it is today.
1. In 1215, the Magna Carta set up the Council of Barons.
What’s new: No new laws or taxes without the consent of these 25 Barons.
2. The King of England called together the Model Parliament.
What’s new: Representatives from the towns become members of Parliament!
For the first time, commoners (non-nobles) became part of the government.
This is the beginning of the House of Commons.
Natural Law
Scholasticism
Monks translated Greek classics (especially Aristotle, the philosopher) into Latin.
Scholasticism: There is no conflict between reason and faith.
You can use reason (ancient Greek Aristotle’s logic and reasoning) to study Christianity.
Students and scholars formed universities that produced priests, lawyers, doctors, and writers.
1265
page 20
Thomas Aquinas
In Summa Theologica, Thomas Aquinas explained “Natural Law”:
1. He referred to God’s law (or divine law) as “Natural Law.”
2. Each person is born with certain God-given rights.
3. Governments must not violate these God-given rights.
4. Man’s law must never contradict “Natural Law.”
THE LATE MIDDLE AGES: 1300 to 1500
Rise of Strong Monarchy
Central government
England, an island, was the first to feel (and act) like a nation.
The English king became the most powerful man in England:
1. The King overpowered the nobility. He was rich and high-tech: His armies had longbows, pikes, guns, and cannons.
2. The King allied himself with wealthy towns. (Barons were from the country.)
1400
In England, Chaucer wrote The Canterbury Tales.
It is a collection of stories. He describes life in England and satirizes Church officials.
Rise of nationalism
1337-1453
The Hundred Years’ War
In 1337, England invaded France.
1. In 1415, at the Battle of Agincourt, a modern army (13,000 English) defeats a feudal army (50,000 French).
2. The rise of nationalism.
3. The King is the most powerful person in the nation. (Not the nobles. Not the Pope.)
1430
Joan of Arc
During the 100 Years’ War (1337-1453), England invaded France.
Joan of Arc, a peasant girl with visions, led France to victory.
The British captured her and burned her at the stake (for heresy).
Joan of Arc came to symbolize France and French nationalism.
1470
The Legend of King Arthur
King Arthur became a symbol of England and English nationalism.
King Arthur was probably an actual person who lived in England around 500 A.D.
His story was not written until 1470.
It tells about King Arthur, Queen Guinevere, Sir Lancelot, and the Knights of the Round Table.
They live in Camelot and go in search of the Holy Grail (Jesus’ cup at the Last Supper).
The main theme is not chivalry; it is democracy and justice.
King Arthur and his men sit at a round table. They are all equals.
The Church loses power
1095-1291
The Crusades
The Christians did not recapture Jerusalem and the Holy Land.
The Pope and Crusaders had motives (political power, material gain) other than religious ones.
1347-1350
The
The
The
The
The
Black Death
bubonic plague killed 25% of Europe’s population. One out of four people died!
Church was powerless to stop the plague.
Pope moved out of Rome (1309-1377) to avoid the plague.
Church lost face among the people.
1492
The Reconquista
1492 was a big year:
Ferdinand & Isabella become the King & Queen of Spain.
They defeated the Muslims. They expelled the Jews.
The Spanish Inquisition began.
The Middle Ages ended.
They financed Columbus’ voyages to the New World. This was now the Age of Exploration!
The Spanish Inquisition
In 1231, the Pope created a special Church court to investigate and punish heretics.
A heretic is a person who is opposed to the teachings of the Church.
The Inquisition was active in France, Germany, Italy, and Spain.
Most people remember the Spanish Inquisition launched by Ferdinand & Isabella.
People were tortured to extract confessions.
Those who refused to confess were burned at the stake.
The Inquisition stood in stark contrast to the rise of the English legal system - trial by jury of your peers.
page 21
Game
Lesson #3
Turn the timeline into a board game!
Medieval Europe
Who are You? cards
Cut out, decorate, and paste onto cardboard.
Number the cards in chronological order!!!
A homemade board game
Here is the model
We have provided some facts about medieval
England. Using the timeline (previous pages), write
cards for EVERY fact in medieval Europe. Put the
cards into historical order. Then . . .
Break into groups of 4. Each group should design its
own board, decorating the outside rim with important
cities (see below).
The year is 350 A.D. and you are St. Augustine - the
monk who spread Christianity throughout England.
Move to Canterbury, the center of the Christian
Church in England and collect $350.
The year is 400 A.D. and you are a seafaring raider sailing with a bunch of Angles and Saxons from
Germany. You raid the coasts of "Angle-land." When
you grow old, you each form your own little
kingdom. Move to the Isle of Wight and collect $400.
Every few spaces, put a Who are YOU? space. Each
group must design Who are YOU? cards: Xerox the
next pages and have students cut them up. Paste
them onto pieces of posterboard. One side should
read Who are YOU? card; the other should have the
historical event. Put them in order. Bring in dice, play
money, etc.
The year is 400 A.D. and you are the legendary King
Arthur with your Knights of the Roundtable. A legend
arose around you. Move to Wales and collect $400.
How to begin: Each player begins with $2000 worth
of play money. Begin at London: Roll the dice and
move clockwise. Every time you pass this city, collect
$200 from the bank. Every time you hit a Who are
YOU? space, draw a card to tell you your next move.
Read the Who are YOU? cards aloud.
The year is 1,000 A.D. and you are Edward the
Confessor, the religious man who built the church
known as Westminster Abbey. Move to London and
collect $1000 because kings and queens lived in the
Palace of Westminster for 500 years.
How the game ends: The game is over when you
have run out of Who are YOU? cards. Whoever has
the most money at the end, wins!
The year is 1066 and you are William the
Conqueror, the French duke who led the Norman
Invasion and won the Battle of Hastings. Move there
and collect $1066: You conquered England.
Famous Places
The English Channel
The Battle of Hastings
The North Sea
Runnymede
The Thames River
Isle of Wight
London
Wales
Canterbury
Wessex
Nottingham Forest
Cardiff
page 22
The year is 886 A.D. and you are Alfred the Great,
King of Wessex. Move there and collect $886 for
defeating Viking raiders from Denmark.
You are William the Conqueror. Born in France, you
were heir to the English throne. Move to London and
collect $1066 for the Norman Conquest. (You conquered England.)
The year is 1170 and you are King Henry II, famous
for doing good and evil. You institute Common Law
and trial by jury - yet you order the assassination of
Thomas Becket, Archbishop of Canterbury. Move to
Canterbury and pay $1170 for murder in a cathedral.
The year is 1200 and you are an English architect.
Move to the Thames River and collect $1200 for building London Bridge.
Lesson #4
The year is 1215 and you are Richard the Lionhearted. You go off on the Crusades, leaving Bad
King John to rule England. He raises taxes so badly
that Robin Hood and his Merry Men resist them.
Move to Nottingham Forest and pay $1215 to the student on your left.
Game
Other ways to use the cards from the board game . . .
Games using the cards
Save these cards for future use . . .
The year is 1215 and you are King John, England's
worst king. The nobles forced you to sign the Magna
Carta - admitting that you are not above the law.
Move to Runnymede and pay $1215 because now you
have to respect peoples' rights and share power with
the nobility.
The year is 1297 and you are a member of
Parliament, the world's first congress. King Edward I
agrees that he cannot raise taxes without first getting
your permission in Parliament. Move to London and
collect $1297 for this is the beginning of representative
government.
You are Edward I, the man who conquered Wales and
killed the Prince of Wales. Move to Cardiff,
but collect no money. Ever since, the king's first-born
son and heir is known as the Prince of Wales.
The year is 1200 and you are a student at Oxford
University. Move to London and collect $1200 to buy
a black robe (like students wear for graduation today)
to wear to class. This may be an expensive
school, but your classrooms are cold and drafty.
The year is 1429 and you are Joan of Arc, the peasant girl who helped the French Army defeat the
English in the Hundred Years' War. Stay where you
are and pay $1429 because the British burn you at the
stake.
The year is 1400 and you are Chaucer, author of The
Canterbury Tales. Next to Shakespeare, you are
England's finest writer. Move to Canterbury and collect $1400.
Monkey in the Middle
Break into groups of 5. Form a circle. One student sits
in the middle with a Post-it note on her forehead. The
group gives her clues. She must guess who she is.
Small group practice prepares students for the quiz
show . . .
Name that person!
Break into two teams. Read the card, leaving out the
person's name. One person (from one team) guesses
who the person is. If the answer is correct, the team
gets one point. If not, the other team gets to answer.
Name that country!
Bad King John - England
Joan of Arc - France
Name that date!
We are most interested in 1066 and 1215.
Turn the date into its century
1066 is the 11th century
1215 is the 13th century
Name that contemporary!
Contemporary: A person who lived at the same time.
Club students into contemporaries . . .
Here’s one family: Henry II, Eleanor of Aquitaine,
Richard the Lion-hearted, Bad King John
The Human Timeline!
Students must put the events into chronological order.
Jumble up the cards.
Pass out 5 cards to five students.
Ask the class to put them in order.
Break into two teams.
With 5 cards and 5 students in front of the class,
the teams compete to put them in order.
page 23
page 24
1. The geography of Europe
Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways,
vegetation, and climate and their relationship to ways of life in Medieval Europe.
page 25
Mapping
Lesson #5
1. Study the geography of the Europe and the Eurasian land mass, including its location, topography,
waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
Europe
As the teacher tells the story, students color their desk maps.
Use highlighters, so you can still read the names of places.
Fall of the Roman Empire
1. ITALY
RED: Highlight Italy. In Italy, write
When we last looked at Europe, the western part of the Roman Empire fell apart.
The only institution left standing was the Christian Church, based in Rome.
There, the Bishop of Rome kept on truckin’.
During the Middle Ages, barbarians converted to Christianity.
The Bishop of Rome was called “the Pope.”
He became politically powerful.
How are you going to remember that the Pope lived in Rome, Italy?
The Pope.
Barbarian kingdoms
At the beginning of the Middle Ages, there were many barbarian kingdoms.
1. GERMANY
RED: In Germany, write Barbarian
Germany was full of barbarian warriors who formed Germanic kingdoms.
How are your going to remember that the Saxons originally came from Germany?
(Hint: Saxony is one of the provinces in Germany.)
Bet you’ll never remember that all the Teutonic tribes came out of Germany.
warriors
2. ENGLAND
RED: In England, write Angles & Saxons.
The Angles and Saxons migrated to England.
Ever since, we refer to the English as being Anglo-Saxon!
How are you going to remember that the Anglo-Saxons lived in England?
(Hint: Angles = English, Angle-lond = Engla-lond = England. Anglo sounds like England.
The Church of England is the Anglican Church. If you are Mexican, your ancestors came from Spain.
An Anglo is a person whose ancestors came from England.)
3. FRANCE
RED: On France, write
The Franks lived in France.
Charlemagne was King of the Franks.
How are you going to remember that the Franks ruled France?
(Hint: Franks sounds like France!)
Charlemagne.
4. NORWAY, SWEDEN, DENMARK
RED: On Norway, Sweden, Denmark, write Vikings.
The Vikings were barbarians in boats.
Draw an arrow from Norway to England.
At the drop of a hat, they raided the coasts.
Draw another arrow from Norway to France.
Especially the coasts of England and France.
How are you going to remember that the Vikings came from Norway, Sweden, and Denmark?
The Vikings are also known as Norsemen - Norway is in the “norse” of Europe!
Bet you’ll never remember Scandinavia = Norway, Sweden, Denmark.
5. SPAIN
RED: On Spain, write The Muslims
In 711, Muslims conquered Spain. They ruled Spain for the next 700 years (711 - 1492).
How are you going to remember that the Muslims ruled Spain?
(Hint: Ferdinand and Isabella defeated the Muslims in 1492.)
Lecture
Lesson #6
How do you calm down a roaming barbarian? Give him land! (That’ll tie him down.)
Barbarian warriors invented feudalism . . .
It provided political order!
Barbarians settled down on the land
At first, barbarian warlords controlled men, not land.
Then they formed barbarian kingdoms.
Land was power
In medieval Europe, power belonged to those who controlled the
(Later on, power will belong to those who control the sea.)
land.
It was a land system
The lord distributed land to his vassals.
The vassal did not own the land; he held it.
He did not pay rent; he owed military service.
When he died, his first-born son inherited the land.
The land cannot be broken up, so it cannot go to all the children.
If he had no children, the land goes back to the lord.
It was a military system
In the beginning each Germanic warrior attached himself to a warlord.
It went like this: “I swear personal loyalty to you. I am your vassal.
I will fight on your behalf. In return, you give me land.”
It was a political system
Feudalism provided law and order.
1. The lord held court and administered justice.
Many of the legal customs in these courts have become part of the legal system of England the U.S.
2. The vassals protected the lord, his land, and the people attached to the land.
3. Before making laws (or going to war), the lord was supposed to consult his vassals.
It was a social system
Feudalism was a social system based on land.
A. The aristocracy owned land.
1. King
2. Nobles (dukes, marquesses, counts, etc.) A marquess was vassal under a duke and lord over a
count.
3. Knights
B. Commoners did not own land.
4. Peasants
5. Artisans, Craftsmen
6. Merchants
Serfs were attached to the land
An aristocrat owned a landed estate which was called a manor.
Farmers turned over their land to the lord and became serfs.
A serf is not attached to the lord; he and his family are attached to the soil forever!
Serfs grew grain and gave their lord part of the harvest; in return, the lord protected them.
Society was based on farming
In Medieval Europe, everybody lived in the countryside. Most were peasants who spent their lives farming . . .
Lesson #7
Mapping
1. Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
Europe was perfect for farming!
But there was a shortage of farmland.
Location
Where is Europe relative to Asia?
What sea lies south of Europe?
What sea lies north of Europe?
What sea lies west of Europe?
What separates England from the rest of Europe?
Europe lies west of Asia.
The Mediterranean Sea.
The North Sea.
The Atlantic Ocean.
The English Channel.
Highlight
Highlight
Highlight
Highlight
it
it
it
it
in
in
in
in
blue.
blue.
blue.
blue.
Topography
Where is Northern Europe? North of the Alps!
Northern Europe lies north of the Alps!
How would you describe the location of the Alps?
In Switzerland, write “The Alps.”
The Alps are not a barrier to movement:
Traders have moved through the mountain passes for centuries.
The Great European Plain
This region runs along the coast
from southeastern England
through France and Germany.
This low land is mostly flat with some rolling hills.
YELLOW: England (Middlesborough to Dorchester)
France + neighbors (Belgium, Netherlands,
Luxembourg), Germany + neighbor (Denmark).
Perfect for farming
1. Flat ..................................This low land is mostly flat with some rolling hills.
2. Good Soil .........................Because of its good soil, it is one of the world’s best farming regions.
3. Perfect for Grain ..............The majority of farmland is sown in grains - wheat, barley, oats, and rye.
4. Rivers ...............................It has some of the best navigable rivers in the world.
5. Cities arose during the Middle Ages: London, Paris, Amsterdam, Copenhagen, Berlin, Hamburg.
Waterways
River valleys are great for farming
Europe has lots of rivers. Why are rivers a great thing to have?
1. Great for farming in river valleys.
2. Great for transportation and trade. Of course, nobody travelled until the late Middle Ages (1300s).
Navigable rivers
Europe has some of the best navigable rivers in the world.
Ships can sail from the ocean, up the river, to a major city.
1. The Thames (Temz) in England
2. The Seine in France
3. The Rhine in Germany.
BLUE: Trace the river that runs through London. Label it.
BLUE: Trace the river that runs through Paris. Label it.
BLUE: Trace the river that runs through Bonn + Rotterdam.
Label it.
page 29
Cities arose in the late Middle Ages
If you were going to put major cities in Europe, where would you put them?
(On a major river that leads to the sea.)
Short distances
The distance from Rome to Paris is 700 miles.
That is the distance from New York to Chicago.
That is the distance from San Diego to Eureka, California.
Vegetation
Shortage of Land
Thanks to forests and swamps, there was a shortage of good farmland.
Europe has lots of forests.
Forests are great for wood:
1. To build homes.
2. To put wood in the fireplace - for heating and cooking. (Winters are cold, so firewood is a must!)
3. Forests are a great place to hunt for deer and other wild game. Hunting is a big deal in medieval Europe.
Forests gave rise to folktales.
Forests are scary places: Many of our fairy tales came out of medieval forests.
That is, they were written during the Middle Ages.
The Black Forest in Germany was the scene of Hansel and Gretel, Goldilocks & The Three Bears.
England’s Sherwood Forest was the setting of Robin Hood & his Merry Men.
Climate
Northern Europe is cooler than Southern Europe.
But the climate is not as cold as it should be:
A river of warm water in the Atlantic Ocean flows from our Gulf of Mexico to England and France.
So winters are mild.
Northern Europe was four seasons.
The main crop was grain and the main food was bread.
The climate allows you to plant and harvest two crops of grain - once in the spring, once in the fall.
Harvest -time was the biggest time for holidays and festivals.
Islands
Which island played a big role in medieval history?
The British Isles (England, Scotland, Wales, Ireland)
Peninsulas
Where was the home of the Pope?
Italy.
Where did the Vikings come from?
Norway, Sweden, Denmark.
Before of 1453, which was part of the Byzantine Empire? Greece
As of 1492, what two nations lie on the Iberian?
Peninsula?
Spain and Portugal.
Next to Spain, write “The Iberian Peninsula.”
The end of the Middle Ages
Many historians regard 1492 as the end of the Middle Ages.
page 30
Mapping
Lesson #8
1. Study the geography of the Europe and the Eurasian land mass, including its location, topography,
waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
England
As the teacher tells the story, students color their desk maps.
Use highlighters, so you can still read the names of places.
The island of Great Britain covers England, Scotland and Wales.
The British Isles (United Kingdom) includes Ireland.
A small country
1. True or False: England is bigger than Japan. (False)
2. True or False: England is bigger than California. (False)
England is 95,000 square miles.
Japan is 126,000 square miles.
California is 159,000 square miles.
A shortage of farmland
Only southeastern corner of England was good for farming.
RED: Draw a line from Middlesborough to Dorchester.
All the land east of this line is suitable for farming.
All the land west of this line is not.
3. What % of England is farmland? (Only 25%.)
4. True or False: In medieval England, barons did not fight over land. (False. Feudalism is all about land!)
England is isolated
5.
6.
7.
8.
How would you describe the location of England? (It lies northwest of France.)
True or False: England is geographically isolated. (True)
Why is England geographically isolated? (It is an island that lies off the coast of Europe.)
It is only 200 miles from Paris to London, but what separates them? (The English Channel.)
The English Channel
9. At its narrowest point, the English Channel is only 25 miles wide.
10. At its narrowest point, only 25 miles separate England and France.
11. The English Channel has rough water, bad weather, and severe fog.
12. No invader since William the Conqueror has successful crossed the English Channel and invaded England.
The impact of isolation
13. What other island nation have we studied? (Japan)
14. How would you describe Japan’s culture?
(It borrowed many ways from the continent - China - but developed its own distinct culture.)
15. Knowing that, what do you predict happens to England’s culture?
(It borrowed many ways from the continent - France - but developed its own distinct culture.)
Democratic ideals and institutions
16. An island is a great place to run a political experiment. Why?
(When you are isolated by the sea, you have centuries to run your experiment.)
17. The English experimented with democracy. Who first invented democracy? (The ancient Greeks.)
18. The English experimented with representative government. Who invented that? (The ancient Romans.)
19. England's distance from the rest of the world helped foster centuries of tradition.
Over time, they invented a justice system. Like what? (Trial by jury. A jury of your peers.)
20. True or False: We have inherited our political traditions from England. (True)
page 32
page 33
Game
Lesson #9
1. Study the geography of the Europe and the Eurasian land mass, including its
location, topography, waterways, vegetation, and climate and their relationship to
ways of life in Medieval Europe.
The
geography of
Europe
Break into pairs. Examine
each fact. Using the
chart, categorize each
fact. When you are finished, play The Bell
Game: “Name that
Theme!”
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
Remember: We give a
suggested answer. Your
answer may be different.
It is correct if you can
explain it!
1.
2.
3.
4.
5.
The Five Themes of Geography
1. Location
Exact location: What is the latitude and longitude?
Relative location: “It is northeast of such and such.”
2. Place
Physical features: Describe the land, rivers, mountains, vegetation, climate.
Cultural features: Describe everything that is man-made!
3. Interaction
How people interact with the land, rivers, sea, mountains, and climate.
How people adapt to, modify, and depend upon their surroundings.
Examples: Farm the land, dam the river to prevent floods, build ski resorts
in the mountains, pollute the air, wear wool clothing in the winter.
4. Movement
What people move into and out of this place? By what means?
What goods move into and out of this place? By what means?
What ideas move into and out of this place? By what means?
As a result of all this movement, this place is connected to other places.
What places?
Example: Philadelphia and Phoenix are connected by football.
5. Region
A region is an area that has common physical or human features.
New England is a region with a common coastline, climate, and history.
Europe lies west of Asia.
Europe lies north of the Mediterranean Sea.
Most of Europe lies south of the North Sea.
Europe lies east of the Atlantic Ocean.
The English Channel separates England from the rest of Europe.
Barbarian Europe . . . as of 800 A.D.
Fall of the Roman Empire
6. The Roman Empire (the western part, that is) fell in 500 A.D.
7. The only institution left standing was the Christian Church, based in Rome.
8. The Bishop of Rome was called “the Pope.”
9. Over time, missionaries converted the barbarians to Christianity.
Barbarian Kingdoms
10. At first, barbarian warlords were on the move; they controlled men, not land.
11. Then they formed barbarian kingdoms.
12. Saxon warlords formed kingdoms in Germany.
13. The Angles and Saxons (warlords) formed kingdoms in England.
14. Ever since, we refer to the English as being Anglo-Saxon!
15. The Vikings (or Norsemen) lived in Norway, Sweden, and Denmark.
16. The Vikings were barbarians in boats.
17. In the 800s, the Vikings raided the coasts of England and France.
18. The Vikings are also known as Norsemen - Norway is in the “norse” of Europe.
19. In 711, Muslims conquered Spain. They ruled Spain until 1492.
20. The Franks lived in France.
page 34
The Answers
If you can explain your answer,
you are correct!
1. Location
2. Location
3. Location
4. Location
5. Location
6. Region
7. Place
8. Place
9. Movement
10. Movement
A kingdom is a region
11. Regions
12. Region
13. Region
14. Place
15. Region
16. Movement
17. Movement
18. Location
19. Region
20. Region
Feudalism
What does feudalism have to do with geography?
Land was power
21. Land was power.
22. In medieval Europe, power belonged to those who controlled the land.
23. The lord distributed land to his vassals.
24. He did not pay rent; he owed military service.
Manorialism was an economic system
25. An aristocrat owned a landed estate which was called a manor.
26. Serfs worked the land and grew grain.
The Manor
27. Each manor was economically self-sufficient.
28. The manor provided military protection, church services, and a cultural life.
29. The farmland provided food that was raised by serfs.
30. The forests provided game for hunting and wood for building and cooking.
31. The river provided fishing.
32. The village provided services (miller, blacksmith, mason) and produced crafts
(weaver, shoemaker).
Society was based on farming
33. In Medieval Europe, everybody lived in the countryside.
34. Most folks were peasants (serfs) who spent their lives farming.
Europe was perfect for farming!
The North European Plain
35. The North European Plain runs along the coast from southeastern England,
through France and Germany. (To Russia.)
36. The North European Plain is excellent for farming: It is a flat lowlands that has
excellent soil.
37. Because of its good soil, the North European Plain is one of the world’s best
farming regions.
38. Farming was great in the river valleys.
39. The majority of farmland is sown in grains - wheat, barley, oats, and rye.
21.-25. Place
The cultural features
of medieval Europe
26. Interaction
27. Region: A manor was a territory unto itself.
28.
29.
30.
31.
Place
Interaction
Interaction
Interaction
32.-33. Place
The cultural features
of medieval Europe
34. Interaction
35.
36.
37.
38.
39.
Region / Location
Region / Interaction
Interaction
Interaction
Interaction
40. Place - Climate is always a
physical feature.
41. Interaction
42. Interaction
43. Regions
Europe had vast regions of
forests. Europe had regions of
swamplands.
44. Interaction
45. Interaction
46. Interaction
47. Interaction
Also a cultural feature of
medieval Europe.
Climate
40. The climate is not particularly hot or cold; thanks to warms seas, the climate is
mild.
41. Thanks to the climate, you could harvest TWO crops of grain (barley, oats, rye)
once in the spring, once in the fall.
42. The main crop was grain (BOR: barley, oats, rye) and the main food was
bread.
Shortage of Land
43. Thanks to forests and swamps, there was a shortage of good farmland.
44. Forests are great: They provide wood for building homes.
45. Forests are great: They provide wood for for heating and cooking.
46. Forests are a great place to hunt for deer and other wild game.
47. Hunting was a big deal in medieval Europe.
page 35
Forests gave rise to folktales
48. Forests are scary places: Many of our fairy tales came out of medieval forests.
49. The Black Forest in Germany was the scene of Hansel and Gretel, Goldilocks
& The Three Bears.
50. England’s Sherwood Forest was the setting of Robin Hood & his Merry Men.
Europe was perfect for trade!
The rise of towns and trade
51. Trade revived in the 1100s.
52. Towns and cities arose in the 1100s (London, Paris, Amsterdam, Copenhagen,
Berlin, Hamburg) and traded with one another.
No barriers to movement
53. It’s easy to move around Europe.
54. Europe is the only continent with no barriers to movement.
55. Northern Europe has no mountains.
56. Southern Europe has the Alps, but they are not a major barrier to movement:
57. For centuries, traders have moved through the mountain passes.
58. Europe is the only continent with no deserts.
Navigable rivers
59. Europe has some of the best navigable rivers in the world.
60. Ships can sail from the ocean, up the river, to a major city.
61. The Thames River runs from London to the English Channel.
62. The Seine River runs from Paris to the sea.
63. The Rhine River runs from Germany to the sea.
Short distances
64. Europe is a small place; the distances between places is short.
65. The distance from Rome to Paris is 700 miles. (That is the distance from San
Diego to Eureka, California.)
66. During the Middle Ages, folks from France walked through Europe on their way
to the Middle East.
Peninsulas
67. The Pope lived on the Italian Peninsula.
68. The Vikings or Norsemen lived on the peninsulas of Norway, Sweden, and
Denmark.
69. The Muslims controlled the Iberian Peninsula - that is, Spain and Portugal.
page 36
48.-50. Place:
Cultural features of medieval
Europe.
51.
52.
53.
54.
55.
56.
57.
58.
Movement
Movement
Movement
Movement
Region
Region / Movement
Movement
Region - no desert regions
59. Place
Physical feature
60. Movement
61. Place
Physical feature
62. Place
Physical feature
63. Place
Physical feature
64. Region / Movement
65. Movement
66. Movement
A peninsula is a region
67. Region
68. Region
69. Region
England
70. Region
An island is a small region.
An Island Nation
70. England is an island nation.
71. England played a big role in medieval history.
72. The British Isles (U.K.) consists of England, Scotland, Wales and Ireland.
71. This is a tough one!
We say: Movement of ideas.
England is isolated
73. England lies northwest of France.
74. England is geographically isolated.
75. England is an island that lies off the coast of Europe.
74. Movement - not much of it
The Sea
76. The English Channel separates England from the rest of Europe.
77. The sea did not always protect England from foreign invasion.
78. William the Conqueror crossed the sea and invaded England in 1066.
Close to France
79. England lies northwest of France.
80. From France, you can sail across the English Channel to England.
81. It is only 200 miles from Paris to London.
82. England lies on the westernmost fringe of Europe.
A small country
83. England is smaller than California.
84. Only the southeastern corner of England is good for farming.
85. Only 25% of England is suitable for farming.
86. In medieval England, barons fought continuously over land.
The impact of isolation
87. Like medieval Japan, England developed its own distinct culture.
88. An island is a great place to run a political experiment.
89. You have centuries of isolation to run your political experiment.
90. The English experimented with democracy.
91. The English experimented with representative government.
92. Over time, they invented a justice system that included trial by jury.
93. England's distance from the rest of the world helped foster centuries of political
traditions.
72. Region
73. Location
75. Location
76. Location
Barrier to movement
77.
78.
79.
80.
81.
82.
83.
Movement
Movement
Location
Movement
Movement
Location
Region
84.-85. Region:
The farming region of England
86. Movement of knights
87. Region
An island nation always develops its own distinct culture.
88. Region
89. Little movement from outside
90.-92. Place
Unique cultural features of
England
93.
94.
95.
96.
Location
Movement of ideas
Movement of ideas
Movement of ideas
England’s impact on the United States
94. We have inherited our political traditions (representative government) from
England.
95. We have inherited our legal system (due process, trial by jury) from England.
96. We have inherited our constitutional system (rule of law, limited government,
three branches of government) from England.
page 37
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: LOCATION, PLACE, INTERACTION, MOVEMENT, REGION
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 38
Lesson #10
Internet
1. Study the geography of the Europe and the Eurasian land mass, including its
location, topography, waterways, vegetation, and climate and their relationship to
ways of life in Medieval Europe.
Homework: The geography of Europe
The Answers
Location
http://www.infoplease.com/atlas/europe.html
1. Where is Europe relative to Asia?
2. True or False: England (United Kingdom) lies off the coast of mainland Europe.
Topography
http://www.worldatlas.com/webimage/countrys/eulnd.htm
3. True or False: Northern Europe has lots of mountains.
http://www.fcps.k12.va.us/OakViewES/harris/96-97/agespages/middle-ages/geography.html
4. True or False: Northern Europe is flat.
1. Europe lies west of Asia
2. True
3. False
Southern Europe has mountains: Alps, Pyrenees,
Apennines
4. True
5. False
Only southeastern England is
flat.
6. True
7. True
http://www.lib.utexas.edu/maps/europe/europe_ref01.jpg
5. True or False: Most of England (U.K.) is flat.
8. Forests
9. True
http://www.cia.gov/cia/publications/factbook/reference_maps/europe.html
6. True or False: Most of France is flat.
Waterways
http://www.worldatlas.com/webimage/countrys/euriv.htm
7. True or False: Northern Europe has lots of rivers.
Vegetation
http://www.maps.ethz.ch/actual-europe.html#europe-phys
8. Europe was covered with what vegetation?
10. Europe has a mild climate.
Not too hot, not too cold.
Because of its latitude,
Europe’s winters should be
freezing cold.
But they are not. A warm current in the Atlantic Ocean
makes winters milder than they
should be.
http://www.uwec.edu/geography/Ivogeler/w111/articles/neplain.jpg
9. True or False: Europe is great for farming.
Climate
http://encarta.msn.com/media_461533460_761570768_1_1/Europe_Climate_Map.html
10. A lot of people settled in Europe because of its climate. Why?
Blank map of Eurasia
http://geography.about.com/library/blank/blxeurasia.htm
Print out the map. Label Europe. Label Asia.
Don’t know your geography? Try this quiz!
http://www.lizardpoint.com/fun/geoquiz/euroquiz.html
page 39
Internet
Lesson #11
1. Study the geography of the Europe and the Eurasian land mass, including its
location, topography, waterways, vegetation, and climate and their relationship to
ways of life in Medieval Europe.
The Answers
Homework: Barbarian Kingdoms
1. England (or the United
Kingdom)
Feudalism arose out of the traditions of Barbarian Kingdoms.
2. France
3. Germany
Barbarian kingdoms / modern countries
4. Norway, Sweden, Denmark
5. France
Use these two maps to questions #1-4
http://history.smsu.edu/jchuchiak/HST%20101--Theme%2014-Maps%20Barbarian_and_germanic_invasions.htm
http://www.yourchildlearns.com/europe_map.htm
6. Charlemagne
7. England
8. Norsemen or Northmen
1.
2.
3.
4.
The Anglo-Saxons lived in what modern country?
The Frankish kingdom is in what modern country?
The Saxons originally came from what modern country?
The Norsemen or Vikings lived in what modern countries?
Kingdom of the Franks, 500
http://www.metmuseum.org/toah/ht/06/euwf/ht06euwf.htm
5. The Frankish kingdom covered what modern country?
9. By sea. On ships.
10. They were pagans.
Everybody in Northern Europe
was pagan (polythism) until
Christian missionaries converted them.
11. Pirate.
12. By sea
http://www.lucidcafe.com/library/96apr/charlemagne.html
6. In 800, the Pope crowned the King of the Franks. Who was he?
The Anglo-Saxons, 600
http://emuseum.mnsu.edu/prehistory/vikings/angsaxe.html
http://www.hightowertrail.com/SLT2000/Northumbria.htm
7. Around 600, the Anglo-Saxons settled what country?
The Vikings, 800
http://crystalinks.com/vikings.html
8. The Vikings are also called what?
9. The Vikings travelled by what means?
10. The Vikings followed what religion?
11. What does “Viking” mean?
http://darkwing.uoregon.edu/~atlas/europe/static/map16.html
12. How did the Vikings travel?
13. The Vikings were big during which century?
http://www.ncte.ie/viking/less1.htm
14. Where did the Vikings come from?
page 40
13. 800s = 9th century
They attacked Charlemagne’s
territory.
14. Scandinavia = Norway,
Sweden, Denmark
Lesson #12
Mapping
1. Study the geography of the Europe and the Eurasian land mass, including its location, topography,
waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
Draw your mental map of Europe!
Your mental map . . .
Cover over the maps hanging on your classroom wall.
Break into pairs.
Easy: Give each pair a blank map. During class discussion, give each pair a labeled map.
Blank map:
http://www.eduplace.com/ss/maps/pdf/eur_countrynl.pdf
Labeled map: http://www.eduplace.com/ss/maps/pdf/eur_country.pdf
On the map, draw or label anything that has to do with these topics.
1. Location
2. Topography
3. Waterways
4. Vegetation
5. Climate
The Atlas
Compare your sketch to the map in the atlas. How accurate was your map?
Class Discussion
Compare the maps . . .
1. Location
Which group labeled two continents - Europe
Why do you suppose the others forgot?
and Asia?
2. Topography
Which group labeled the Northern European
Why do you suppose the others forgot?
Plain?
3. Waterways
Which group remembered all the seas and rivers?
Which seas did students forget? North Sea, Mediterranean, Atlantic Ocean, English Channel
Which rivers did students forget? Thames, Seine, Rhine
4. Vegetation
Which group wrote forests across northern Europe?
Why do you suppose the others forgot?
5. Climate
This was the toughest!
Which group (if any) wrote on the Atlantic Ocean: Warm seas create a
mild climate in Europe?
When you have finished this workbook, try this map-and-list exercise again.
How has your mental map changed?
page 41
page 42
Lesson #13
Game
Can you think of a term from A to Z?
The ABCs of Europe’s geography
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Atlantic Ocean, Alps, Anglo-Saxons - where did they live?
British Isles, barley
Charlemagne - where did he live?
Draining swamps
Europe, Eurasia, England, English Channel, Europe - where is it relative to Asia?
France, Frankish Kingdom, the Franks - where did they live?
Grain, Great European Plain
How did the Vikings get around?
Iberian Peninsula - which two countries lie on this peninsula?
Just two countries lie on the Iberian Peninsula - which two?
Know your rivers - Thames, Seine, Rhine
Land shortage, London, lowlands
Mediterranean Sea, Muslims - they controlled one European country. Which one?
Northern Europe, North Sea, North Atlantic Drift, navigable rivers
Oats
Paris
Question: Where is Northern Europe? (North of the Alps!)
Rome, Rhine River, rye
Scandinavia
Thames River, Tribes - Where did the Anglo-Saxons and Franks live?
U need to know: The North European Plain was flat and had great soil!
Vegetation: What type of vegetation existed in Northern Europe?
Where did the Vikings come from?
X marks the spot: The Muslims controlled one country in Europe. Which one?
You need to know: During the Middle Ages, England became the first modern nation in Europe.
Zee North Atlantic Drift is a current of warm water that makes Europe warmer than it should be.
page 43
Game
Lesson #14
Learn terms.
Learn the logic of a multiple-choice test.
Can you speak European?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Atlantic Ocean, Alps, Anglo-Saxons
British Isles, barley
Europe, Eurasia, England, English Channel
Franks - where did they live?
Grain
Iberian Peninsula
London, lowlands
Mediterranean Sea
North European Plain, North Sea, North Atlantic Drift,
navigable rivers
Oats
Paris
Rome, Rhine River, rye
Scandinavia
Thames River
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 44
2. The spread of Christianity
Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
page 45
Lecture
Lesson #15
2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by
monasteries in its diffusion after the fall of the western half of the Roman Empire.
Missionaries spread Christianity
throughout northern Europe
When the Roman Empire fell (the western part, that is), the only institution left standing was the Christian
Church.
Missionaries converted the barbarians
Polytheism
The barbarians of northern Europe were pagans.
They believed in polytheism - the worship of many gods.
They worshipped a god of war, a god of thunder, a goddess of fertility, etc.
It was downright dangerous to challenge the religious ideas of a warrior!
Yet courageous missionaries wandered about, preaching the Gospel.
Monotheism
Christians believed in monotheism - the worship of one God.
Missionaries converted the barbarians to Christianity.
There many barbarian tribes and kingdoms, but the Church was a unifying force:
Everybody began to worship the same God.
Missionaries converted barbarian Kings
The Franks: The first Kings to embrace Christianity
From 500 to 800, missionaries converted a series of Frankish Kings to Christianity.
1. In 500, Clovis converted to Christianity.
He was the first (but not the last) Germanic king to embrace Christianity.
As a result, all of his warriors converted to Christianity.
2. In 700, Charles (“The Hammer”) Martel made war on the Muslims.
In 732, he defeated the Muslims at the Battle of Tours.
By winning, he stopped the Muslims from conquering France.
He ensured that Western Europe would be Christian.
3. In 750, Pepin the Short made war on barbarians in Italy (the Lombards).
He turned land in Rome over to the Pope.
Ever since, the Pope has lived on these lands. Today, the Pope’s land is called the Vatican.
4. In 800, Charlemagne (“Charles the Great”) made an alliance with the Christian Church.
He defended the Church from attacks and he spread Christianity.
Christian priests followed his army, preaching the Gospel and converting people along the way.
In return, the Pope crowned him King.
page 46
St. Augustine
596
Of all the Christian missionaries, St. Augustine was the most famous.
He converted the barbarians of England to Christianity.
Augustine was a monk who headed a monastery in Rome, Italy.
In 596, the Pope sent him (and a group of monks) to England.
Their mission? To establish the Christian church and convert people to Christianity.
Converting the barbarians of England
Augustine established a church at Canterbury.
From there, he sent out missionaries to convert the Anglo-Saxons to Christianity.
The wandering monks converted THOUSANDS of people to Christianity.
Why they converted
The Anglo-Saxons were fond of battle imagery and heroic epics:
They liked Christian Bible stories like Moses, the Exodus, and Joshua fought the battle of Jericho.
They were REALLY impressed by the solemnity of the Christian church service.
Archbishop of Canterbury
In 601, Augustine became the first Archbishop of Canterbury.
That is the highest position in the Church in England.
St. Patrick
389-461
Every year we celebrate St. Patrick's Day. Why?
Before telling this story, ask your students what they already know about St. Patrick.
Patrick grew up in England.
When he was 16 years old, he was kidnapped by a group of pirates and sold into slavery!
For the next 6 years, he lived as a slave in Ireland.
While in captivity, he devoted himself to the study of Christianity.
After 6 years, he escaped and returned to England.
There, he decided to become a missionary to the people of Ireland - his previous captors!
Patrick returned as the Bishop of Ireland.
He built monasteries, which became centers of learning.
He was one of the first people to preach Christianity to the clans in Ireland.
He won many converts.
He was successful in converting the Irish because he drew on their traditions - like bonfires and the shamrock.
According to legend, St. Patrick explained heaven to the Irish people - using a pot of gold at the end of the rain
bow!
Many legends have arisen around the work done by St. Patrick in Ireland:
According to one legend, St. Patrick charmed all of the snakes of Ireland into the sea, where they drowned.
Today, there are no snakes in Ireland!
Patrick was eventually named the patron saint of Ireland.
Hence, the name Saint Patrick.
Today, Ireland is 95% Catholic.
March 17th is a national holiday. On that day, most people go to church!
page 47
Lecture
Lesson #16
2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by
monasteries in its diffusion after the fall of the western half of the Roman Empire.
The Monastery
Who spread Christianity in Northern Europe?
Wandering missionaries. Monks stayed inside monasteries, away from the world.
A community of monks
Around 350 A.D., monasteries began springing up all over Europe.
In the midst of chaos, they were islands of peace and order.
Monks lived simple lives:
1. They dedicated their lives to God.
2. They followed rules of their order.
3. They lived in poverty.
4. The performed six hours of manual labor every day.
5. Monks were stay-at-homes: They did not go out among the people and preach the Gospel.
Monks lived among the barbarians
Monks set up monasteries among barbarians in Germany, France, and England.
The monastery was all of the following:
1. Farm .................Monks cleared forests, drained swamps, and introduced new crops.
2. Inn ....................Travellers could stay at the monastery.
3. Sanctuary .........It was a safe haven (sanctuary) for refugees.
4. Hospital ............People who were sick were taken care of at the monastery.
5. School ..............A person could learn to read and write at a monastery.
6. Library ..............Monks copied the Bible, plus Greek and Roman classics.
A center of learning
The monastery was the only place in northern Europe where people could read and write.
In medieval Europe, there were two centers of learning:
First the monastery; later the university.
Monks in monasteries copied books - always the Bible, sometimes the classics from ancient Greece and Rome.
Manuscripts
During the Middle Ages, books were called manuscripts.
Monks illuminated manuscripts - that is, they illustrated them with colorful pictures.
Later, when cathedrals were built, stained-glass windows were designed just like pictures in the books.
The impact of monks and monasteries
Preserved Christianity after the fall of Rome
They created Christian communities throughout Northern Europe.
They helped create a Christian Europe.
Saved Europe from ignorance
When the Roman Empire fell (the western part, that is), there were no schools, libraries, or books in Europe.
Nobody could read or write - except a few people in the Church.
It was the Christian Church that preserved learning and set up schools.
Preserved Western culture
The Church provided cultural continuity: It connected the Ancient World with the Medieval World.
By copying the Greek and Roman classics, they preserved the learning of Aristotle and other scholars.
Lesson #17
Group analysis
Lesson #18
Group analysis
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
The Monasteries: What do you think of monks?
The teacher states the situation:
The Barbarians: What do you think of them?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Preserved books and learning.
**Lonely life - they NEVER go outside the walls of the monastery.
***Tell us five facts about monks.
****I feel sorry for the wandering missionaries who preached the
Gospel to barbarians. It was dangerous work.
*****Tell us a new way to regard monks in monasteries.
*Those barbarians gave us a lot of their traditions: The warlord/warrior traditions (lord-vassal relationship), laws based on tradition
(common law).
**Barbarians began as violent pagans.
***Tell us 5 key facts about barbarians.
****Why did the barbarian like going to church?!
*****The barbarians shook up the ancient world (Rome was full of
slavery) and gave us a new way of living.
Graphic organizer
Lesson #19
2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by
monasteries in its diffusion after the fall of the western half of the Roman Empire.
Monasteries:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
When?
When did they
begin?
Where?
Where were monasteries built?
How did they
operate?
How did monks live?
Monasteries
St. Augustine
http://www.heritage.me.uk/religiou/canterb.htm
Who
Who were monks?
Who was St.
Augustine?
http://historymedren.about.com/library/w
ho/blwwauguscant.htm
http://mockingbird.creighton.edu/english/fajardo/teaching/eng340/anglosax.h
tm
What?
List 5 results.
Inside a monastery
http://www.kyrene.k12.az.us/schools/Bri
sas/sunda/ma/1xiao.htm
http://www.britainexpress.com/History/m
edieval-monastery.htm
Photos
Click on the pictures to make them larger.
http://home.bawue.de/~wmwerner/maul
bron/maulbr1.jpg
http://www.angleseyhistory.co.uk/places/penmon/
Manuscripts
http://www.companyservices.nu/photogallery/c_it17.jpg
page 50
Why?
List 5 reasons why
they were set up.
3. Feudalism
Understand the development of feudalism, its role in the medieval European economy, the way in which it was
influenced by physical geography (the role of the manor and the growth of towns) and how feudal relationships
provided the foundation of political order.
page 51
1. The rise of Feudalism
page 52
Lesson #20
Lecture
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal relationships provided the foundation of political order.
Charlemagne
Feudalism began in France!
Feudalism began in France in the 700s.
Everybody and his brother invaded France
Northern France was attacked by Vikings and Germanic tribes.
Southern France was attacked by the Muslims.
They invaded France, but were defeated at the Battle of Tours.
To raise troops, French warlords invented the lord-vassal relationship:
“Be my vassal. Fight on my behalf. I will reward you with land.”
Fief
Under feudalism, most of the terms are French.
The lord gave his vassal a fief - that is, a landed estate.
A fief could be very large - the whole region of Normandy, France.
A fief could be very small - enough for a knight to live on.
Sometimes a fief was so big that it supported 100 manors.
Sometimes it was so small that it supported only one manor.
Charlemagne
In 800, Charlemagne was King of the Franks.
The Franks lived in France.
Charlemagne moved beyond France and conquered most of Western Europe.
Charlemagne spread feudalism
He spread the idea of feudalism: “Be my vassal. Fight on my behalf. I will reward you with land.”
When Charlemagne died, his empire fell apart.
But feudalism spread to the rest of Europe.
Charlemagne spread Christianity
He protected the Catholic Church and helped it spread through Western Europe.
As his army moved through Europe, priests accompanied him and converted people to Christianity.
Under Charlemagne, there was no separation of Church and State.
Charlemagne’s coronation
On Christmas Day in 800, the Pope crowned Charlemagne.
It said: You are king by the grace of God.
It established the divine right of kings.
It established the Pope’s power - after all, it was he who crowned kings.
It showed there was no separation between Church and State.
From then on, there was a question: Who was supreme - Pope or King?
From then on, Popes clashed with Kings.
page 53
Graphic organizer
Lesson #21
Understand the development of feudalism, its role in the medieval European economy, the way in which it was
influenced by physical geography (the role of the manor and the growth of towns) and how feudal relationships
provided the foundation of political order.
Charlemagne:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
Short biography
http://www.lucidcafe.com/library/96apr/c
harlemagne.html
When?
When did he live?
Long biography
http://www.chronique.com/Library/MedH
istory/charlemagne.htm
Where?
Where did he rule?
How ?
When he died, how
was Europe
governed?
Charlemagne
Who
Who crowned him
and what did it
mean?
Map
http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&lin
k=History/Maps&image=AN_497.jpg&im
g=36&it=
The Holy Roman Empire
It was holy (under Charlemagne).
It was not Roman.
It was not an empire.
So we don’t talk about it a whole lot.
What?
What two
contributions did he
make to Europe?
Why?
List 5 reasons why
Charlemagne
conquered Europe.
Answers to
Why he conquered Europe:
1. To bring order
2. To spread Christianity
3. To defeat the Muslims in
Europe
4. To defeat the pagan Vikings
5. Because he was a great military leader and administrator.
When he died, his empire fell
apart, but his new system of
local government (feudalism)
lived on.
page 54
Lesson #22
Group analysis
Lesson #23
Group analysis
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
(Use after next two lessons.)
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
Charlemagne: What do you think of him?
The teacher states the situation:
William the Conqueror: What do you think of him?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Spread feudalism and Christianity. Brought political order to Europe
**He was a barbarian king who loved war.
***Five facts about Charlemagne.
****A barbarian hooked up with the Pope and gave us the divine
right of kings. Charlemagne was King by the grace of God. Does
that make you happy or sad?
*****No separation of Church and State! What if our President and
the Pope shared power?
*He helped England become the first modern nation in Europe.
**He ruled with an iron fist.
***Five facts about William the Conqueror.
****How about the the Anglo-Saxons? What would life be like if you
were conquered?
*****He was medieval Europe’s first powerful King.
page 55
Lecture
3. Understand the development of feudalism, its role in the medieval European
economy, the way in which it was influenced by physical geography (the role of the
manor and the growth of towns) and how feudal relationships provided the
foundation of political order.
William the Conqueror
The French set up feudalism in England!
Lesson #24
As the student tells the story,
the teachers pinpoints places
on a map displayed by the
overhead projector.
Map
The Duke of Normandy (a.k.a.
William the Conqueror) ruled
northwestern France.
1. How close is Normandy to
England? (Very close.)
Ask one student to read this story to the class.
Once upon a time, there was a handsome and powerful nobleman in France - the
Duke of Normandy. He ruled northwestern France - the part of France that is close
to England. A narrow strait, the English Channel, separates France and England.
Despite being thoroughly French, the Duke of Normandy was heir to the throne of
England. But there was a snag: A guy named Harold became King of England. He
descended from the Angles and the Saxons.
2. What body of water did the
Duke of Normandy (a.k.a.
William the Conqueror) have to
cross?
Point to the English Channel.
3. Point to London.
The Battle of Hastings took
place near London. In what
year?
1066.
The Duke of Normandy was no slouch: He gathered a great army of 5,000 knights
from northern France. He and his men sailed in ships across the English Channel
and landed on the southern coast of England. From there, they marched north
toward London.
The Battle of Hastings, 1066
In 1066, the Battle of Hastings was the turning-point. There, the Duke of Normandy
defeated Harold and totally destroyed the Anglo-Saxon army. Historians regard the
Battle of Hastings in 1066 as one of the major battles in World History. It changed
the course of history. It helped England become the first modern nation in Europe.
The story is told in textile art: The Bayeux Tapestry is a wall hanging (woven rug)
that shows his victory.
But there was a snag: The Duke of Normandy had a French name (“Le Duc de
Normandie), spoke French, ate French food, drank French wine and lived in a
chateau - a French castle. Despite being thoroughly French, he had to rule
Englishmen! How could he make those darned Englishmen obey his commands?
A new name
First, the French duke had to change his name. Back in those days, people gave
each other names. Sometimes, the name was based on what you did for a living: If
you were a blacksmith, people called you “Smith.” If you ran the mill, people called
you “Miller.” Sometimes, your name was based on what you looked like: If you
were very tall, your neighbors might name you “Little John.” If you were big and
muscular, they might call you “Burley” and your son “Burleyson.” Charlemagne, the
first ruler of France, was given a name which means “Big Charles,” “Charles the
Grand,” and “Charles the Great.”
The Duke of Normandy marched to London and was crowned King of England. He
was given a new name by the people of England: William the Conqueror.
page 56
William the Conqueror ruled England with an iron hand
That’s all very well and good, but it would take more than a name change for a French duke to control English
barons. (Although barons rank lower than dukes, the English barons weren’t going to make life easy for any foreigner, high rank or not.) As the King of England, William the Conqueror was ruthless: It took him five years to
conquer all of England. Then he ruled it with an iron hand. At every step, he increased power of the King and
reduced the power of the nobles.
He redistributed the land
William the Conqueror took personal ownership of all the land in England.
1. He took land from the English barons who had made war on him.
2. He distributed half the land to the French nobles who had helped him win the Battle of Hastings.
3. He distributed half the land to the English nobles who swore allegiance to him.
Land was power: A land-less man was a powerless man.
Every nobleman became his vassal
William the Conqueror demanded the personal loyalty of every noble.
Normally a nobleman swore allegiance to only one man, his superior:
A count swore allegiance to a marquess.
A marquess swore allegiance to a duke.
A duke swore allegiance to the King.
But he made every nobleman (dukes, counts, barons, etc.) swear allegiance directly to him as King.
This was not just talk:
In medieval times, the code of chivalry demanded that a man keep his promise.
This put all the lords under his direct control.
William the Conqueror upheld all the Anglo-Saxon traditions
William the Conqueror pledged to uphold every English tradition and law.
He recognized church law, feudal law, and common law (past precedents).
In order to understand conditions in England, he commanded a land survey and population census.
Called the Domesday Book, it was the first official record of conditions in England.
His Son
Over time, the French Normans and the Anglo-Saxons intermarried.
In 1100, Henry I became King of England.
He married an Anglo-Saxon noblewoman.
He united the Normans and Anglo-Saxons.
He helped inspire English nationalism.
His Great-Grandson
In 1154, Henry II became King of England.
He was brilliant in law and government . . .
page 57
page 58
Lesson #25
Graphic organizer
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The Norman Invasion:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
A short story
http://www.britainexpress.com/History/b
attles/hastings.htm
When?
When did they
invade?
A long story
http://www.eyewitnesstohistory.com/bay
eux.htm
Where?
Where did they
invade?
How did they
invade?
Describe the invasion
route.
The Norman
Conquest
Map of the battle
http://www.mrfield.btinternet.co.uk/Conquest/map.htm/
Who
Who led the
invaders?
What was his other
name?
What?
List 5 results of the
invasion.
The Leader
http://www.britainexpress.com/History/
William_the_Conqueror.htm
http://www.britannia.com/history/monarchs/mon22.html
Map:
How close was France to England?
http://www.fordham.edu/halsall/maps/10
32francea.jpg
Why?
List 5 reasons why
they invaded.
Bayeux Tapestry
http://www.hastings1066.com/b
aythumb.shtml
http://hastings1066.com/
http://www.britainexpress.com/H
istory/bayeux-tapestry.htm
http://www.fordham.edu/halsall/maps/11
74angev.jpg
page 59
2. The definition of Feudalism
http://www.britainexpress.com/History/Feudalism_and_Medieval_life.htm
page 60
Lesson #26
Lecture
3. Understand the development of feudalism, its role in the medieval European economy, the way in
which it was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
What was feudalism?
Unlike Japan, the lord-vassal relationship was a legal contract.
It was a political system . . . THIS IS THE MOST IMPORTANT
The ceremony
In the beginning each vassal attached himself to lord in a ceremony called investiture.
It went like this: “I swear personal loyalty to you. I am your vassal. Whenever you are attacked, I will come to
your defense (with many others) and fight on your behalf. In return, you give me land.”
The feudal contract
A vassal swore loyalty and military service to his lord; the lord rewarded him with land.
Each side was bound to uphold his side of the contract.
1. If the vassal broke the contract, he lost his land.
2. If the lord broke the contract, the vassal was no longer obedient to him.
By specifying rights and duties, the feudal contract provided the rules of government.
Feudalism provided strong local government
1. The lords on each manor held court and administered justice.
2. Before making laws (or going to war), the lord was supposed to consult his vassals.
It was a land system
Land was power
In medieval Europe, power belonged to those who controlled the land.
(Later on, power will belong to those who control the sea.)
The lord made a gift of land to his vassals. In return they gave him military service.
The lord distributed land to his vassals.
The vassal did not own the land; he held it.
He did not pay rent; he owed military service.
Inheritance
Owners of land held it as a gift from the lord.
You could keep the land forever as long as you (and your heirs) served the king faithfully.
When the vassal died, his first-born son inherited the land.
The land could not be broken up, so it could not go to all the children.
If he had no children, the land goes back to the lord.
(Note: This was not true of Church lands which always stayed in the Church.
This is how the Church became the largest landowner in Europe!)
It was a military system
How it worked
An Englishman becomes a vassal of William the Conqueror.
1. He swears personal loyalty to WTC.
2. He pledges to bring 20 knights with him whenever WTC calls him to war.
3. He is gifted a fief from WTC.
4. He is called to war by WTC.
5. He gifts manors to his 20 knights.
6. He is their lord; they are his vassals.
7. He goes to war with his 20 knights.
page 61
It was a social system
Feudalism was a social system based on land.
The warrior held the highest status.
The three classes: fighting men, praying men, working men.
1. Nobles
2. Clergy
3. Peasants
Nobles (In this order: King, prince, duke, marquess, earl*, viscount, baron, knight**)
Serfs were tied to the soil. Freemen were not.
*The terms count and earl are titles of equal social standing. Continental Europeans mostly used the term count, while the British used earl.
**Although not technically land-owning nobility, knights are included in the category because they are part of the warrior class.
A man could be both a lord and a vassal: A duke was a vassal of the king and the lord over a marquess.
The clergy were the only educated class.
Peasants were commoners: They do not own land and have nothing to do with the lord-vassal system.
A serf was not attached to the lord; he and his family were attached to the soil.
Serfs grew grain and gave their lord part of the harvest; in return, the lord protected them.
The social system was fixed: You were born into your social class. Your class status was inherited.
There was no social mobility: A peasant could never rise to the nobility. He could become a village priest.
Manorialism was an economic system
Medieval Europe was rural: Everybody lived in the countryside.
The overwhelming majority were peasants who spent their lives farming.
How it worked
1. The fief - It could be 5,000 acres and have many manors.
2. The domain - The lord lived on this land.
3. The demesne - His manor sat on this land.
The Manor
Each manor was self-sufficient. There was no marketplace and no reason for trade.
1. Manor House ............... provided military protection and a cultural life.
2. Church ..........................provided church services, baptisms, marriages, funerals.
2. Farmland .......................provided food that was raised by serfs.
3. Pasture ..........................provided food for livestock. Everyone was allowed to use this.
3. Forests ..........................provided game for hunting. Hunting was only for the nobility.
4. Rivers ............................provided fishing. Fishing was only for the nobility.
5. The Village ....................peasant huts
provided services (mill, oven, smithy, brewery)
produced crafts (weaver, shoemaker, weapons maker).
The manorial system was based on farming
Peasants worked the nobleman’s land; peasants worked their own strips.
The three-field system: Two fields were planted; one was left fallow (unplanted) to let it rest.
Administration of the manor
Day-to-day, the manor was run by the nobleman’s officials:
1. The steward .........The highest official on the manor. If the lord owned several manors, he travelled a lot.
2. The bailiff ..............He was the supervisor over the peasants, directed farming, collected feudal dues.
3. The reeve .............He was foreman over the peasants. He helped the bailiff.
What were the benefits of feudalism?
1. It provided government for everyone - everyone from serf to lord, benefitted from political order.
2. It provided protection for the peasants - who headed inside the walls of the manor.
3. It enriched the nobility - they gained land, economic wealth, and political power.
Lesson #27
Lecture
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The Castle
At a time of complete chaos, feudalism provided order.
Castle-building
Barbarian kings gifted their warlords with land.
This guaranteed that the warrior landlord would defend the region on behalf of the king.
They were forts
The word "castle" comes from the Latin word meaning "fortress."
What is there about a castle that would make it an ideal fort?
(You could shut the massive front door. Your soldiers could be up in the towers, pouring boiling oil on the
invaders. )
Who built the castles?
(Serfs who were attached to the land for all eternity.)
At strategic locations
Castles were forts that defended strategic places. Like what? (River crossings, mountain passes, harbors.)
Why were castles almost always built on hillsides? (To make it difficult for the enemy to reach.)
Parts of a castle
Moat
If there were no hills in the region, what other barrier could you construct to surround the castle?
(A moat = a ditch full of water. You could close the drawbridge over the moat in case of attack.)
Stone
Since Europe had so many forests, why not construct the castle out of wood?
(Stone provided far better protection from enemy attack. Invaders could not burn down a stone castle.
Stone castles were warmer in winter, cooler in summer.)
Large
Why did a castle have to be large?
(In peacetime, the castle served the local community as a prison for local criminals, a storehouse for grain and
other food, and treasure house. In wartime, the castle served as a barracks and armory. Everyone from the
village moved into the castle when the enemy approached.)
Portcullis
A heavy iron grate that barred the gateway of a castle.
High Walls
Why would the ideal castle have very high walls?
(So invaders could not scale the walls.)
page 63
Battlements
Most castles had battlements, where guards walked along the tops of the walls.
In case of attack, what would these guards do?
(Drop rocks and boiling oil on the enemy. Rain arrows on the enemy.)
The Keep
In case of enemy attack, into which part of the castle would the nobleman's family hide?
(In the tallest tower, known as "the keep", for it was the best protected building and special guards would stand
on the steps and fight to the death to protect their lord's family.)
The end of castles
Strong castles like this one were difficult to capture.
The huge walls and well-protected entrance withstood most attacks.
So how might the enemy defeat such a castle?
(If he had several months, he could lay siege to it - that is, cut off all food, water, and outside help, then wait to
starve them out.)
The switch from castles to manors
Why did castles stop being built?
Hint: What invention could penetrate castle walls?
(Cannon: A cannon, using gunpowder and iron balls, could knock down thick walls and tall towers.)
page 64
Lesson #28
Student project
How romantic was . . .
The Life of a Knight
Create a mobile!
Cut out the title and paste on colored posterboard.
Cut out the lines below, paste them on colored posterboard
and have each group decorate one.
Use fishing wire or yarn to hang it from the ceiling
as a mobile.
1. At 7, you leave home to live with a nobleman.
You are called a page and you learn how to be a knight.
2. At 15, you become a squire, an apprentice knight.
3. You ride into battle with your master.
4. You are knighted on the field of battle because of your bravery.
5. You pledge to use your weapons for sacred causes and ideals.
6. You promise to protect defenseless women, children, and old people.
7. You are always ready to die for the Church and its religious beliefs.
8. Minstrels sing about your heroic adventures.
9. To keep fit, in peacetime you practice jousts and tournaments.
10. Your wear a dagger and sword, you carry a mace and a battle-axe.
11. Your face is covered, so only your coat of arms tells who you are.
12. You join the Crusades to rescue Jerusalem from the Muslims.
Just like Richard the Lionhearted.
page 65
Lecture
Lesson #29
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The Code of Chivalry
Definitions
Chivalry
Chivalry is the knight’s code of behavior.
In French, cheval means “horse” and chevalier means “horseman” or “horse soldier.”
Knights rode horses into battle. They were cavalry.
A knight was a warrior trained to fight on horseback.
Knight
In English, knight means “household retainer.”
In England, the first knights arrived in 1066 with William the Conqueror and the Norman invasion.
The knight was the vassal of a lord.
Eventually, knights became a distinct social class: Dukes, earls, barons, knights.
Causes
1. Chivalry began with the lord-vassal relationship.
The vassal swore allegiance to the lord; in return, the lord gifted land to the vassal.
2. Minstrels and troubadours defined and popularized chivalry.
If no one had sung about it, chivalry would not have been understood or popular!
Ideals
The knight made war, but not for his own self-interest or material gain.
He defended others . . .
1. The knight defended his lord.
To the death.
2. The knight defended the Church.
(He served as a vassal of the Lord.)
A true knight had to undertake a difficult quest.
Some knights searched for the Holy Grail (the cup used by Jesus at the Last Supper).
Some knights travelled to the Holy Land and tried to recapture Jerusalem from the Muslims.
3. The knight defended the honor of Ladies.
A true knight swore to defend all women and uphold their honor.
4. The knight defended the Defenseless.
A true knight could NEVER fight with a peasant. He must show mercy to peasants.
A true knight sought out adventures in which he could fight evil-doers, right wrongs, and defend the helpless.
(Robinhood was not a knight, but his values come from chivalry.)
page 66
Character traits
1.
2.
3.
4.
5.
Courage ...................Courageous in battle. Risk his life for his lord and/or the Church.
Rules ........................Follow the rules of warfare. Fight fair. Two men face off on horseback.
Honor ........................Keep his promises - even if it took his life or a lifetime. Love honor for honor’s sake.
Religious ...................Defend the Church - even if it took his life.
Gallant ......................Behave like a gentleman toward women. Be courteous and polite. Be gallant.
Practices
1. Training
Page - At 7, the son of a noble went to live with another noble family. He learned etiquette.
Squire - At 15, he became a squire. He learned horsemanship, warfare, and chivalry.
2. Ceremony for Knighthood
The night before, he held a vigil at Church, praying that he would use his weapons in an honorable manner.
At the ceremony: He knelt, was tapped on the shoulder with a sword, and was told : “I dub you knight.”
The ceremony was expensive; only sons of the very wealthy became knights.
The ceremony was called investiture.
3. Arms & Armor
The Sword - If a knight dishonored himself in battle, his sword was broken. (In Japan, he fell on his sword!)
The Armor - This was supposed to protect a man from arrows. (The longbow and crossbow fixed that.)
Coat of Arms - Each knight wore his family crest on his shield.
4. Practiced games of warfare - in peacetime
Joust - combat between two knights.
Tournament - combat between two groups.
5. Courtly love - Knights invented modern romance.
When just a squire, every guy learned music and poetry.
When a knight fell in love with a lady, he sang to her and gave her flowers.
Results
1. Chivalry softened the brutal feudal system.
Did the knight always live up to chivalry? No.
2. Women
A new relationship arose between men and women!
Gallantry changed the nature of the relationship between men and women.
Gallant: Courtly manner. A man who is attentive and polite to women.
The “Knight in Shining Armor” became the woman’s ideal.
3. Literature
In medieval literature, knights and chivalry were common themes.
Troubadours sang about the heroic deeds of knights.
An example: King Arthur & the Knights of the Round Table.
4. Knights and chivalry died out
New technology for warfare arose during the Hundred Years’ War (1300s-1400s).
Longbows and crossbows put an end to knights. (Their arrows pierced his armor.)
The infantry (foot soldiers) put an end to the cavalry (knights on horseback).
Peasants with pikes put an end to horses.
Gunpowder and cannons put an end to castles.
page 67
Lecture
Lesson #30
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Medieval Literature glorified the Knight
In medieval literature, knights and chivalry were common themes.
Two classics arose - Beowulf and Song of Roland.
They have a lot in common:
1. They were epics - long poems about heroic figures.
2. The authors were unknown.
3. They were written in the vernacular - the local language.
4. They were sung by troubadours, then minstrels.
What is the vernacular?
The Church spoke Latin.
Regular folks spoke the vernacular - local languages. (You know, English, German, French, Spanish, Italian.)
1. Beowulf
700 A.D.
Written in the 700s, but the author is unknown. Written in Old English, the language of the Anglo-Saxons.
1. Place .....................................Medieval England
2. An epic poem ........................A long poem, but it does not rhyme.
3. Story .....................................Tales of warfare and heroism in battle
4. Main character ......................Beowulf was a mighty warrior
5. His character traits ................Strength, courage, loyalty, generosity
6. Ideals ....................................It glorifies the warrior
7. The End .................................Beowulf dies in battle
8. Audience ...............................Written for the Anglo-Saxon warlords.
9. Performed .............................By minstrels who sung to musical accompaniment.
10. Impact .................................The first great work of English literature.
Glorifies the warrior.
Defines the qualities most admired by the Anglo-Saxons.
It launched a whole series of military tales.
Definitely strange .......................Beowulf’s main adversary was a monster named Grendel!
Beowulf and Tales of the Heike
Compare two stories . . . Beowulf (England) and Tales of the Heike (Japan) .
Tales of the Heike is exactly the same (listed above), except . . .
It is based on a true story - the civil war in Japan, 1100s.
There are no monsters or dragons!
It glorified real people - the samurai warriors.
While the samurai was a single individual, he belonged to a military organization.
It defines, explains, and popularizes the Code of Bushido (chivalry):
1. Loyalty to one’s lord
2. Denial of self
3. Self-sacrifice up to and including death
4. A Spartan life - simple and austere
5. Control of the emotions
6. The desire for an honorable death.
page 68
2. Song of Roland
1100 A.D.
Written in French, its true title is Chanson de Roland.
It is a chanson de geste - a song of heroic deeds.
It is based on a true story:
Around 800, Charlemagne fought the Muslims on the border between France and Spain.
It is a story about the lord (Charlemagne) and his vassal (Roland, a knight).
It is exaggerated.
By 1100, troubadours were singing this song throughout France. It is about . . .
1. Place .....................................Medieval France
2. An epic poem ........................A long historical poem.
There are exaggerations.
3. Story .....................................Tales of warfare and deeds of heroism in battle
4. Main character ......................Roland, the greatest knight who served Charlemagne.
He was the nephew of Charlemagne.
5. His character traits ................Courage in battle, loyalty to his Lord, defend the Church.
6. Ideals ....................................The Code of Chivalry
The struggle between good and evil.
The concept of betrayal and revenge.
Betrayal of one’s lord or vassal is the greatest violation of chivalry.
Defend the Church . . . and Christendom.
7. The End .................................Roland is betrayed. He dies in battle.
Those with him died to the last man.
8. Audience ...............................Written to be performed:
For knights before battle, for nobles in the manor, in the public square
9. Performed .............................By troubadours who chanted or sang to musical accompaniment:
Lute, harp, or fiddle.
10. Impact .................................Glorifies the medieval Knight.
Nobody knew about chivalry until folks sang about it!
It defines, explains, and popularizes the Code of Chivalry.
From then on, chivalry becomes the ideal behavior.
Why was history sung?
1. History books were written in Latin and read by only a tiny % of medieval scholars in monasteries.
2. This was the only way that the average joe learned about history.
It was a time when people could not read or go to school.
3. Oral history is a way of transmitting history from one generation to the next.
(You remember the griots of medieval West Africa!)
4. The song came out of the Frankish Kingdom, the barbarians who ruled France.
These Germanic tribes had a history of storytelling and singing their history.
Stressing ideals (loyalty to “the tribe”) prevented the extinction of the tribe!
5. Last of all, the song was sung during the Crusades.
Europe was making war on the Muslims in the Holy Land.
It was a recruiting message for knights to head for Jerusalem!
page 69
Group analysis
Lesson #31
Group analysis
Lesson #32
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
Feudalism: What do you think about it?
The teacher states the situation:
Chivalry: What do you think of it?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Brought political order to Europe.
The feudal contract evolved into our constitution: The government
and citizens have rights and duties. The social contract can also be
broken.
**Each lord calls the shots on the manor. Not good.
***Five facts about the lord-vassal relationship.
****If you were a serf, feudalism was horrible.
*****When things are brought down to the local level, you have real
innovations - fascinating new things always come from below.
*The knights took a big step forward on the women question.
**The knights loved war.
***Five facts about knights.
****How about the people the knights killed?
*****To this day, the knight in shining armor is a hard guy for men to
live up to!
Lesson #33
Graphic organizer
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The Knight:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
Introduction
http://medievaltimes.com/
When?
When did they live?
http://www.britainexpress.com/H
istory/Knights_and_Fights.htm
Where?
Where did they live?
How?
How did a knight
behave?
The Knight
Chivalry
http://www.medievallife.net/chivalry.htm
Who
Who became a
knight?
http://www.astro.umd.edu/~marshall/chivalry.html
http://www.chronique.com/
What?
List 5 good things
they did.
How a boy becomes a knight
http://www.kyrene.k12.az.us/sch
ools/Brisas/sunda/ma/1jake.htm
http://tayci.tripod.com/boy2knigh
t.html
Tournaments
http://www.kyrene.k12.az.us/sch
ools/Brisas/sunda/ma/1brian.ht
m
Coat-of-Arms
http://www.stemnet.nf.ca/CITE/
medieval_shields.htm
http://store.yahoo.com/4crests/c
oatofarsym.html
Why?
List 5 bad things they
did.
Castles
http://kotn.ntu.ac.uk/castle/
http://www.castlewales.com/li
fe.html
http://www.castles-ofbritain.com/castle35.htm
http://inside.bard.edu/academic/specialproj/darling/castle/castles.htm
Catapults
http://www.castlewales.com/
siege.html
Armor
http://www.metmuseum.org/c
ollections/view50.asp?dep=4
http://www.montaguemillennium.com/medieval/Medieval
_Index.html
page 71
Game
Can you think of a term from A to Z?
The ABCs of Feudalism
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Allegiance, armor
Battle of Hastings, Beowulf
Charlemagne, chivalry, coats of arms, castle, clergy, courtly love
Divine right of kings, Domesday Book
Epic poem
Feudalism, fief, the feudal contract
Gallantry, glorify
Homage, honor
Investiture
Joust
Knight, knighthood
Lord, lute
Middle Ages, medieval, minstrels
No separation of Church and State
Oath
Primogeniture, page
Question: If feudalism is a political system, what is manorialism?
Remember: Feudalism is a political system. Manorialism is an economic system.
Squire, Song of Roland
Troubadour, tournament
U need to know: If the feudal contract was broken, the vassal lost the land.
Vassal, vassalage, vernacular
William the Conqueror
X marks the spot: The Battle of Hastings took place in what country?
Year: What happened in 1066?
Zee way feudalism spread from France to England.
page 72
Lesson #34
Lesson #35
Game
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like a knight?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Allegiance, armor
Battle of Hastings, Beowulf
Charlemagne, chivalry, coats of arms, castle, clergy,
courtly love
Divine right of kings, Domesday Book
Epic power
Feudalism, fief, the feudal contract
Gallantry, glorify
Homage, honor
Investiture
Joust
Knight, knighthood
Lord, lute
Middle Ages, medieval, minstrels
No separation of Church and State
Oath
Page
Primogeniture
Squire, Song of Roland
Troubadour, tournament
Vassal, vassalage, vernacular
William the Conqueror
Year: What happened in 1066?
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 73
3. Life on the Manor
page 74
Lesson #36
Lecture
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Life on the manor
Nobles
What do you call a person who holds land? (A noble, a member of the aristocracy.)
The nobles became rich . . .
In wartime, when he won in battle, he took the enemy's gold and silver.
In peacetime, the peasants worked his land surrounding the castle, paying him rent and taxes . . .
They paid in food, goods, and services. Nobody used money.
The Manor House
A big, damp, drafty mansion with lots of fireplaces.
No lighting except by candles.
Rugs on the walls - called tapestries. They were for decoration and insulation. They kept rooms warmer!
Lords & Ladies
The lord was a professional warrior.
He loved to go hunting in his forest.
In wartime, he was gone.
The lady ruled the household servants.
She had no rights: If she did not bear a son, her husband could divorce her.
Men wore tunics (shirts), breeches (pants), stockings, and cloaks.
Women wore long dresses with long sleeves.
In the late Middle Ages (after the Crusades), nobles wore silks trimmed with fur.
Entertainment
If you lived in the countryside, wouldn't life be boring? What could entertain you?
Even in dull times, the manor was loaded with people:
Several generations of family, relatives, live-in priests, a company of soldiers, and a number of visitors . . .
1. Visitors
Great lords and ladies spent a lot of time travelling to visit each other.
2. Feasts
In the castle's great hall, they held gigantic feasts.
As they ate, they listened to troubadours and minstrels (singers) or watched jugglers and jesters (comedians).
3. Music
During the 1100s and 1200s, troubadours arose in France and the tradition spread to England.
Nobles were the first to write poetry and sing songs that did not deal with religion.
A troubadour (French name) was a poet-musician who composed and sang love songs.
A minstrel (English name) travelled from place to place, singing ballads and folktales.
A bard (Scot-Irish name) was a professional poet who sang about national heroes.
All three played the lute (a stringed instrument) while they sang.
Dancing was not a big hit until the Renaissance.
4. Board games
In wintertime, nobles amused themselves with gambling dice, checkers, and chess.
page 75
5. Jousts & Tournaments
In good weather, they held tournaments outside, where knights on horseback practiced jousting.
A joust is combat between two knights.
A tournament is combat between two groups.
6. No books!
During the Middle Ages, reading books was out of the question. Why?
(Books were not easily available until Gutenberg, a German, invented the printing press in 1450. So most of the
nobility never learned to read. They thought education was useless.)
The clergy
A bishop was a nobleman: He ruled an estate with peasants who worked the land.
The local priest came from the peasantry: He ran the village church and was as poor as a peasant.
Peasants
The peasant provided the lord with goods and services, in return for use of his land.
The peasant was bound by centuries of traditions:
No Rights
The peasant was called a serf. He was ruled by the lord and had no rights.
Serfdom
A serf was bound to the land; he could not leave the manor.
On the upside, he (and his descendants) had a job for life.
On the downside, they had no rights and could not leave.
Farming
Peasants lived in the village and walked to work - to the fields outside the village.
They grew grain - oats, barley, rye.
They worked the lord’s fields and gave him the full harvest.
They worked their own fields and reaped the harvest.
They had their own gardens and raised veggies.
They had a small plot of land, so they raised chickens for meat and eggs.
Folks did not fertilize the crops; they let the land lie fallow for a year or two. They let it rest.
Feudal Duties, Rents, Taxes
Peasants were required to perform manual labor for their lords - like repairing bridges and roads.
In order to make bread (the main food), they had to pay to use the lord’s grain mill (to grind the grain) and they
had to pay to use the lord’s oven.
In order to make wine or beer (the main drink), they had to pay to use the lord’s wine press or brewery.
Payments were made in food, not money. Nobody used money until much later.
No hunting or fishing
On the manor, all of the game belonged to the lord.
Lifestyle
Lived in a wooden hut with a thatched roof. Thatch is a roof made of straw.
The wooden hut had a dirt floor and a fireplace for cooking. Folks slept on bags of straw.
Farm animals lived indoors - along with the family!
Raised sheep, spun thread into woolen blankets.
Raised flax, spun thread into scratchy shirts.
Wore clothes made of animal skins - like sheepskin.
Life was drudgery, except for holidays. Harvest-time was the biggest holiday.
page 76
Lesson #37
Superstitious
Peasants were mighty superstitious.
Extremely Religious
Peasants went to church regularly: They feared Hell
and wanted to go to Heaven.
A great increase in food!
Thanks to peasants, Europe produced more food.
Chart
3. Understand the development of feudalism, its role
in the medieval European economy, the way in which
it was influenced by physical geography (the role of
the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Who benefitted
from feudalism?
Use the chart on the next page
The Causes
1. The 3-field system
Two fields were sown in different grains. The third field
was left fallow. The land “rested” - because folks did
not yet use fertilizer.
2. Horse & Harness
For the first time in history, horses were used for farm
work. Why?
In the 900s, a new type of harness was introduced.
For the first time, horses could be used to plow the
fields.
A horse can pull a plow 3 or 4 times faster than an ox.
A new harness also allowed for two horses to be
teamed up together.
3. The Guernsey Cow
Around 1100, dairy cows were bred to produce more
and richer milk.
The Consequences
1. People ate better, so they lived longer.
2. Families could feed the children, so children were
healthier and lived longer. Also, parents had more
children.
On the medieval manor, people depended on one
another for their basic needs.
Because none of the social classes had everything it
needed, they depended on each other for survival.
Provide each student in the group with a "role card"
naming one of the social classes listed on the chart
and listing the resources this class could contribute to
the other classes in the society. (Simply put the first
column on cards.)
Each group's chart is passed from student to student
in round-robin fashion.
Each student records on the chart the resources listed
on the role card that contribute to people on the
manor.
In a second round-robin, students note what each
class needs to survive.
A third round-robin completes the column "From whom
can it be gotten?"
In the final round, students discuss their exchanges
and complete the column, "What will be given as a
trade?"
3. Europe’s population took a big leap.
4. The manor got crowded: Folks later moved to the
towns. Serfs ran away to the towns - after a year and
a day, they would be free men.
5. Towns really grew in size!
During this round, other economic concepts, such as
supply and demand, scarcity, specialization, and
exchange, can also be discussed.
Conclusions
When the charts are completed, students share their
responses and draw conclusions about the meaning
and significance of interdependence in a feudal society.
1. Folks did not use money!
2. Folks depended on each other: The peasants were
dependent on the lord for food and protection. The
lord was dependent on the peasants for his power and
wealth!
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Who benefitted from feudalism?
Has
The Nobleman
Lots of Land
landowner
The Vassal
soldier
The Serf
farmer
The Artisan
peasant
The Clergy
priest
page 78
Military skills
Horses
Loyalty
Small amount of land
Animals
Farming skills
Farm products
Tools
Skills for making products:
armor, weapons, tools,
buildings
Land
Education
Building Skills
Religious Leadership
Loyalty
Needs
Everybody! p.s. They did not use money.
From whom
can it be gotten?
What will be given
as a trade?
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Who benefitted from feudalism?
The Nobleman
Has
Needs
From whom
can it be gotten?
What will be given
as a trade?
Lots of Land
Soldiers for war
Horses for war
Loyalty in war
Food
Armor
Buildings
Church services
Build church
The Vassal
The Vassal
The Vassal
The Serf
The Artisan
The Artisan
The Clergy
The Artisan
Land + justice
Land + justice
Land + justice
Military protection
Military protection
Military protection
Land + protection
Military protection
Military skills
Horses
Loyalty
Small amount of land
Land
Armor for war
Weapons for war
Labor on land
The Nobleman
The Lord
The Artisan
The Serf
Military
Military
Military
Military
Animals
Farming skills
Farm products
Land to work
Wood for home
Wood for heating
Military protection
Farm tools
Church services
The Nobleman
The Nobleman
The Nobleman
The Vassal
The Artisan
The Clergy
Food, duties on the manor
Food, duties on the manor
Food, duties on the manor
Food
Clothing from animal skins
Food: Tithe 10% of harvest
Tools
Skills for making products:
armor, weapons, tools,
buildings
Wood for home
Wood for heating
Food
Military protection
Church services
The
The
The
The
The
Duties on the manor
Duties on the manor
Duties on the manor
Weapons for war
Build the church
Land
Education
Building Skills
Religious Leadership
Loyalty
Food
A church
The Nobleman
The Nobleman
landowner
The Vassal
soldier
The Serf
farmer
The Artisan
peasant
The Clergy
priest
Nobleman
Nobleman
Nobleman
Vassal
Clergy
service
service
protection
protection
Church services
Church services
page 79
Internet
Lesson #38
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
What was life like on the medieval manor?
These are woodblock prints created during the Middle Ages.
Goal: The illustrations show daily life at the manor. They prove that the manor was economically self-sufficient!
All of the woodblock prints may be found at this wonderful website:
http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=History/Middle_Ages
Why we give the exact website address
Although they appear to be in categories, these woodcuts are in a jumble.
We have put them in a logical order for learning.
There are 70 illustrations
They must be done in this order.
Assign two numbers to each student.
What each student must do
Print out the illustration.
Color it with highlighters.
Using the encyclopedia or internet, do research on your picture.
In front of the class: Show the illustration and explain it!
The Manor
Label the parts of the castle!
1. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Castles&image=MRL_013A.jpg&img=9&it=
2. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Castles&image=MRL_013B.jpg&img=&it=
3. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Castles&image=MRL_013C.jpg&img=&it=
4. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Castles&image=MRL_011B.jpg&img=9&it=
5. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_052B.jpg&img=63&it=
The Nobility
6. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_016B.jpg&img=&it=
7. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_016E.jpg&img=9&it=
8. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_036A.jpg&img=&it=
9. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_130Ba.jpg&img=&it=
10. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_133A.jpg&img=9&it=
11. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_130B.jpg&img=18&it=
12. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_118B.jpg&img=18&it=
page 80
Games for the lords and ladies
13. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCaD_244B.jpg&img=&it=
14. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCD_236B.jpg&img=&it=
15. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCD_236A.jpg&img=&it=
16. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCD_233A.jpg&img=&it=
17. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCaD_234A.jpg&img=&it=
18. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCaD_244A.jpg&img=9&it=
19. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCaD_225B.jpg&img=9&it=
20. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCaD_225A.jpg&img=9&it=
21. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCaD_223A.jpg&img=9&it=
22. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCaD_221a.jpg&img=9&it=
23. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages&image=MP_148.jpg&img=&it=
Hunting
24. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_211A.jpg&img=&it=
25. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_213Ba.jpg&img=&it=
26. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_213B.jpg&img=&it=
27. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_211B.jpg&img=&it=
28. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_209A.jpg&img=&it=
29. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_205B.jpg&img=&it=
30. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_205Aa.jpg&img=&it=
31. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_201B.jpg&img=9&it=
32. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_201AA.jpg&img=9&it=
33. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_195B.jpg&img=9&it=
34. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_195A.jpg&img=9&it=
page 81
35. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_199A.jpg&img=9&it=
36. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_190B.jpg&img=9&it=
37. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_193A.jpg&img=18&it=
38. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_187A.jpg&img=18&it=
39. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Hunting&image=MCaD_184A.jpg&img=18&it=
Knights
40. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_016C.jpg&img=&it=
41. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_005B.jpg&img=9&it=
42. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_005A.jpg&img=27&it=
43. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_002G.jpg&img=27&it=
44. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Games&image=MCD_239D.jpg&img=&it=
Apprentice knights
45. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_115B.jpg&img=27&it=
The average joe
46. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_118A.jpg&img=18&it=
47. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_023A.jpg&img=&it=
48. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_016A.jpg&img=9&it=
49. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_163B.jpg&img=&it=
50. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_159B.jpg&img=&it=
51. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_155B.jpg&img=9&it=
52. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_156A.jpg&img=9&it=
53. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_155A.jpg&img=&it=
54. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_159B2.jpg&img=&it=
page 82
55. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_145A.jpg&img=&it=
56. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_141C.jpg&img=9&it=
57. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_141A.jpg&img=9&it=
58. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_141B.jpg&img=9&it=
59. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_130A.jpg&img=18&it=
60. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_128B.jpg&img=18&it=
61. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_120A.jpg&img=18&it=
62. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_117b.jpg&img=27&it=
63. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_107A.jpg&img=27&it=
64. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_108A.jpg&img=27&it=
The average jane
65. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_118B1.jpg&img=18&it=
66. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_139B.jpg&img=9&it=
67. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_139A.jpg&img=9&it=
68. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_134A.jpg&img=9&it=
69. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_111A.jpg&img=27&it=
70. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_111C.jpg&img=27&it=
page 83
Group analysis
Transparency
Lesson #39
During the Middle Ages, people gave each other names!
The Answers
Does your name
come from Medieval Europe?
Turn this list into an overhead transparency. Cover the answers.
Break into pairs and try to guess the answer!
Once upon a time, people in Europe did not have names.
It was the Dark Ages and barbarians roamed the land.
Back in those days, you just pointed at somebody.
But as villages grew, so did the population.
Eventually, there were too many people to point at.
To solve this problem, people invented names for each other.
Looks
1. If a guy was big, people
might him “Little.”
2. If a man was big and burley,
people called him “Burley.” The
name stuck.
They called his children
Burleson - “son of the burley
man.” Forever after, his
descendants were called
Burleson.
Job
1. Worked at the grain mill
grinding wheat.
2. The guy who made shoes.
The English invented several types of names.
If you had an important job, people gave you a name that fit your job.
If you were a newcomer, people named you after the village where you were born.
If you looked striking, people gave you a name that fit your looks!
Looks
People in the village looked at you and gave you a name that fit what you looked
like.
Can you guess what he looks like?
1. Little John (Robin Hood’s friend in Sherwood Forest)
2. Burleson
You inherited your name from your father.
Burleson was actually the name of the clan.
You know, a whole passle of people who descended from the burley man.
The clan chieftain was always a man.
You know, the hunter-warrior-barbarian type of guy.
Children always took their father’s name.
Not their mother’s.
Job
People in the village gave you a name that corresponded to your job.
Can you guess his job?
1. Miller
2. Shoemaker
3. Weaver
4. Mason
5. Smith
6. Schmidt (German)
7. Schumacher (German)
page 84
3. Wove sheep’s wool into wool
cloth.
4. Worked with rocks. Built
rock barns, rock houses, rock
walls.
5. The guy who worked with
metal.
Ironworker = blacksmith.
Goldworkers = goldsmith
6. Smith
7. Shoemaker
8. Steward
9. Bailiff
10. Reeve
11. Hayward
12. Woodward
13. Chamberlain
Chief official of an estate, supervisor of the lord's manors.
The lord's top official; manages the manor.
Official on the manorial, under the bailiff, always a villain.
Official on the manor, under the reeve.
Official on the manor. In charge of the lord's woodland.
A valet who maintains his or her private chambers.
For more jobs on the manor that turned into names, visit:
http://www.castles-of-britain.com/castle32.htm
http://kevin.lps.org/Middle_ages/jobs.html
http://members.tripod.com/hkcarms/occ.html
Name of village
Bromley
Colors
1. Braun (German)
2. Verdi (Italian)
Named after your Dad
Village
“Brom” means broom. “Ley” or
“leigh” means field.
The village was named for the
hay that villagers turned into
brooms.
Colors
1. Brown
2. Green
Dad
1. “Son of”
First names
1. John
2. Mary
All of these prefixes mean the same thing. What?
Mc or Mac (McMichael, McDonald)
Ireland, Scotland
von (von Braun, von Schilling)
Germany
Fitz (Fitzpatrick, Fitzwilliam)
Ireland
van (Vanderbilt, Vanderweer, Van Nuys) The Netherlands
de (Deweese, Dewey)
France
di, de (DiCaprio, DiMarco, DeLorenzo) Italy
son, sen (Johnson, Jensen)
Norway, Sweden
First names
In Christian Europe, folks chose names from the Bible.
1. All of these names mean the same thing. What?
Ian
England
Jan
The Netherlands
Ivan
Russia
Johan or Johannes
Germany
Juan
Spain
Jean
France
2. All of these names mean the same thing. What?
Marie
France
Maria
Spain
page 85
Internet
Daily life in medieval Europe
If you lived in medieval Europe
what would change in your daily life?
These websites cover many topics
http://www.medieval-life.net/site_map.htm
http://www.teacheroz.com/Middle_Ages.htm
http://www.britainexpress.com/History/Feudalism_and_Medieval_life.htm
http://historymedren.about.com/msubmenudaily.htm
http://emuseum.mnsu.edu/history/middleages/
1. Clothing
http://www.stemnet.nf.ca/CITE/medieval_clothing.htm
http://www.learner.org/exhibits/middleages/clothing.html
http://www.kyrene.k12.az.us/schools/Brisas/sunda/ma/1adele.htm
2. Food
http://www.kyrene.k12.az.us/schools/Brisas/sunda/ma/1jon.htm
http://www.godecookery.com/mtales/mtales.htm#TableoC
3. Homes
What is a castle? (an old fort)
http://www.heritage.me.uk/castles.htm
What is a manor house?
http://www.heritage.me.uk/houses.htm
(Click on at least two manors.)
What is a peasant hut?
http://www.kyrene.k12.az.us/schools/Brisas/sunda/ma/1derek.htm
http://www.learner.org/exhibits/middleages/homes.html
4. Farm animals
Why were animals kept inside the house?
5. Games/Sports
6. School
http://www.medieval-life.net/education.htm
7. Family
8. A girl’s life
http://www.mrdowling.com/703-primogeniture.html
page 86
Lesson #40
Lesson #41
Group analysis
Lesson #42
Group analysis
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
Manorialism: What do you think about it?
The teacher states the situation:
Serfdom: What do you think of it?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Brought economic order to Europe.
**Only nobles can hunt and fish? To heck with that.
Only nobles can leave the manor? Nope.
***Five facts about who ran the manor.
****If you were a serf, manorialism was horrible. Why?
*****What do YOU think of the manor system?
*Serfs grew food for everybody to eat.
**Serfs were property - like land and livestock.
***Five facts about serfs.
****How would you feel if you were a serf?
*****If serfdom were good, people would have stayed on the manor.
Instead, they ran away to the towns and built them up!
page 87
Graphic organizer
Lesson #43
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The Manor:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
When?
When did manors
begin?
Where?
Where did manors
exist?
How?
How did each group
work?
The Manor
Define “manor”
http://www.heritage.me.uk/houses.htm
Who
Who
Who
Who
Who
http://www.people.virginia.edu/~tsd3r/4_
99pics.htm
http://www.netserf.org/Glossary/m.cfm
http://tayci.tripod.com/boy2knight.html
What?
List 5 bad things
about a manor.
Diagram of the manor
http://www.wwnorton.com/college/history/ralph/resource/manor.htm
Three Classes
http://kevin.lps.org/Middle_ages/nobility_notes.html
http://kevin.lps.org/Middle_ages/peasant_notes.html
http://emuseum.mnsu.edu/history/middleages/peasant.html
http://www.britainexpress.com/History/T
heMedievalChurch.htm
page 88
Why?
List 5 good things
about a manor.
held the manor?
ran it?
worked it?
else lived there?
Lesson #44
Game
Can you think of a term from A to Z?
The ABCs of Manorialism
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Aristocracy
Bailiff
Commoner, chess
Domain, demesne, dowry
E
Fallow, flax
Governess
Harness, harvest
Illiterate
Jester
K
Lord of the manor
Manor, manorialism, manor house
Nobility, nobles
Oats, barley, rye
P
Question: Feudalism is a political system. What is manorialism?
Rural, reeve
Serf, serfdom, self-sufficient, a smith, steward, superstitious, spinning wheel
Tapestry, the three-field system, thatch
U
Village
Were peasants part of the lord-vassal system? (No, there was no feudal contract between lord + peasant.)
X
Y
Z
page 89
Game
Lesson #45
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like a nobleman?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Aristocracy
Bailiff
Commoner, chess
Domain, demesne, dowry
Fallow
Governess
Harness, harvest
Illiterate
Jester
Lord of the manor
Manor, manorialism, manor house
Nobility, nobles
Oats, barley, rye
Rural, reeve
Serf, serfdom, self-sufficient, a smith, steward, superstitious
Tapestry, the three-field system, thatch
Village
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 90
4. The rise of towns
page 91
Lecture
Lesson #46
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The growth of towns
When
During the High Middle Ages (1000 to 1300), towns arose throughout Europe.
Where
Castles became castle towns: Towns sprung up just outside the walls of the castle.
If things got dicey, merchants and craftsmen could always hide inside the castle.
Why
Why did towns rise? Because of the REVIVAL OF TRADE!
1. The feudal system provided peace, order, and stable local government.
2. Merchants felt safe to travel along the rivers and roadways.
3. Merchants and craftsmen began to live in the town permanently.
4. The population increased and folks moved into towns to get jobs.
5. Serfs ran away from the manor: If you lived in a town for a year and a day, you became a free man.
Who For the first time in history, the rise of the MIDDLE CLASS
Who made the goods? The producers were craftsmen - who worked in workshops.
Bakers, brewers, goldsmiths, tailors, weavers, etc.
Who bought the goods? The consumers were townsmen: Craftsmen and merchants.
Who sold the goods? Merchants were the middlemen - they sold goods at stalls in the market.
Who ruled the town? The townsmen: The town had self-government.
Who was elected to run the town? Members of a guild.
How
How did towns win the right to self-government?
(They convinced the lord, who owned the land on which the town stood, to grant them a charter.)
How were crafts regulated?
(The Guild - An association of craftsmen regulated everything in that trade.)
How did a peasant learn a craft?
(He became an apprentice. He learned his craft from a master craftsman.)
What was the impact of towns?
How did trade affect life in the Middle Ages?
People began to do new things . . .
1. Practice self-government.
2. Use money
3. Travel
4. Think about the larger world - exchange new ideas
5. Eventually, the middle class will challenge the political power of the nobility.
page 92
Lesson #47
Graphic organizer
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
TOWNS: Who, what, where, when, why and how?
Why?
List 5 reasons why
towns grew bigger
and bigger.
When?
When did towns
arise in medieval
Europe?
Why?
Why did towns
spring up?
Where?
Where did towns
spring up?
Medieval
towns
Who?
Producers
Who made the
goods?
What?
What was the
impact of towns on
Europe?
How?
What?
List 5 consequences of the
revival of trade.
How did towns win
the right of selfgovernment?
Who?
Consumers
Who bought the
goods?
How?
How were crafts
regulated?
Who?
Middlemen
Who sold the
goods?
How?
How did a peasant
learn a craft?
Who?
Town government
Who ruled the
town?
page 93
Lecture
Lesson #48
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Medieval Towns
Where did towns arise?
Next door to a castle. Castles became castle towns.
Where were the castles? Castles were built as forts to guard geographic spots:
A narrow spot at a river, where folks crossed the river.
A narrow mountain pass, where invaders might march through.
Where two streams met to form a river.
What’s different about a medieval town?
Next door to a castle
1. A town always arose at the foot of a castle.
If things got dicey, merchants did what? (Hid inside the castle walls.)
Walled Cities
2. As towns grew, not everybody could fit into the castle. So then what did they do?
(They built a wall around the city - for protection.)
The Size
3. How big was the typical medieval town?
(About one square mile.)
The Center
4. What lies in the center of town? Hint: What is at the center of peoples’ lives?
(The Cathedral. Also the government building. Homes of the wealthiest merchants.)
The Outskirts
5. What lies on the outer fringes of town?
(The poorer neighborhoods. Even today, the center of a European city is for the rich; the suburbs are for the
poor.)
The Streets
6 The streets were crooked. Why?
(The city grew willy-nilly. It is only in recent times that we have planned cities with straight streets.)
7. The streets were made of dirt, then bricks. Why?
(Brick is better than walking in mud!)
8. The streets were narrow. Why?
(They were built for horses and carriages, not cars.)
9. The streets were dark. Why?
(No streetlights. This makes the town dangerous. Wealthy merchants travelled with their servants.)
10. The streets were filthy. Why?
(People throw their trash and garbage onto the street. There is no public sanitation. Disease is prevalent.)
page 94
Buildings
11. Buildings and houses were tall - up to five stories high. Why?
(There is limited space inside the walled city. So people build UP.)
12. Buildings were close to one another and close to the street. Why?
(There is limited space inside the walled city. So there is no empty space.)
13. Poor people lived in wooden homes, which were hazardous. Why?
(Wooden buildings burn down easily. Fire departments were not effective.)
14. Rich merchants lived in homes made of brick, stone, and cement. Why?
(Because that is what is available. Brick homes are warmer for this northern climate.)
15. Merchants’ homes were 3-4 stories high. Why?
(Land was scarce and expensive. A rich man went vertical instead of horizontal.)
16. Who lived in the merchant’s family?
(Several generations - children, parents, grandparents, widowed aunts, bachelor uncles.)
17. Who worked on the ground floor, near the street?
(This could be a workshop - with apprentices and craftsmen. Or it could be a store.)
18. Who lived in the top floor or attic?
(Wealthy merchants had servants, so the maids and butlers lived on the top floor. The poorest people always
lived on the top floors because there were no elevators; people had to walk up several flights of stairs.)
19. Roofs were steep. Why?
(To make sure snow slides off them. When heavy snow collects on a flat roof, the roof caves in!)
Cities
20. As of 1200, the city of London had 40,000 people. Paris had 150,000. Venice had 100,000.
How did all these people fit into the city?
(City fathers knocked down the city walls and expanded the city.)
International Cities
21. After the Crusades, cities began holding international trade fairs. Why?
(Folks wanted to buy stuff from exotic places like the Middle East and China.)
Find these trading cities on a map of Europe!
England .......................London
France .........................Paris, Nantes, Orleans, Rouen
Belgium .......................Antwerp, Bruge
Germany .....................Cologne, Hamburg, Lubeck
Italy ..............................Venice, Genoa, Pisa
page 95
Lecture
Lesson #49
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Life in a medieval town
Serfs ran away from the manor . . . and into the town
Why did serfs run away from the manor?
Hint: Economic, political and social reasons
1. Economic reasons: They had to pay high feudal rents and taxes. They had to turn over their best food grain, wine - to the lord. People paid taxes in food, not money. So high taxes meant little food for themselves.
The lord also required them to bake their bread in his ovens and make wine in his presses, overcharging them
for the use. While the lord lived in a grand manor, peasants lived in crude huts and slept on straw. They rarely
ate meat or fish because all game belonged to the lord.
2. Political reasons: They were not free men.
3. Social reasons: Except for a few festivals, living on a manor was boring.
Why did serfs migrate to towns?
Hint: Economic, political and social reasons
1. Economic reasons: You could learn a trade and make money!
2. Political reasons: If you lived in a town for a year and a day, you became a free man.
3. Social reasons: Living in a town was exciting!
Life in town
The Upside
1. If fun was your goal, the town was full of entertainment. How so?
(There were puppet shows, bear baiting, cockfights, and plays.)
2. If you wanted to go to school, the town was the place to be. How so?
(Cathedrals set up cathedral schools.)
3. If you wanted a job that really suited you (not farming!), where would you go?
(The guilds set up training programs - that is, you lived as an apprentice in your master’s house.)
4. Towns were full of entertainment. How could townsmen afford that?
(Well, for starters, a craftsman made MONEY. Peasants never made a dime. Also, townsmen had leisure time.
Peasants never did - it was work from dawn to dusk. Once an apprentice finished his work for the day, he went
out for entertainment.)
The Downside
It was dangerous to live in a medieval town. How so?
1. Fire - most buildings were made of wood, were heated by fireplaces, and lit by candles.
2. Crime - The streets were dark. No streetlights.
3. Disease - People threw their garbage into the street. The lack of sanitation caused disease. When the Black
Death (bubonic plague) hit, it hit the towns the hardest.
page 96
A guild was exclusive
If you did not belong the craft guild, could you engage in that craft? (No)
If you did not belong to the shoemakers guild, could you make shoes? (No)
Apprenticeship
In order to learn a craft, you had to do what?
Hint: Not go to school.
(First, you had to join the guild. Then you became an apprentice to a master shoemaker. If they did not want
you - too many shoemakers already - you could not become a shoemaker. )
The life of an apprentice was tough:
1. You had to live in the master craftsman’s house. How would you like that?
2. You had to spend 5-10 years learning the craft. How would you like that?
3. You were paid no wages. How would you like that?
4. You were given food and clothing. How would you like that?
5. The master was often unkind to the apprentice. How would you like that?
The guild decided whether you could become a shoemaker
After all that, you did not automatically become a shoemaker.
You had to exhibit a sample of your work in front of the shoemaker’s guild.
If it was a great pair of shoes, they let you into the guild and you became a master shoemaker.
What did the craftsman call his master pair of shoes?
(His “master piece.”)
Master Craftsman
What happened when you became a master craftsman?
(You opened up your work workshop and took on apprentices.)
page 97
Lecture
Lesson #50
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Medieval Townspeople
Rise of the Middle Class
What’s different about the people in a town?
For the first time in world history, there was a middle class!
The Rise of the Middle Class
With the rise of towns came a new class of people - a class that never existed before in the history of the world.
Merchants and craftsmen who lived in the town were not nobility and they were not peasantry.
What were they? (The brand-new middle class!)
Names for the Middle Class
In each country, a townsman is called something else.
In Germany, it was burghers.
In England, it was burgess.
In France, the whole middle class was called the bourgeoisie.
Good grief, what is a burg and a burger?
(A burg is a town. A burgher is a person who lives in a burg. Pittsburgh, then, is a town named after a guy
named Pitt. Hamburg is a town named after a guy named Ham?!)
Wealth
Craftsmen were well-to-do, but merchants were downright rich. How rich?
Merchants became so wealthy that they lived in mansions and rivaled the wealth of the feudal nobility.
Self-government
Political Independence
At first, the town was built on land owned by the feudal lord who owned the castle.
Townspeople (merchants and craftsmen) were subject to the control of feudal lords.
Townspeople had to pay taxes to the feudal lords.
This would not do: They wanted their independence! To be independent of the feudal lord. Why?
(Townsmen were not serfs. They were rich merchants. They refused to bow down to the lord.)
Charters
Merchants were clever in politics and they went all out for political power:
1. They banded together into guilds.
2. They raised money and bought their freedom.
3. That is, they paid for a charter that made them independent of feudal lords.
4. They bought a charter from the feudal lord who owned the land that the town sat on.
5. Or they bought a charter directly from the King.
Town governments
Towns organized their own governments.
They had self government. This was a BIG step forward:
The manor did not govern itself. The village did not govern itself. The town did govern itself!
page 98
Kings made an alliance with towns
Oh, that tax money
The King often granted a charter to a town. Why would he do that?
Hint: The King was always in need of money.
(The King’s only source of money was from the nobles. If he got tax money from the towns, he could become
independent of the nobility.)
Both become independent of the nobility
The King got tax money - in this way, he became independent of the nobility.
The Towns got a charter - in this way, they became independent of the nobility.
Who lost power? (The nobility)
The King made an alliance with the towns
Yes, the King loved the towns. How much did the King love London?
(A strong king means a weak nobility.
Power flowed away from the nobility and to the King, so the King had a strong central government.
By 1600, Queen Elizabeth I loved Shakespeare’s London. And vice versa. )
Political Power
The Middle Class
Towns became powerful. How powerful?
Merchants eventually became so powerful that they rivaled the political power of the feudal nobility.
The RISE of towns . . . led to the FALL of feudalism
Is this true? Yes. How so?
(As people, money, and power flowed to the towns . . .
People, money, and political power flowed out of the manor.)
The number of people
As of 1200 . . .
London had 40,000 people.
Paris had 150,000.
Venice had 100,000.
page 99
Lecture
Lesson #51
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The Guilds
Economics in the Town
Medieval towns were bustling centers of commercial activity. How so?
(There was industry - run by craftsmen.There was trade - run by merchants.)
There was lots of money. This was a new development. Why?
(Before the rise of towns, people used barter; after the rise of towns, people used money - coins, then paper.)
Eventually, banking became big. What was controversial about banking?
(At first, the Catholic Church banned Christians from lending money.
They said usury - lending money at interest - was a sin.)
If Christians could not be bankers, who were the bankers?
(For centuries, the only money lenders in Europe were Jews.)
With the rise of towns, banks began to open.
Craftsmen in the Town
Did merchants have their own guilds?
(You bet. Each town had guilds for wealthy merchants.)
Who formed most of the guilds?
(Craftsmen. The guild was an organization of craftsmen.)
The guild was lots of activities - folks talked about politics, held social functions, took care of members.
What was the main function of a guild?
(It was a trade union. It protected its members from competition.)
How did the guild protect its members?
1. Regulated business within the city.
2. Maintained high standards in the quality of goods.
3. Decided who could and could not do business in the city.
4. Allowed certain businesses in each trade to have a monopoly.
5. Punished businessmen who cheated their customers.
Each craft had its own guild.
Can you name the different crafts in a town?
(Not a merchant. Craftsmen were the goldsmith, shoemaker, hatmaker, etc.)
A craftsman was a person who made a product? (Yes)
A craftsman was skilled or unskilled? (Skilled. He has learned his craft.)
page 100
Lesson #52
Graphic organizer
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
The Guilds:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
The Guilds
http://www.britainexpress.com/History/T
ownlife.htm
When?
When did the guilds
begin?
Where?
Where did guilds
exist?
How?
How did an apprentice become a master
craftsmen?
The Guilds
Great graphic organizers
Who
http://kevin.lps.org/Middle_ages/rise_To
wns.html
Who ran the guilds?
http://kevin.lps.org/Middle_ages/society_notes.html
What?
List 5 ways that guilds
regulated the crafts.
Why?
Why did craftsman
need protection?
Life in the towns
http://www.camelotintl.com/village/street
.html
http://www.learner.org/exhibits/middleages/townlife.html
Map of towns in England, 1100
http://www.britainexpress.com/History/d
omesday-england.htm
page 101
Internet
Lesson #53
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
Homework: Towns & Guilds
These woodblock prints were created during the Middle Ages.
Goal: The illustrations show daily life in town, the variety of crafts, and the importance of guilds.
All of the woodblock prints may be found at this wonderful website:
http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=History/Middle_Ages
Why we give the exact website address
Although they appear to be in categories, these woodcuts are in a jumble.
We have put them in a logical order for learning.
There are 20 illustrations
They should be done in this order.
Assign one numbers to each student.
What each student must do
Print out the illustration.
Color it with highlighters.
Using the encyclopedia or internet, do research on your picture.
In front of the class: Show the illustration and explain it!
Guilds & Trades
1. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_295A.jpg&img=&it=
2. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_292A.jpg&img=&it=
3. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_281D.jpg&img=&it=
4. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_281B.jpg&img=&it=
5. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_280D.jpg&img=&it=
6. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_280C.jpg&img=&it=
7. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_280B.jpg&img=&it=
8. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_281A.jpg&img=9&it=
9. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_280A.jpg&img=9&it=
10. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_279D.jpg&img=9&it=
11. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_279B.jpg&img=9&it=
page 102
12. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_278C.jpg&img=9&it=
13. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_279A.jpg&img=9&it=
14. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_277A.jpg&img=9&it=
15. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_278B.jpg&img=9&it=
16. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_278A.jpg&img=9&it=
17. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_278D.jpg&img=18&it=
18. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_277C.jpg&img=18&it=
19. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_277D.jpg&img=18&it=
20. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Guilds_and_Trades&image=MCaD_279C.jpg&img=18&it=
page 103
Group analysis
Lesson #54
Group analysis
Lesson #55
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
Guilds: What do you think about them?
The teacher states the situation:
Medieval Towns: What do you think of them?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*A trade union protected the guys who were craftsmen.
**If the guilds had a monopoly on the crafts, it would be hard to get
into a craft. You would have no job!
***Five facts about guilds.
****If you were an apprentice, your life would be horrible.
*****The concept of a masterpiece: Artists really picked up on this
during the Renaissance.
*Towns had great entertainment.
**Towns were filthy - you could die of the plague!
***Five key facts about towns.
****A town could be a dangerous place.
*****Bustling towns gave us Shakespeare! He wrote for apprentices
who wanted humor and drama.
page 104
Lesson #56
Game
Can you think of a term from A to Z?
The ABCs of Medieval Towns
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
1000 - 1300
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Apprentice
Barter, burg, burgher
Castle town, cathedral, charter
Diseases spread through towns. Why?
Exclusive: The guilds did not let just anybody in. Why?
Fairs - How did the Crusades cause international trade fairs?
Guild
How did a town become independent of the feudal lord and manor?
International trade fair
Jewish people were the first bankers. Why?
Kings - How did Kings feel about towns?
London
Market stall, migration to town, master craftsman, masterpiece, middle class
Now what is a trade union?
Or: How does the guild protect its members from competition?
Paris, political independence
Question: Towns arose outside of a what?
Revival of trade
Self-government, skilled worker, sanitation
Trade union
Urban, usury, use of money
Venice
Walled cities
X marks the spot: Can you name two medieval cities?
Year and a day
Zee: Can you see how the Crusades led to the rise of towns?
page 105
Game
Lesson #57
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like a Burgher?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Apprentice
Barter, burg, burgher
Castle town, cathedral, charter
Diseases
Exclusive
Guild
International trade fair
London
Market stall, migration to town, master craftsman,
masterpiece, middle class
Paris, political independence
Revival of trade
Self-government, skilled worker, sanitation
Trade union
Urban, usury, use of money
Venice
Walled cities
Year and a day
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 106
4. The Pope
Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs
(Charlemagne, Gregory VII, Emperor Henry IV).
page 107
Lecture
Lesson #58
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs
(Charlemagne, Gregory VII, Emperor Henry IV).
Kings cooperated with Popes
There was no separation between Church and State.
The divine right of kings
How the king thing started
Once upon a time, barbarians elected warrior-kings.
The king led the tribe. He did not rule territory.
He had the right to rule because: Might makes right.
The King and Church worked together
When barbarian tribes converted to Christianity, a new custom arose: The Church crowned the king.
In doing so, the Church supported the idea that he was the source of justice in the kingdom.
In doing so, the Church acknowledged that the king was God’s ruler of that territory.
He had the right to rule because: God wanted him to rule.
The people could not punish a king - only God (or the Church) could do that.
This is known as the divine right of kings.
While the Church followed religious traditions, the King was expected to follow feudal traditions.
The Franks: The first Kings to embrace Christianity
From 500 to 800, missionaries converted a series of Frankish Kings to Christianity.
1. In 500, Clovis converted to Christianity.
He was the first (but not the last) Germanic king to embrace Christianity.
As a result, all of his warriors converted to Christianity.
2. In 700, Charles (“The Hammer”) Martel made war on the Muslims.
In 732, he defeated the Muslims at the Battle of Tours.
By winning, he stopped the Muslims from conquering France and
Ensured that Western Europe would be Christian.
3. In 750, Pepin the Short made war on barbarians in Italy (the Lombards).
He turned land in Rome over to the Pope.
Ever since, the Pope has lived on these lands. Today, the Pope’s land is called the Vatican.
4. In 800, Charlemagne (“Charles the Great”) made an alliance with the Christian Church.
He defended the Church from attacks and he spread Christianity.
(Christian monks would follow his army, preach the Gospel and convert people along the way.)
In return, the Pope crowned him King.
No separation of Church and State
The Pope and King worked together.
page 108
Lesson #59
Lecture
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European
monarchs (Charlemagne, Gregory VII, Emperor Henry IV).
Charlemagne cooperated with the Church
Lecture: There was no separation between Church and State.
Charlemagne was “Champion of the Church”
Charlemagne means “Charles the Great.”
He lived around 800 A.D.
During the Middle Ages, he was the first ruler to establish an empire in Western Europe.
He was 6 feet tall, blonde, athletic, with a forceful personality.
He began as King of the Franks. (In France!)
He conquered most of Western Europe: Germany, Italy, Spain.
After one of his wars, minstrels began singing about him. The epic poem is called The Song of Roland.
Charlemagne cooperated with the Church
Everywhere he went, Charlemagne did two things:
1. He introduced feudalism
Under the lord-vassal system, he granted large estates to his barons.
In return, they provided him with military service.
2. He protected the Church and extended its power.
His coronation symbolized the Divine Right of Kings
He was King by the grace of God.
He had the Church on his side.
His coronation symbolized the cooperation of Church and State
Charlemagne travelled to Rome.
On Christmas Day in 800 A.D., the Pope crowned Charlemagne.
The coronation ceremony set a precedent for all future kings.
Who is more powerful?
From then on, the Pope claimed to be supreme over Kings.
It was the Pope who made kings:
If the Pope refused to crown you, you were not king. (That is, folks did not believe you were king.)
From then on, Kings had to struggle to be independent of the Pope.
The coronation ceremony
The Church recognized William the Conqueror as the King of England.
This tradition continued right up to Napoleon in 1800. He insisted that the Pope crown him.
Just as the Pope was about to put the crown on his head, Napoleon grabbed it and crowned himself!
(He was an arrogant guy.)
Even today, it is the Archbishop of Canterbury who crowns the King or Queen of England.
The last time this happened:
In 1952, the Archbishop crowned Queen Elizabeth II in Westminster Abbey.
page 109
Lecture
Lesson #60
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs
(Charlemagne, Gregory VII, Emperor Henry IV).
Kings clashed with Popes
The Pope had power
The Church was highly organized and everybody listened to the Pope.
The Pope .......................Head of the Church. Very powerful, he could challenge the power of a King.
Cardinals .......................The Pope chose the cardinals. When the Pope died, the Cardinals chose a new Pope.
Archbishops ...................Leader of one city. Like the Archbishop of Canterbury. Built cathedrals. Advisor to King.
Bishops ..........................Controlled a rural region, including its monasteries and church lands.
Priests ............................Minister of one church in the village.
Friar ...............................Travelled from village to village. Like Friar Tuck in Robin Hood.
Monk ..............................Lived in a monastery. Copied religious books by hand - before the printing press.
Popes clashed with Kings
Why did Popes clash with Kings? Their kingdoms were becoming nations.
Kings were becoming more powerful than Popes.
“Not so fast,” said the Pope. He had two powerful weapons to use against Kings . . .
1. Excommunication
You were thrown out of the church.
You were DEAD in the eyes of the church. They actually held a funeral service for you.
“Bell, Book, and Candle”: At the service, they rang a bell, closed a book, and snuffed out a candle.
2. Interdiction
All the churches in your land were closed.
Babies could not be baptized, weddings could not be performed, the dead could not be buried.
In medieval terms, this meant that every soul was going to HELL.
The people (who obviously did not want to burn in hell) rose up against the King.
3. Deposition
When the Pope deposed a King, he was no longer King.
People in his kingdom no longer had to be obedient to him.
Pope Gregory, 1075
Pope Gregory
In 1073, Pope Gregory VII insisted that only the Pope could appoint church officials - archbishops, bishops,
priests. This was new to some regions of Europe.
Emperor Henry
Henry IV was Emperor of the Holy Roman Empire - Germany and central Europe.
For centuries, the emperor had appointed bishops and priests.
They went to “war”
1. Pope Gregory excommunicated Henry. He was dead in the eyes of the Church.
2. Pope Gregory interdicted the whole country. All the churches in his country were closed.
3. Later, the Pope deposed the King. (He told people not to obey the King. This had never happened before.)
4. Henry stood barefoot in the snow for three days before Pope Gregory pardoned him.
The moral of this story
Popes challenged the power of Kings. And vice versa.
page 110
Lesson #61
The Pope could enforce
Church law
How the
Church
enforced its
laws
Game
4. Demonstrate an understanding of the conflict and cooperation between the
Papacy and European monarchs (Charlemagne, Gregory VII, Emperor Henry IV).
1. Excommunication
You were thrown out of the church. You were DEAD in the eyes of the church. They
actually held a funeral service for you. “Bell, Book, and Candle”: At the service,
they rang a bell, closed a book, and snuffed out a candle. No one was allowed to
speak to you. When you died, you could not be buried in the Christian cemetery.
2. Interdiction
Break into pairs. Examine
each fact. Using the chart,
categorize each fact.
When you are finished,
play The Bell Game:
“Name that Concept!”
More advanced:
Categorize facts from your
textbook or the encyclopedia.
All the churches in your land were closed. The priests performed no sacraments:
Babies could not be baptized, weddings could not be performed, the dead could
not be buried. In medieval terms, this meant that every soul was going to HELL.
The people (who obviously did not want to burn in hell) rose up against the King.
3. Deposition
When the Pope deposed a King, he was no longer King.
People in his kingdom no longer had to be obedient to him.
1. No one in your country could get married.
2. A person was no longer a member of the Church.
The Answers
1. interdiction
2. excommunication
3. A man was no longer King.
3. depose
4. The churches were no longer open.
4. interdiction
5. People no longer obeyed the King’s commands.
5. depose
6. An individual was punished.
6. excommunication
7. interdiction
7. A whole country was punished for the acts of a King.
8. excommunication
8. An individual became a non-person in the community.
9. excommunication
9. You are alive, but everyone in town regards you as dead.
10. depose
10. A King was removed from the throne.
11. interdiction
12. All 3
11. Everyone in the country was in mortal danger; their spiritual salvation was at
stake.
12. Which one(s) could hurt a King?
page 111
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: “Name that Church punishment!”
The week before
Go to Office Depot or Office Max and buy 3 bells. You know:
You bop it to call for service.
Make 3 signs: Excommunication, Interdiction, Deposition
Ask the school custodian for a wide table and 3 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for 3 volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 112
Lesson #62
Game
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Great Race
Break into two teams. Choose a person to check the answers. Choose a scorekeeper.
On the chalkboard, write and draw:
Excommunication
bell, book, candle
1.
2.
3.
4.
5.
Interdiction
Draw a church
with a slash across it
Deposition
Draw a crown
with a slash across it
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the statement.
Two students race to the board and put a check under the correct answer.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
1. No one in your country could get married.
2. A person was no longer a member of the Church.
The Answers
1. interdiction
2. excommunication
3. A man was no longer King.
3. depose
4. The churches were no longer open.
4. interdiction
5. People no longer obeyed the King’s commands.
5. depose
6. An individual was punished.
6. excommunication
7. interdiction
7. A whole country was punished for the acts of a King.
8. excommunication
8. An individual became a non-person in the community.
9. excommunication
9. You are alive, but everyone in town regards you as dead.
10. depose
10. A King was removed from the throne.
11. interdiction
12. All 3
11. Everyone in the country was in mortal danger; their spiritual salvation was at
stake.
12. Which one(s) hurt a King?
page 113
Game
Lesson #63
Group analysis
Lesson #64
4. Demonstrate an understanding of the conflict and
cooperation between the Papacy and European monarchs (Charlemagne, Gregory VII, Emperor Henry IV).
“Students distinguish fact from opinion.”
A Living Chess Game
Life is like a rock group
Goal: Appreciate the political power of the Pope.
Ask a student volunteer to bring in a chess game.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
Before showing it, ask the class: What was the most
popular board game in medieval Europe? (Chess!)
The teacher states the situation:
The Papacy: What do you think of the Pope?
1. How much power does each chess piece have?
Assign students to be those chess pieces.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
2. How much power does the Bishop have?
Assign one student to be the bishop.
3. How much power does the King have?
Assign one student to be the King.
4. Rank the chess pieces according to their power.
Have students line up in order of their power.
5. Stand on an imaginary board. Act out a few moves
by each of the chess pieces.
Class discussion
Chess was the favorite game of the Middle Ages.
It reflects the amount of power of each group in society. (Example: Pawns are peasants.)
Compare and contrast the power of two people:
King and Bishop.
Team #1: The Boomers
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
page 114
Lesson #65
Graphic organizer
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs
(Charlemagne, Gregory VII, Emperor Henry IV).
The Pope:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
When?
When did the Pope
clash with a King?
One Pope
http://historymedren.about.com/library/w
ho/blwwgreg7.htm
Where?
Where did the Pope
live?
How?
How did the Pope
cooperate with Kings?
The Pope
Who?
The Argument
http://www.saburchill.com/history/biblio/006.html
Who was the Pope?
What?
List 3 bad things a
Pope could do to
punish a King.
Why?
Why did the Pope
clash with the King?
page 115
Game
Lesson #66
Can you think of a term from A to Z?
The ABCs of the Pope
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Appointment of church officials
Bell, book and candle
Charlemagne, coronation, College of Cardinals, “Champion of the Church,” Charlemagne
Defender of the Church, Divine right, deposition
Excommunication
F
Gregory VII
Henry IV, Holy Roman Empire
Interdiction
J
K
L
Monarch
N
O
Pope, Papacy
Question: What is the divine right of Kings?
R
Separation of Church and State
T
U
V
Who challenged the power of the King?
X
Y
Z
page 116
Lesson #67
Game
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like the Pope?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Appointment of church officials
Bell, book and candle
Charlemagne, coronation, College of Cardinals,
“Champion of the Church,” Charlemagne
Defender of the Church, Divine right, deposition
Excommunication
Gregory VII
Henry IV, Holy Roman Empire
Interdiction
Monarch
Pope, Papacy
Question: What is the divine right of Kings?
Separation of Church and State
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 117
5. English Law & Constitution
Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (the Magna Carta, Parliament,
development of habeas corpus, an independent judiciary in England).
Legal practices
Common law, trial by jury, circuit courts, habeas corpus, independent judiciary
The Magna Carta The beginning of constitutional government. The first time in world history.
Parliament
The beginning of representative government in the modern world.
(Ancient Rome had representative government.)
page 119
1. Common Law
page 120
Lesson #68
Lecture
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
Common Law, 1154
Over centuries, there developed a body of law in England:
a. There was Roman law ...............set up during the Roman Empire.
b. There was canon law .................church law, established in Rome
c. There was feudal law .................for the nobility (lords and vassals, rights and obligations)
d. There was common law .............based on tradition and past precedent
e. There was town law ...................each town had a charter which gave them the right to self-government.
Which became the Law of the Land?
Henry II
In 1154, Henry II became the King of England.
He was the great-grandson of William the Conqueror.
He was the most powerful man in Europe:
1. He was the King of England.
2. He ruled most of France. (Because he married Eleanor of Aquitaine.)
3. His rebellious son (Bad King John) later broke all the laws of England.
Common Law
Henry II was brilliant in law and government.
Roman Law
Roman law was one set of written laws.
It was used throughout Europe, especially France and Italy.
(In the 1100s, universities in France and Italy trained lawyers in Roman law.)
Henry II rejected using it in England.
Instead, he chose the Anglo-Saxon tradition - Common Law - as the law of the land.
Common Law
Common law is a body of rulings made by judges based on community traditions and previous court decisions.
When making a decision, a judge consults past precedent - what past judges have ruled in a similar situation.
Example: An English judge, based on local standards, ruled that the killing a person in self-defense is not murder. That set a precedent: Ever after, judges in that community followed that precedent.
When many judges ruled the same thing, it became the law of the land.
A law that is universal throughout England.
It is called “common law" because it was a law common to all of England and administered by a central court, as
opposed to laws that varied from manor to manor.
Judge-made law. Not written by politicians in the legislature.
Law which exists on the basis of precedents developed over hundreds of years.
Judges study precedents in order to come up with a judgement.
Common law is different from civil law, in which all laws are written down.
Common law is "the common sense of the community, crystallized and formulated by our ancestors.”
American law is based on English Common Law.
This is why lawyers have law books: They bring up past cases to convince the judge.
page 121
Trial by jury
Trial by ordeal
This was invented by the barbarian Saxons.
The accused was tortured to see whether he was guilty.
Back then, folks believed that God would heal the innocent man.
If his wounds disappeared within three days, he was allowed to live.
Trial by combat
William the Conqueror introduced this to England.
Legal matters were decided by combat: The accused person had to fight his accuser.
Back then, folks believed that God would help the innocent man win.
The duel (with swords or pistols) is a hangover from that tradition.
Trial by jury
Henry II introduced this to England.
In the 1100s in England, a jury was a group of locals who testified in a trial.
These twelve people - from the community - were questioned by the judge.
Their testimony (events of the crime, traditions in the community, the character of both parties)
helped the judge make his ruling.
By 1300, jury trials became universal in England.
By 1500, a jury listened to the testimony of others.
They determined who was telling the truth - the accuser or the accused.
They decided whether the accused man was guilty or innocent.
It was not done by majority rule: The 12 had to be unanimous that the man was guilty.
It was not until 1928 that women were allowed to sit on English juries.
Circuit courts
Henry II introduced circuit courts.
1. Judges rode on horseback from place to place, holding trials.
2. Judges dealt with felony: Major crimes like murder, robbery, forgery, and arson.
3. These royal courts were regularly held at a certain time and place.
4. They reduced the power of the nobles: The lord on his manor no longer dispensed justice on major crimes.
5. They reduced the power of the Church: Church courts were allowing criminals to go free.
Habeas Corpus
A freedom won in the Magna Carta!
It guarantees the individual a right against arbitrary arrest and imprisonment.
In England, the King could have a man arrested, throw him in the dungeon, and never bring him to trial.
In Latin, habeas corpus means “Bring me the body.”
A judge can overrule the King and decide whether the man should have been arrested.
1.
2.
3.
4.
5.
Using habeas corpus, a judge could order the government to bring the prisoner before the court.
The judge then decided whether or not the charges were sufficient to hold the man for trial.
If yes, he was given a trial. If not, he was set free.
This protected a person against arbitrary imprisonment. (Arbitrary: At the whim of the King.)
The authority of the court was paramount (superior) to any order of the King.
An independent judiciary
An independent judiciary upholds the rule of law and ensures the supremacy of the law.
Habeas corpus meant just that: Judges ignored the King and upheld the law.
It was not until 1701 that judges became 100% independent - that year, they were appointed for LIFE.
In the U.S., our court system (Supreme Court appointed for life) is independent of the President + Congress.
page 122
Lesson #69
5. Know the significance of developments in medieval English
legal and constitutional practices and their importance in the rise
of modern democratic thought and representative institutions (the
Magna Carta, Parliament, development of habeas corpus, an
independent judiciary in England).
Internet
The Answers
Common Law
1. judges
2. precedents
3. centuries
4. False
To figure out the law, judges must consult past
cases. So they have a library: Centuries of past
cases.
Homework: Medieval Justice
Common Law
http://www.duhaime.org/dictionary/dict-c.aspx
Scroll down to “common law.”
1. Common law is law that is made by _________.
2. Common law is based on legal _______.
3. Common law is developed over _________.
4. True or False: Common law is written down in one law book.
5. True or False: Common law is written by the legislature.
Crime & Punishment
http://www.answers.com/topic/trial-by-ordeal
http://www.answers.com/topic/trial-by-combat
http://www.getchwood.com/punishments/curious/
6. What was trial by combat?
7. What was trial by ordeal?
8. Folks really needed a fair trial. Why?
Tell us how the guilty were punished!
Trial by jury
http://www.duhaime.org/dictionary/dict-jk.aspx
Scroll down to “Jury”
9. What is a jury?
10. In your opinion, why is the jury a major step forward?
Circuit Courts
http://www.bartleby.com/65/he/Henry2Eng.html
11. “Henry’s most significant achievement lay in his development of the structure of royal justice . . . He clearly established the superiority of ______ courts.
Habeas Corpus
http://www.duhaime.org/dictionary/dict-gh.aspx#H
Scroll down to “habeus corpus”
12. When a man is arrested, he must be brought before a
________.
13. What document created this practice?
14. Habeas corpus protects an individual from what?
5. False
It is made by judges over centuries.
Crime & Punishment
Trial by Combat
6. Two men would fight each other. People thought
that God would help the innocent man win.
Trial by Ordeal
7. An ordeal by water or by fire. The accused would
hold a red-hot poker, put his hand into a pot of boiling water, or be thrown into a pond.
People thought that God would protect the innocent:
If the hand healed in three days, the man was innocent. If not, he was guilty.
If the accused sank in the pond, he was innocent.
If he floated, he was guilty. (This sounds backward.)
The ordeal was a way of determining guilt or
innocence. It was not the punishment.
Punishments
8. Criminals were not put in prison! Instead:
Nagging your husband .......Wear an iron mask
Fighting ...............................Fined
Selling rotten meat .............Dragged through streets
Cheating a customer .........Put in stocks or pillory
Stealing ..............................Hand cut off
Attacking someone .............Eyes gouged out
Forgery ...............................Castration
Murder ................................Hung from a tree
Rebellion ............................Hung from a tree
Treason ..............................Beheaded, cut into
pieces
Trial by jury
9. A group of citizens randomly selected from the
general population and brought together to assist
justice by deciding which version, in their opinion,
constitutes "the truth" given different evidence by
opposing parties.
10. Having local people decide your guilt or innocence is much more civilized than trial by combat or
trial by ordeal!
11. Royal courts replaced feudal and church courts.
This made the King powerful.
12. Judge.
13. The Magna Carta
14. False arrest. Imprisonment without cause.
page 123
Game
Lesson #70
5. Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of
modern democratic thought and
representative institutions (the Magna Carta, Parliament, development of habeas
corpus, an independent judiciary in England).
Legal
Practices
Break into pairs. Examine
each fact. Using the
chart, categorize each
fact. When you are finished, play The Bell
Game: “Name that Legal
Practice!”
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
Most of these were introduced by Henry II, King of England, in the 1100s.
Definitions
1. Common Law
The law is based on past precedent - what previous judges have ruled in a similar
case.
2. Trial by Jury
Twelve people - from the community - were questioned by the judge.
Their testimony (events of the crime, traditions in the community, the character of
both parties) helped the judge make his ruling.
3. Circuit Courts
This was the first royal court system. Judges rode on horseback from place to
place, holding trials.
4. Habeas Corpus
Using habeas corpus, a judge could order the government to bring the prisoner
before the court. The judge then decided whether or not the charges were sufficient
to hold the man for trial. If yes, he was given a trial. If not, he was set free.
5. Independent Judiciary
Judges were independent of the King. The authority of the court was paramount
(superior) to any order of the King.
1. The law is based on what previous judges have ruled in a similar case.
2. A group of locals who testified in a trial.
3. Judges rode on horseback from place to place, holding trials.
4. A judge could order the government to bring the prisoner before the court.
5. Upholds the rule of law and ensures the supremacy of the law.
6. Based on tradition and past precedent
7. At first, people were questioned by the judge.
8. The law of the land.
9. It guarantees the individual a right against arbitrary arrest and imprisonment.
10. A body of rulings made by judges.
11. Based on community traditions and previous court decisions.
12. At first, their testimony helped the judge make his ruling.
13. Based on decisions by past judges.
14. In Latin, it means “Bring me the body.”
15. At first, they testified about the events of the crime, traditions in the community,
and the character of both parties.
The Answers
1. Common Law
2. Trial by Jury
3. Circuit Courts
4. Habeas Corpus
5. Independent Judiciary
6. Common Law
7. Trial by Jury
8. Common Law
9. Habeas Corpus
10. Common Law
11. Common Law
12. Trial by Jury
13. Common Law
14. Habeas Corpus
page 124
15. Trial by Jury
16. Killing a person in self-defense is not murder.
16. Common Law
17. Circuit Courts
17. This was the first royal court system.
18. Habeas Corpus
18. To stop the King from arresting men for no good reason.
19. Common Law
19. When many judges ruled the same thing, it became the law of the land.
20. Independent Judiciary
20. Upholds the rule of law and ensures the supremacy of the law.
21. Common Law
22. Common Law
21. A law that is universal throughout England.
23. Circuit Courts
22. This law did not vary from manor to manor.
24. Common Law
23. These were held regularly at a certain time and place.
25. Common Law
24. Judge-made law.
26. Habeas Corpus
27. Habeas Corpus
25. Judges study precedents in order to come up with a judgement.
28. Common Law
26. A judge decided whether the charges were sufficient to hold the man for trial.
29. Trial by Jury
27. This protected a person against arbitrary imprisonment.
30. Habeas Corpus
28. American law is based on this law.
31. Habeas Corpus
32. Common Law
29. By 1500, they listened to the testimony of others.
33. Circuit Courts
30. In this specific situation, judges ignored the King and upheld the law.
34. Circuit Courts
31. The judge decides whether the man should have been arrested.
35. Common Law
32. This is why lawyers have law books.
36. Circuit Courts
37. Habeas Corpus
33. Judges dealt with major crimes - murder, robbery, forgery, and arson.
38. Independent Judiciary
34. The lord on his manor no longer dispensed justice on major crimes. Why?
39. Habeas Corpus
35. This is why lawyers bring up past cases to convince the judge.
40. Independent Judiciary
36. Before this, Church courts were allowing criminals to go free.
41. Common Law
42. Habeas Corpus
37. In this specific situation, a judge can over-rule a King.
38. Under this principle, a judge can over-rule a King.
39. In this specific situation, the authority of the court was superior to any order of
the King.
40. Under this principle, the authority of the court was independent of the King.
41. “The common sense of the community, crystallized and formulated by our
ancestors.”
42. This freedom was won in the Magna Carta!
page 125
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: “Name that Legal Practice!”
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: Common Law, Trial by jury, Circuit Courts, Habeas Corpus, Independent Judiciary
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for 5 volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 126
Lesson #71
Game
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Great Race
Break into two teams. Choose a person to check the answers. Choose a scorekeeper.
On the chalkboard, write and draw:
Common
Law
law book
Trial
by Jury
12 men
Circuit
Courts
A horse
Habeas
Corpus
Guy in chains
Independent
Judiciary
Sign: “Judge for Life” (cannot be fired)
1. Break into two teams: Team A and Team B. Try guys vs gals.
2. Line up, single file - at least 15 feet from the board.
3. The teacher reads the statement.
4. Two students race to the board and put a check under the correct answer.
5. Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
Legal practices we inherited from England . . .
1. The law is based on what previous judges have ruled in a similar case.
2. A group of local nobles who testified in a trial.
3. Judges rode on horseback from place to place, holding trials.
4. A judge could order the government to bring the prisoner before the court.
5. Upholds the rule of law and ensures the supremacy of the law.
6. Based on tradition and past precedent
7. At first, people were questioned by the judge.
8. The law of the land.
9. It guarantees the individual a right against arbitrary arrest and imprisonment.
10. A body of rulings made by judges.
11. Based on community traditions and previous court decisions.
12. At first, their testimony helped the judge make his ruling.
13. Based on decisions by past judges.
14. In Latin, it means “Bring me the body.”
15. At first, they testified about the events of the crime, traditions in the community, and the character of
both parties.
16. Killing a person in self-defense is not murder.
17. This was the first royal court system.
18. To stop the King from arresting men for no good reason.
19. When many judges ruled the same thing, it became the law of the land.
20. Upholds the rule of law and ensures the supremacy of the law.
21. A law that is universal throughout England.
22. The law did not vary from manor to manor.
23. These were held regularly at a certain time and place.
24. Judge-made law.
25. Judges study precedents in order to come up with a judgement.
26. A judge decided whether the charges were sufficient to hold the man for trial.
27. This protected a person against arbitrary imprisonment.
28. American law is based on this law.
29. By 1500, they listened to the testimony of others.
30. In this specific situation, judges ignored the King and upheld the law.
31. The judge decides whether the man should have been arrested.
32. This is why lawyers have law books.
33. Judges dealt with major crimes - murder, robbery, forgery, and arson.
34. The lord on his manor no longer dispensed justice on major crimes. Why?
35. This is why lawyers bring up past cases to convince the judge.
36. Before this, Church courts were allowing criminals to go free.
37. In this specific situation, a judge can over-rule a King.
38. Under this principle, a judge can over-rule a King.
39. In this specific situation, the authority of the court was superior to any order of the King.
40. Under this principle, the authority of the court was independent of the King.
41. “The common sense of the community, crystallized and formulated by our ancestors.”
42. This freedom was won in the Magna Carta!
The Answers
1. Common Law
2. Trial by Jury
3. Circuit Courts
4. Habeas Corpus
5. Independent Judiciary
6. Common Law
7. Trial by Jury
8. Common Law
9. Habeas Corpus
10. Common Law
11. Common Law
12. Trial by Jury
13. Common Law
14. Habeas Corpus
15. Trial by Jury
16. Common Law
17. Circuit Courts
18. Habeas Corpus
19. Common Law
20. Independent Judiciary
21. Common Law
22. Common Law
23. Circuit Courts
24. Common Law
25. Common Law
26. Habeas Corpus
27. Habeas Corpus
28. Common Law
29. Trial by Jury
30. Habeas Corpus
31. Habeas Corpus
32. Common Law
33. Circuit Courts
34. Circuit Courts
35. Common Law
36. Circuit Courts
37. Habeas Corpus
38. Independent Judiciary
39. Habeas Corpus
40. Independent Judiciary
41. Common Law
42. Habeas Corpus
page 127
Research
Lesson #72
5. Know the significance of developments in medieval English legal and
constitutional practices and their importance in the rise of modern democratic
thought and representative institutions (the Magna Carta, Parliament, development
of habeas corpus, an independent judiciary in England).
Eleanor of Aquitaine
1122-1204
Eleanor of Aquitaine married Henry II.
Together, they had four sons - Henry, Geoffrey, Richard the Lion-hearted and Bad
King John. Both Henry and Geoffrey died young, before they could inherit the
throne.
In the film Lion in Winter, Katherine Hepburn played Eleanor of Aquitaine.
Assignment: Write a gossipy letter about Eleanor.
Go to the library.
Using the encyclopedia, read about the following people:
1.
2.
3.
4.
5.
Eleanor of Aquitaine
Her first husband .............Louis VII, King of France (a.k.a. “Louis the Fat”)
Her second husband .......Henry II, King of England (genius in law and govt)
Her third son .....................Richard the Lion-hearted
Her fourth son................King John of England (a.k.a. “Bad King John”)
Your letter should have five paragraphs . . .
1. She was the most powerful woman in medieval Europe. Why?
2. Life with the King of France - Louis VII (a.k.a. “Louis the Fat”).
3. Life with the King of England - Henry II (the man who gave us Common Law,
the jury trial)
4. She influenced her son, Richard the Lion-hearted. How did he turn out?
5. She influenced her son, King John. How did he turn out?
page 128
The Answers
1. She lived in the 1100s. She
ruled Aquitaine, a vast region in
France.
2. She was 15 when she married the King of France. When
she did not bear a son, he
divorced her. (She bore him two
daughters.)
3. She was 30 when she married him. He was ten years
younger than she was. When
she turned 50, she led a revolt
against him. The revolt failed
and he imprisoned her. When
he died, she was released from
prison.
4. Not so hot. He was the King
of England. Instead, of ruling
his country from home, he went
on the Crusades. He tried to
recapture Jerusalem from the
Muslims, but failed. On his way
home, he was kidnapped by a
German king and held for ransom. Instead of going home to
England, he fought a war in
France, where he was killed. He
reigned as King of England for
ten years, but only spent 10
months there!
5. Horrible. Henry II spent
decades building the English
legal system and “Bad King
John” ignored and broke every
law. He was so bad that the
English barons made war on
him. When they won, they
made him sign the Magna Carta
...
Lesson #73
Game
Can you think of a term from A to Z?
The ABCs of English Law
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Arbitrary arrest, Archbishop of Canterbury (Thomas Becket)
Bring me the body
Common Law, Circuit Courts
Do you know when England developed its legal system? (1100s)
Eleanor of Aquitaine
Felony
Gregory VII, guild
Habeas corpus, Henry II
Independent judiciary
Jury
King Henry II
Law of the Land: Which became the law of the land? (Roman law, feudal law, church law, common law)
Medieval law gave birth to our modern legal system
Natural Law - St. Thomas Aquinas explained that each man is born with certain God-given rights.
Oops! King Henry II set up English law. But who died without a trial? (Archbishop of Canterbury = Becket)
Precedent, pillory
Question: The law courts gave power to whom? (King, Nobility, or Church)
Royal courts, Roman
Supremacy of the law, stocks (the punishment)
Trial by ordeal, trial by combat, trial by jury
U will know this soon: King Henry II’s son broke every English law. Who was he?
V
Which legal practice was won in the Magna Carta?
X marks the spot: Which medieval country developed our modern legal system?
Your might need to know: King Henry II was married to whom? (Eleanor of Aquitaine)
Zee what happens: King Henry II’s son was bad. Who was he? (Bad King John)
page 129
Game
Lesson #74
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like a Judge?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Arbitrary arrest, Archbishop of Canterbury (Thomas
Becket)
Bring me the body
Common Law, Circuit Courts
Do you know when England developed its legal system? (1100s)
Eleanor of Aquitaine
Felony
Gregory VII, guild
Habeas corpus, Henry II
Independent judiciary
Jury
King Henry II
Law of the Land: Which became the law of the land?
(Roman law, feudal law, church law, common law)
Medieval law gave birth to our modern legal system
Natural Law - St. Thomas Aquinas explained that each
man is born with certain God-given rights.
Precedent, pillory
Royal courts
Supremacy of the law, stocks (the punishment)
Trial by ordeal, trial by combat, trial by jury
page 130
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
2. The Magna Carta
For the clearest version of the Magna Carta, please visit:
http://www.britainexpress.com/History/medieval/magnacarta-trans.htm
page 131
Lecture
Lesson #75
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Magna Carta, 1215
1066 William the Conqueror set the tone: We will follow English law and traditions.
1154 Henry II (WTC’s great-grandson): We will follow English law and traditions. I call it Common Law.
1215 King John (Henry’s rebellious son): Nope. I ignore the law and do whatever I please.
English democracy took centuries to build.
One of the first cornerstones was the Magna Carta.
This document contains some of our democratic principles related to justice, laws, and freedom from tyranny.
Throughout history, people who have fought for liberty and justice against tyrants have used it as a model
British political traditions have played a central role in the development of our democratic ideals.
The Causes
King John was an absolute monarch - that is, he was a tyrant.
King John was arbitrary - he did not rule according to the law. Instead, he did whatever he pleased.
His barons had serious grievances - the King was trampling upon their rights.
Their rights had been granted by William the Conqueror in 1066.
The barons made war on King John; they captured the city of London.
King John retreated to Runnymede, which lies southwest of London.
(The Thames river and Windsor Castle are located nearby.)
At Runnymede, the barons forced King John to sign the Magna Carta.
The Magna Carta was read in every church in England.
Seven Principles in the Magna Carta
1. Limited Government
The King cannot do whatever he wants. People have rights!
2. The Rule of Law
Over centuries, there developed a body of law in England:
a. There was canon law (church laws)...................The King was not supposed to violate it.
b. There was feudal law (for the nobility) ..............The King was not supposed to violate it.
c. There was common law (past precedent) .........The King was not supposed to violate it.
d. There was town law (for towns) ........................The King was not supposed to violate it.
The Magna Carta is historic: For the first time in English history, the King was made subject to the law.
The law is supreme. (Not the king.) Everyone must obey the law. (Even the King!)
3. Balance of Power
From now on, the King must share power with the Barons. It is the beginning of Parliament, England’s first representative assembly. If the King breaks the contract, the Barons have the right to overthrow him.
4. Power of the Purse
From now on, the King cannot raise taxes without the advice and consent of the Barons.
The Barons control all the tax money.
page 132
5. Private Property
The King cannot seize a man’s property.
6. Due Process
The King cannot put you in prison and throw away the key.
You cannot be deprived of your life, liberty, or property without due process.
Habeas corpus: You are entitled to a hearing, so the judge can decide whether you should have been arrested.
Then you are entitled to a trial by jury.
On legal issues, the judge is superior to the King. The judge is independent of the King.
7. Judgement by Your Peers
The King cannot be the jury or choose the jury.
You are entitled to a trial by jury. The jury must consist of your social equals.
The Impact
The Magna Carta was all of the following:
1. A SYMBOL
Simply put, the Magna Carta became a symbol of liberty.
Democracy in England took centuries to evolve.
But this was the starting point.
2. BASIS OF THE ENGLISH CONSTITUTION
The Magna Carta is the first document in what is known as the English Constitution.
When the barons fought to preserve their rights, this was first constitutional struggle in English history:
A constitution establishes the rights and duties of government and its citizens
Like the feudal contract that established the rights and duties of the lord and vassal.
When the lord broke the contract, the vassal was no longer bound to it.
The Magna Carta established a constitutional principle:
When a King abused his power, something could be done. You could overthrow him.
Representative Government
It was England’s first step toward representative government.
The 25 barons eventually became the Parliament.
From then on, no laws could be made (or taxes raised) without the consent of Parliament.
It shaped the American political system
It was a model for our Declaration of Independence (1776).
It was a model for the U.S. Constitution (1789).
3. THE LEGAL SYSTEM
It shaped the English legal system.
For starters, it established the legal principle of habeas corpus:
Every arrested man was entitled to a hearing before a judge.
Every accused man was entitled to a trial by jury.
By 1300, the jury trial was universal throughout England.
page 133
A story
Lesson #76
5. Know the significance of developments in medieval English legal and constitutional
practices and their importance in the rise of modern democratic thought and representative institutions (the
Magna Carta, Parliament, development of habeas corpus, an independent
judiciary in England).
Bad King John, 1215
Ask one student to read this story aloud.
Less than 200 years after the reign of William the Conqueror, one of his descendants, King John, sat
upon the throne of England. He was an exceedingly bad ruler. He stole, he told lies, and he put innocent people
in prison. If he wanted money, he simply demanded it of any persons who had it, and if they refused to give it,
he did not hesitate to torture them till they yielded. Men who had committed crimes and deserved to be punished, he would be set free if they could raise money enough to make him a present. If two men disagreed and
brought their difficulty before him for trial, he would decide in favor of the one who had made him the larger gift.
Sometimes, for some very small offense, he would demand money of a poor man who had only a horse and cart
with which to earn his living; and if the man had no friends to bribe the king, his horse and cart were sold to help
fill the royal treasury. King John was even believed to have murdered a nephew, the young Prince Arthur, who
had claim to the throne.
John ruled not only England, but also the duchy of Normandy, which had descended to him from William
the Conqueror. As Normandy was a fief of France, Philip, King of France, called upon his vassal John, to
account for the death of the prince. John refused to appear. Then Philip took away nearly all his French possessions. That loss made his income much smaller. Moreover, the cost of carrying on the government had
increased. There was, then, some reason for his constant need of money, even though there was so little
excuse for his manner of obtaining it.
When the archbishop of Canterbury died, there was a dispute about who should succeed him. The pope
was appealed to, and he bade the monks of Canterbury name a good, upright man named Stephen Langton to
take his place. This choice did not please the king; therefore he seized the monastery and its revenues and banished the monks. For six years John resisted the pope and refused to allow Langton to become archbishop.
Finally he became afraid that he was going to die, and then he yielded most meekly. He even went to Langton
to beg for absolution, or a formal pardon of the Catholic Church. “When you promise to obey the laws of the
land and to treat your people justly, I will absolve you,” replied the archbishop.
John was always ready to make a promise, but he never kept it unless it was convenient. He promised
what the archbishop asked but, as might have been expected, he soon broke his word. Now, next to the king,
the barons were the most powerful men of the kingdom, but even they did not know what to do. Fortunately, the
archbishop knew. He called the barons together and read them what had been the law of the land since a short
time after the death of William the Conqueror. The barons understood what their rights were, and they took a
solemn oath to defend them. “We will wait for one year,” they said. “The king may do better.” They waited a
year; then they waited till Christmas. The king had not improved, and the barons went to him and asked him to
repeat the promises that he had made to the archbishop.
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John was insolent at first, but when he saw that the barons were in earnest, he became very meek, and
said that what they asked was important, to be sure, but also difficult, and he should need a little time before
making the agreement. By Easter he should be able to satisfy them. The barons did not believe him, and so,
when Easter came, they brought to the appointed place a large body of armed followers. After a while, John sent
to ask what it was that the barons insisted upon having. Then bold, dignified Stephen Langton read aloud to him
from a parchment such articles as these: “A free man shall not be fined for a small offense, except in proportion
to the gravity of the offense.” “No free man shall be imprisoned or banished except by the lawful judgment of his
equals, or by the law of the land.”
John grew more and more angry as these were read, and when the archbishop went on to read other
articles declaring that the king must not take bribes, or impose taxes without the consent of his council, or body
of advisers, and finally one giving the barons the right to elect 25 of their number to keep watch over him and
seize his castles if he did not keep his promise, then he went into a furious passion. “I will never grant liberties
that would make me a slave,” he declared.
Nevertheless, he had to yield. There was a famous green meadow with low hills on one side and the
River Thames on the other. Its name of Runnymede (or Meadow of Council) was given it long before William the
Conqueror landed in England, because there the Saxons used to hold their councils. To this meadow the barons
and their army marched from London. Then out of a strong fortress that rose near at hand, and across the drawbridge that swung over the moat, rode an angry and sulky ruler of England. He signed the parchment, either in
the meadow or on an island in the river, and then went back to his palace. It was said by some that he gnashed
his teeth, and shrieked, and rolled on the floor like a madman; but the barons were hard at work seeing to it that
many copies of this parchment were made and sent over the land to be read aloud in the churches.
This parchment was the famous Magna Carta, or Great Charter, signed in 1215. The barons were then
the most powerful men of the kingdom, and they saw to it that as long as he lived the king kept his word. After
50 years later, not only the barons but representatives of the towns were admitted to the council. This was the
beginning of the English Parliament; and now, if a king ruled unjustly, he must account, not only to the barons,
but to the whole people. From that day to this, no ruler has ever been able to remain on the throne of England
who has not kept the promises that King John was obliged to make that June day at Runnymede.
Source: Eva March Tappan, Old World Hero Stories. New York: Houghton Mifflin, 1911.
Now in the public domain.
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Document
Lesson #77
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Magna Carta, 1215
Website: http://www.cs.indiana.edu/statecraft/magna-carta.html
Translated by Gerald Murphy. Prepared by Nancy Troutman. Distributed by the Cybercasting Services Division of the
National Public Telecomputing Network (NPTN).
Preamble:
John, by the grace of God, king of England, lord of Ireland, duke of Normandy and Aquitaine, and count of
Anjou, to the archbishop, bishops, abbots, earls, barons, justiciaries, foresters, sheriffs, stewards, servants, and
to all his bailiffs and liege subjects, greetings. Know that, having regard to God and for the salvation of our soul,
and those of all our ancestors and heirs, and unto the honor of God and the advancement of his holy Church
and for the rectifying of our realm, we have granted as underwritten by advice of our venerable fathers, Stephen,
archbishop of Canterbury, primate of all England and cardinal of the holy Roman Church, Henry, archbishop of
Dublin, William of London, Peter of Winchester, Jocelyn of Bath and Glastonbury, Hugh of Lincoln, Walter of
Worcester, William of Coventry, Benedict of Rochester, bishops; of Master Pandulf, subdeacon and
member of the household of our lord the Pope, of brother Aymeric (master of the Knights of the Temple in
England), and of the illustrious men William Marshal, earl of Pembroke, William, earl of Salisbury, William, earl of
Warenne, William, earl of Arundel, Alan of Galloway (constable of Scotland), Waren Fitz Gerold, Peter Fitz
Herbert, Hubert De Burgh (seneschal of Poitou), Hugh de Neville, Matthew Fitz Herbert, Thomas Basset, Alan
Basset, Philip d'Aubigny, Robert of Roppesley, John Marshal, John Fitz Hugh, and others, our liegemen.
1. In the first place we have granted to God, and by this our present charter confirmed for us and our heirs
forever that the English Church shall be free, and shall have her rights entire, and her liberties inviolate; and we
will that it be thus observed; which is apparent from this that the freedom of elections, which is reckoned most
important and very essential to the English Church, we, of our pure and unconstrained will, did grant, and did by
our charter confirm and did obtain the ratification of the same from our lord, Pope Innocent III, before the quarrel
arose between us and our barons: and this we will observe, and our will is that it be observed in good faith by
our heirs forever. We have also granted to all freemen of our kingdom, for us and our heirs forever, all the
underwritten liberties, to be had and held by them and their heirs, of us and our heirs forever.
2. If any of our earls or barons, or others holding of us in chief by military service shall have died, and at the
time of his death his heir shall be full of age and owe "relief", he shall have his inheritance by the old relief, to
wit, the heir or heirs of an earl, for the whole baroncy of an earl by L100; the heir or heirs of a baron, L100 for a
whole barony; the heir or heirs of a knight, 100s, at most, and whoever owes less let him give less, according to
the ancient custom of fees.
3. If, however, the heir of any one of the aforesaid has been under age and in wardship, let him have his
inheritance without relief and without fine when he comes of age.
4. The guardian of the land of an heir who is thus under age, shall take from the land of the heir nothing but
reasonable produce, reasonable customs, and reasonable services, and that without destruction or waste of
men or goods; and if we have committed the wardship of the lands of any such minor to the sheriff, or to any
other who is responsible to us for its issues, and he has made destruction or waster of what he holds in
wardship, we will take of him amends, and the land shall be committed to two lawful and discreet men of that
fee, who shall be responsible for the issues to us or to him to whom we shall assign them; and if we have given
or sold the wardship of any such land to anyone and he has therein made destruction or waste, he shall lose
that wardship, and it shall be transferred to two lawful and discreet men of that fief, who shall be responsible to
us in like manner as aforesaid.
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5. The guardian, moreover, so long as he has the wardship of the land, shall keep up the houses, parks, fishponds, stanks, mills, and other things pertaining to the land, out of the issues of the same land; and he shall
restore to the heir, when he has come to full age, all his land, stocked with ploughs and wainage, according as
the season of husbandry shall require, and the issues of the land can reasonable bear.
6. Heirs shall be married without disparagement, yet so that before the marriage takes place the nearest in
blood to that heir shall have notice.
7. A widow, after the death of her husband, shall forthwith and without difficulty have her marriage portion and
inheritance; nor shall she give anything for her dower, or for her marriage portion, or for the inheritance which
her husband and she held on the day of the death of that husband; and she may remain in the house of her
husband for forty days after his death, within which time her dower shall be assigned to her.
8. No widow shall be compelled to marry, so long as she prefers to live without a husband; provided always that
she gives security not to marry without our consent, if she holds of us, or without the consent of the lord of
whom she holds, if she holds of another.
9. Neither we nor our bailiffs will seize any land or rent for any debt, as long as the chattels of the debtor are
sufficient to repay the debt; nor shall the sureties of the debtor be distrained so long as the principal debtor is
able to satisfy the debt; and if the principal debtor shall fail to pay the debt, having nothing wherewith to pay it,
then the sureties shall answer for the debt; and let them have the lands and rents of the debtor, if they desire
them, until they are indemnified for the debt which they have paid for him, unless the principal debtor can show
proof that he is discharged thereof as against the said sureties.
10. If one who has borrowed from the Jews* any sum, great or small, die before that loan be repaid, the debt
shall not bear interest while the heir is under age, of whomsoever he may hold; and if the debt fall into our
hands, we will not take anything except the principal sum contained in the bond.
11. And if anyone die indebted to the Jews*, his wife shall have her dower and pay nothing of that debt; and if
any children of the deceased are left under age, necessaries shall be provided for them in keeping with the
holding of the deceased; and out of the residue the debt shall be paid, reserving, however, service due to feudal
lords; in like manner let it be done touching debts due to others than Jews.
12. No scutage nor aid [taxes] shall be imposed on our kingdom, unless by common counsel of our kingdom,
except for ransoming our person, for making our eldest son a knight, and for once marrying our eldest daughter;
and for these there shall not be levied more than a reasonable aid. In like manner it shall be done concerning
aids from the city of London.
13. And the city of London shall have all it ancient liberties and free customs, as well by land as by water;
furthermore, we decree and grant that all other cities, boroughs, towns, and ports shall have all their liberties
and free customs.
14. And for obtaining the common counsel of the kingdom anent the assessing of an aid, we will cause to be
summoned the archbishops, bishops, abbots, earls, and greater barons, severally by our letters; and we will
moveover cause to be summoned generally, through our sheriffs and bailiffs, and others who hold of us in chief,
for a fixed date, namely, after the expiry of at least forty days, and at a fixed place; and in all letters of such
summons we will specify the reason of the summons. And when the summons has thus been made, the
business shall proceed on the day appointed, according to the counsel of such as are present, although not all
who were summoned have come.
*During the Middle Ages, the Church announced that money-lending was a sin. Only non-Christians could be money-lenders. As a result, the
only bankers in medieval Europe were Jewish.
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15. We will not for the future grant to anyone license to take an aid from his own free tenants, except to ransom
his person, to make his eldest son a knight, and once to marry his eldest daughter; and on each of these
occasions there shall be levied only a reasonable aid.
16. No one shall be distrained for performance of greater service for a knight's fee, or for any other free
tenement, than is due therefrom.
17. Common pleas shall not follow our court, but shall be held in some fixed place.
18. Inquests of novel disseisin, of mort d'ancestor, and of darrein presentment shall not be held elsewhere than
in their own county courts, and that in manner following; We, or, if we should be out of the realm, our chief
justiciar, will send two justiciaries through every county four times a year, who shall alone with four knights of the
county chosen by the county, hold the said assizes in the county court, on the day and in the place of meeting of
that court.
19. And if any of the said assizes cannot be taken on the day of the county court, let there remain of the knights
and freeholders, who were present at the county court on that day, as many as may be required for the efficient
making of judgments, according as the business be more or less.
20. A freeman shall not be amerced [fined] for a slight offense, except in accordance with the degree of the
offense; and for a grave offense he shall be amerced in accordance with the gravity of the offense, yet saving
always his "contentment"; and a merchant in the same way, saving his "merchandise"; and a villain shall be
amerced in the same way, saving his "wainage" if they have fallen into our mercy: and none of the aforesaid
amercements shall be imposed except by the oath of honest men of the neighborhood.
21. Earls and barons shall not be amerced [fined] except through their peers, and only in accordance with the
degree of the offense.
22. A clerk shall not be amerced [arrested and judged] in respect of his lay holding except after the manner of
the others aforesaid; further, he shall not be amerced in accordance with the extent of his ecclesiastical
benefice.
23. No village or individual shall be compelled to make bridges at river banks, except those who from of old
were legally bound to do so.
24. No sheriff, constable, coroners, or others of our bailiffs, shall hold pleas of our Crown.
25. All counties, hundred, wapentakes, and trithings (except our demesne manors) shall remain at the old rents,
and without any additional payment.
26. If anyone holding of us a lay fief shall die, and our sheriff or bailiff shall exhibit our letters patent of summons
for a debt which the deceased owed us, it shall be lawful for our sheriff or bailiff to attach and enroll the chattels
of the deceased, found upon the lay fief, to the value of that debt, at the sight of law worthy men, provided
always that nothing whatever be thence removed until the debt which is evident shall be fully paid to us; and the
residue shall be left to the executors to fulfill the will of the deceased; and if there be nothing due from him to us,
all the chattels shall go to the deceased, saving to his wife and children their reasonable shares.
27. If any freeman shall die intestate [without a will], his chattels shall be distributed by the hands of his nearest
kinsfolk and friends, under supervision of the Church, saving to every one the debts which the deceased owed
to him.
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28. No constable or other bailiff of ours shall take corn or other provisions from anyone without immediately
tendering money therefor, unless he can have postponement thereof by permission of the seller.
29. No constable shall compel any knight to give money in lieu of castle-guard [standing guard at the castle],
when he is willing to perform it in his own person, or (if he himself cannot do it from any reasonable cause) then
by another responsible man. Further, if we have led or sent him upon military service, he shall be relieved from
guard in proportion to the time during which he has been on service because of us.
30. No sheriff or bailiff of ours, or other person, shall take the horses or carts of any freeman for transport duty,
against the will of the said freeman.
31. Neither we nor our bailiffs shall take, for our castles or for any other work of ours, wood which is not ours,
against the will of the owner of that wood.
32. We will not retain beyond one year and one day, the lands those who have been convicted of felony, and the
lands shall thereafter be handed over to the lords of the fiefs.
33. All kydells for the future shall be removed altogether from Thames and Medway, and throughout all England,
except upon the seashore.
34. The writ which is called praecipe shall not for the future be issued to anyone, regarding any tenement
whereby a freeman may lose his court.
35. Let there be one measure of wine throughout our whole realm; and one measure of ale; and one measure of
corn, to wit, "the London quarter"; and one width of cloth (whether dyed, or russet, or "halberget"), to wit, two ells
within the selvedges; of weights also let it be as of measures.
36. Nothing in future shall be given or taken for a writ of inquisition of life or limbs, but freely it shall be granted,
and never denied.
37. If anyone holds of us by fee-farm, either by socage or by burage, or of any other land by knight's service, we
will not (by reason of that fee-farm, socage, or burgage), have the wardship of the heir, or of such land of his as
if of the fief of that other; nor shall we have wardship of that fee-farm, socage, or burgage, unless such fee-farm
owes knight's service. We will not by reason of any small serjeancy which anyone may hold of us by the service
of rendering to us knives, arrows, or the like, have wardship of his heir or of the land which he holds of another
lord by knight's service.
38. No bailiff for the future shall, upon his own unsupported complaint, put anyone to his "law", without credible
witnesses brought for this purposes.
39. No freemen shall be taken or imprisoned or disseised or exiled or in any way destroyed, nor will we go upon
him nor send upon him, except by the lawful judgment of his peers or by the law of the land.
40. To no one will we sell, to no one will we refuse or delay, right or justice.
41. All merchants shall have safe and secure exit from England, and entry to England, with the right to tarry
there and to move about as well by land as by water, for buying and selling by the ancient and right customs,
quit from all evil tolls, except (in time of war) such merchants as are of the land at war with us. And if such are
found in our land at the beginning of the war, they shall be detained, without injury to their bodies or goods, until
information be received by us, or by our chief justiciar, how the merchants of our land found in the land at war
with us are treated; and if our men are safe there, the others shall be safe in our land.
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42. It shall be lawful in future for anyone (excepting always those imprisoned or outlawed in accordance with the
law of the kingdom, and natives of any country at war with us, and merchants, who shall be treated as if above
provided) to leave our kingdom and to return, safe and secure by land and water, except for a short period in
time of war, on grounds of public policy-reserving always the allegiance due to us.
43. If anyone holding of some escheat (such as the honor of Wallingford, Nottingham, Boulogne, Lancaster, or of
other escheats which are in our hands and are baronies) shall die, his heir shall give no other relief, and perform
no other service to us than he would have done to the baron if that barony had been in the baron's hand; and
we shall hold it in the same manner in which the baron held it.
44. Men who dwell without the forest need not henceforth come before our justiciaries of the forest upon a general summons, unless they are in plea, or sureties of one or more, who are attached for the forest.
45. We will appoint as justices, constables, sheriffs, or bailiffs only such as know the law of the realm and mean
to observe it well.
46. All barons who have founded abbeys, concerning which they hold charters from the kings of England, or of
which they have long continued possession, shall have the wardship of them, when vacant, as they ought to
have.
47. All forests that have been made such in our time shall forthwith be disafforsted; and a similar course shall be
followed with regard to river banks that have been placed "in defense" by us in our time.
48. All evil customs connected with forests and warrens, foresters and warreners, sheriffs and their officers, river
banks and their wardens, shall immediately by inquired into in each county by twelve sworn knights of the same
county chosen by the honest men of the same county, and shall, within forty days of the said inquest, be utterly
abolished, so as never to be restored, provided always that we previously have intimation thereof, or our
justiciar, if we should not be in England.
49. We will immediately restore all hostages and charters delivered to us by Englishmen, as sureties of the
peace of faithful service.
50. We will entirely remove from their bailiwicks, the relations of Gerard of Athee (so that in future they shall
have no bailiwick in England); namely, Engelard of Cigogne, Peter, Guy, and Andrew of Chanceaux, Guy of
Cigogne, Geoffrey of Martigny with his brothers, Philip Mark with his brothers and his nephew Geoffrey, and the
whole brood of the same.
51. As soon as peace is restored, we will banish from the kingdom all foreign born knights, crossbowmen,
serjeants, and mercenary soldiers who have come with horses and arms to the kingdom's hurt.
52. If anyone has been dispossessed or removed by us, without the legal judgment of his peers, from his lands,
castles, franchises, or from his right, we will immediately restore them to him; and if a dispute arise over this,
then let it be decided by the five and twenty barons of whom mention is made below in the clause for securing
the peace. Moreover, for all those possessions, from which anyone has, without the lawful judgment of his
peers, been disseised or removed, by our father, King Henry, or by our brother, King Richard, and which we
retain in our hand (or which as possessed by others, to whom we are bound to warrant them) we shall have
respite until the usual term of crusaders; excepting those things about which a plea has been raised, or an
inquest made by our order, before our taking of the cross; but as soon as we return from the expedition, we will
immediately grant full justice therein.
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53. We shall have, moreover, the same respite and in the same manner in rendering justice concerning the
disafforestation or retention of those forests which Henry our father and Richard our brother afforested, and
concerning the wardship of lands which are of the fief of another (namely, such wardships as we have hitherto
had by reason of a fief which anyone held of us by knight's service), and concerning abbeys founded on other
fiefs than our own, in which the lord of the fee claims to have right; and when we have returned, or if we desist
from our expedition, we will immediately grant full justice to all who complain of such things.
54. No one shall be arrested or imprisoned upon the appeal of a woman, for the death of any other than her
husband.
55. All fines made with us unjustly and against the law of the land, and all amercements, imposed unjustly and
against the law of the land, shall be entirely remitted, or else it shall be done concerning them according to the
decision of the five and twenty barons whom mention is made below in the clause for securing the peace, or
according to the judgment of the majority of the same, along with the aforesaid Stephen, archbishop of
Canterbury, if he can be present, and such others as he may wish to bring with him for this purpose, and if he
cannot be present the business shall nevertheless proceed without him, provided always that if any one or
more of the aforesaid five and twenty barons are in a similar suit, they shall be removed as far as concerns this
particular judgment, others being substituted in their places after having been selected by the rest of the same
five and twenty for this purpose only, and after having been sworn.
56. If we have disseised or removed Welshmen from lands or liberties, or other things, without the legal
judgment of their peers in England or in Wales, they shall be immediately restored to them; and if a dispute arise
over this, then let it be decided in the marches by the judgment of their peers; for the tenements in England
according to the law of England, for tenements in Wales according to the law of Wales, and for tenements in the
marches according to the law of the marches. Welshmen shall do the same to us and ours.
57. Further, for all those possessions from which any Welshman has, without the lawful judgment of his peers,
been disseised or removed by King Henry our father, or King Richard our brother, and which we retain in our
hand (or which are possessed by others, and which we ought to warrant), we will have respite until the usual
term of crusaders; excepting those things about which a plea has been raised or an inquest made by our order
before we took the cross; but as soon as we return (or if perchance we desist from our expedition), we will
immediately grant full justice in accordance with the laws of the Welsh and in relation to the foresaid regions.
58. We will immediately give up the son of Llywelyn and all the hostages of Wales, and the charters delivered to
us as security for the peace.
59. We will do towards Alexander, king of Scots, concerning the return of his sisters and his hostages, and
concerning his franchises, and his right, in the same manner as we shall do towards our other barons of
England, unless it ought to be otherwise according to the charters which we hold from William his father,
formerly king of Scots; and this shall be according to the judgment of his peers in our court.
60. Moreover, all these aforesaid customs and liberties, the observances of which we have granted in our
kingdom as far as pertains to us towards our men, shall be observed b all of our kingdom, as well clergy as
aymen, as far as pertains to them towards their men.
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61. Since, moveover, for God and the amendment of our kingdom and for the better allaying of the quarrel that
has arisen between us and our barons, we have granted all these concessions, desirous that they should enjoy
them in complete and firm endurance forever, we give and grant to them the underwritten security, namely, that
the barons choose five and twenty barons of the kingdom, whomsoever they will, who shall be bound with all
their might, to observe and hold, and cause to be observed, the peace and liberties we have granted and
confirmed to them by this our present Charter, so that if we, or our justiciar, or our bailiffs or any one of our
officers, shall in anything be at fault towards anyone, or shall have broken any one of the articles of this peace
or of this security, and the offense be notified to four barons of the foresaid five and twenty, the said four barons
shall repair to us (or our justiciar, if we are out of the realm) and, laying the transgression before us, petition to
have that transgression redressed without delay. And if we shall not have corrected the transgression (or, in the
event of our being out of the realm, if our justiciar shall not have corrected it) within forty days, reckoning from
the time it has been intimated to us (or to our justiciar, if we should be out of the realm), the four barons
aforesaid shall refer that matter to the rest of the five and twenty barons, and those five and twenty barons shall,
together with the community of the whole realm, distrain and distress us in all possible ways, namely, by seizing
our castles, lands, possessions, and in any other way they can, until redress has been obtained as they deem
fit, saving harmless our own person, and the persons of our queen and children; and when redress has been
obtained, they shall resume their old relations towards us. And let whoever in the country desires it, swear to
obey the orders of the said five and twenty barons for the execution of all the aforesaid matters, and along with
them, to molest us to the utmost of his power; and we publicly and freely grant leave to everyone who wishes to
swear, and we shall never forbid anyone to swear. All those, moveover, in the land who of themselves and of
their own accord are unwilling to swear to the twenty five to help them in constraining and molesting us, we shall
by our command compel the same to swear to the effect foresaid. And if any one of the five and twenty barons
shall have died or departed from the land, or be incapacitated in any other manner which would prevent the
foresaid provisions being carried out, those of the said twenty five barons who are left shall choose another in
his place according to their own judgment, and he shall be sworn in the same way as the others. Further, in all
matters, the execution of which is entrusted,to these twenty five barons, if perchance these twenty five are
present and disagree about anything, or if some of them, after being summoned, are unwilling or unable to be
present, that which the majority of those present ordain or command shall be held as fixed and established,
exactly as if the whole twenty five had concurred in this; and the said twenty five shall swear that they will
faithfully observe all that is aforesaid, and cause it to be observed with all their might. And we shall procure
nothing from anyone, directly or indirectly, whereby any part of these concessions and liberties might be revoked
or diminished; and if any such things has been procured, let it be void and null, and we shall never use it
personally or by another.
62. And all the will, hatreds, and bitterness that have arisen between us and our men, clergy and lay, from the
date of the quarrel, we have completely remitted and pardoned to everyone. Moreover, all trespasses
occasioned by the said quarrel, from Easter in the sixteenth year of our reign till the restoration of peace, we
have fully remitted to all, both clergy and laymen, and completely forgiven, as far as pertains to us. And on this
head, we have caused to be made for them letters testimonial patent of the lord Stephen, archbishop of
Canterbury, of the lord Henry, archbishop of Dublin, of the bishops aforesaid, and of Master Pandulf as touching
this security and the concessions aforesaid.
63. Wherefore we will and firmly order that the English Church be free, and that the men in our kingdom have
and hold all the aforesaid liberties, rights, and concessions, well and peaceably, freely and quietly, fully and
wholly, for themselves and their heirs, of us and our heirs, in all respects and in all places forever, as is
aforesaid. An oath, moreover, has been taken, as well on our part as on the art of the barons, that all these
conditions aforesaid shall be kept in good faith and without evil intent. Given under our hand - the above named
and many others being witnesses - in the meadow which is called Runnymede, between Windsor and Staines,
on the fifteenth day of June, in the seventeenth year of our reign.
page 142
Lesson #78
Group analysis
5. Know the significance of developments in medieval English legal and
constitutional practices and their importance in the rise of modern democratic
thought and representative institutions (the Magna Carta, Parliament, development
of habeas corpus, an independent judiciary in England).
The Magna Carta
Each pair of students should have a copy of the Magna Carta.
The Answers
1. Lots! There are 63 articles.
The Barons
2. “The Big List of Grievances”
1. The barons made war on King John and forced him to sign this document on
the battlefield. Judging from this document, how many grievances did they have?
3. The King
2. The barons called this “The Great Charter.” What name would YOU give it?
The Grievances
4. Regularly robbed the barons
- forests, land,etc.
Bad King John
5. Fined for slight offenses.
3. The Magna Carta was signed by King John. Throughout the document, it says:
“We will do this . . .” The royal “We” refers to whom?
The Grievances
4. Paragraph 31
The King and his men hurt the barons. How so?
5. Paragraphs 20
The King and his men hurt the common people. How so?
6. Paragraphs 28, 30
The King and his men hurt the common people. How so?
7. Paragraphs 7
The lives of English women were better because of the Magna Carta. How so?
The Big Changes!
8. Paragraph 12
From now on, if the king wants to raise taxes, what must he do?
9. Paragraph 39
From now on, what happens to a person who is accused?
10. Paragraph 61
From now on, the King must share power with whom?
Conclusions
In an absolute monarchy, all power is vested in one ruler - the King.
An absolute monarch is a tyrant. The King could do anything he pleased.
11. True or False: Before the Magna Carta, King John was an absolute monarch.
12. True or False: After the Magna Carta, King John was an absolute monarch.
6. Regularly robbed the people
- corn, horses, carts, etc.
7. When a woman’s husband
died, she could inherit her portion of the estate.
The Big Changes
8. The King cannot raise taxes
unless he gets the consent of
the barons. The principle:
Power of the Purse
9. He gets a trial; the jury is a
group of his peers (social
equals). The principles:
Due Process,
Judgment by One’s Peers
10. The barons. This becomes
the House of Lords in the
English Parliament. The principle: Balance of Power
11. True.
12. False. He had to share
power with the barons.
13. True
14. False
Government can’t be unlimited
because people have rights!
The principle:
Limited Government
15. True
16. False
The law is supreme!
The principle:
Rule of Law.
13. True or False: Before the Magna Carta, government was unlimited.
14. True or False: After the Magna Carta, government was unlimited.
15. True or False: Before the Magna Carta, the king was above the law.
16. True or False: After the Magna Carta, the king was above the law.
page 143
Group analysis
Lesson #79
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Magna Carta
Break into pairs.
Examine each grievance.
Match it with one of the Seven Principles.
The Grievances
The Seven Principles
The barons went to war with the King over these . . .
The Magna Carta contains seven principles . . .
1. The King has confiscated castles, lands, forests.
He and his men regularly take property and do not
reimburse the people.
1. Limited Government
The King cannot do whatever he wants.
People have rights!
2. The King arbitrarily exiles, imprisons, kills people.
People are arrested without a warrant (complaint by
someone), without evidence, and without witnesses.
Some are sent into exile, some are killed, others just
languish in prison.
2. The Rule of Law
For the first time in English history, the King is subject
to the law. The law is supreme. (Not the king.)
Everyone must obey the law - even the King!
3. The King acts as both the judge and jury.
From now on, twelve honest men will be chosen from
the county to sit on the jury. The twelve must be social
equals of the accused man.
3. Balance of Power
From now on, the King must share power with the
barons. It is the beginning of Parliament, England’s
first representative assembly. If the king breaks the
law, the barons have the right to overthrow him.
4. The King ignores the law of the land. The King’s
men (justices, constables, sheriffs, bailiffs) do not
know, understand, or uphold the law of the land.
4. Power of the Purse
Before the King can raise taxes, he must consult the
barons.
5. From now on, the barons will elect 25 barons who
represent the people. If the King violates the charter,
the barons will overthrow him.
5. Private Property
The King cannot seize a man’s property.
6. The King arbitrarily raises taxes. From now on, he
cannot raise taxes unless he consults the barons and
they give their consent.
6. Due Process
The King cannot put you in prison and throw away the
key. You are entitled to a hearing before a judge, then
a trial.
7. From now on, the King is not an absolute monarch.
England is not an absolute monarchy. The king cannot
do whatever he wants.
7. Judgment by Your Peers
You are entitled to a jury trial. The jury must consist of
your social equals. (Not the King and his men!)
page 144
Lesson #80
Student project
Lesson #81
Game
Homework Tonight
Memorize the definitions!
Can you name the capital city . . . without looking up?
Make a Mobile
Don’t look up!
Break into groups of 3.
Invent a symbol for each principle.
A special group: Make the mobile.
A special group: Draw a cartoon for each principle.
How to make a mobile
1. Limited Government
There is a limit to what government can do.
The King cannot do anything he pleases.
People have rights!
Copy this sheet: One for each student.
Study it for homework.
Buy fishing line.
Borrow a staple gun from the shop teacher.
Borrow a hole puncher and a ream of colored paper
from the school office.
Make several mobiles, one for each region.
Hang the mobiles from the ceiling.
Goal
2. The Rule of Law
There is a body of law that has evolved over centuries. The law is supreme, not the King. Everybody is
under the law. Everyone must obey the law - even the
king. For the first time in English history, the King is
subject to the law.
Memorize the seven principles of the Magna Carta.
For each principle, give the definition and an example.
The Game
Students are sitting at their desks.
The question:
3. Balance of Power
If a King breaks the law, who removes him from
power? His vassals, the barons. In England, the lordvassal system was regarded as a legal contract.
If the king broke the contract, the barons had the right
to overthrow him.
4. Power of the Purse
The King cannot raise taxes on his own. Before he
can, he must have the consent of the barons.
5. Private Property
“One of the principles of the Magna Carta was
unlimited government. What is unlimited government?”
The student must stand.
The student must answer . . .
Even if it means looking up at the mobile.
If a student can answer without looking up,
keep standing.
If not, sit down.
Pump up the speed.
The winner is the only one left standing.
The King cannot seize a man’s property.
Award a prize to the winner!
6. Due Process
The King cannot throw somebody in the dungeon and
throw away the key. The accused is entitled to a hearing before a judge.
More complicated:
1. Give the definition.
2. Give an example.
7. Judgement by Your Peers
You are entitled to trial by jury.
The King cannot be the jury.
They King cannot choose the jury.
The jury must consist of the accused man’s peers his social equals.
page 145
Document
Lesson #82
Student project
Lesson #83
5. Know the significance of developments in medieval
English legal and constitutional practices and their
importance in the rise of modern democratic thought
and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
What say the reeds at
Runnymede?
Bad King John
A song in Hip Hop
A poem by Rudyard Kipling
We dare you to do better than Rudyard Kipling!
At Runnymede, at Runnymede,
What say the reeds at Runnymede?
The lissom reeds that give and take,
That bend so far, but never break,
They keep the sleepy Thames awake
With tales of John at Runnymede.
At Runnymede, at Runnymede,
Oh, hear the reeds at Runnymede:
'You musn't sell, delay, deny,
A freeman's right or liberty.
It wakes the stubborn Englishry,
We saw 'em roused at Runnymede!
When through our ranks the Barons came,
With little thought of praise or blame,
But resolute to play the game,
They lumbered up to Runnymede;
And there they launched in solid line
The first attack on Right Divine,
The curt uncompromising "Sign!'
They settled John at Runnymede.
At Runnymede, at Runnymede,
Your rights were won at Runnymede!
No freeman shall be fined or bound,
Or dispossessed of freehold ground,
Except by lawful judgment found
And passed upon him by his peers.
Forget not, after all these years,
The Charter signed at Runnymede.
And still when mob or Monarch lays
Too rude a hand on English ways,
The whisper wakes, the shudder plays,
Across the reeds at Runnymede.
And Thames, that knows the moods of kings,
And crowds and priests and suchlike things,
Rolls deep and dreadful as he brings
Their warning down from Runnymede!
page 146
1. Break into groups of 3.
2. In hip-hop or rap, write a rhyming song about Bad
King John signing the Magna Carta.
3. Try to use the words below.
4. Tape your song at home. Provide the beat.
5. If your song is truly outstanding, ask the principal if
you can play it over the loudspeaker during home
room.
Bad King John
Absolute monarchy
tyranny
Divine Right of Kings
Magna Carta
The barons
1215
Runnymede
“Sign!”
Limited government The people have rights!
The Rule of Law
The law is supreme!
Balance of Power The King must share power w/ barons!
Power of the Purse Only barons can raise taxes!
Private Property Government can’t take a man’s stuff.
Due process You are entitle to a trial . . .
Judgment by your peers By a jury of your peers
Lesson #84
Internet
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
Political Cartoons: No one is above the law
Choose one cartoon.
Using the worksheet (next page), interpret that cartoon.
We are all under the Constitution.
No one is above the law.
Not even the President.
What if a President breaks the law?
Simple: He is impeached!
If we did not understand this before, we learned it during the Watergate scandal.
Herblock, America’s most famous political cartoonist, chronicled the scandal . . .
The Impeachment of President Nixon
http://lcweb.loc.gov/rr/print/swann/herblock/crook.html
1. Taped
2. New figure on the American scene
3. For the championship of the United States
4. Now, as I was saying, four years ago . . .
5. There's no need for an independent investigation We have everything well in hand
6. Nixon awash in his office
7. Move over - We can't stay in a holding pattern forever
8. Nixon, with sign, "I am not a crook"
9. Nixon hanging between the tapes
10. Nixon, "un-indicted co-conspirator"
page 147
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
How to analyze any political cartoon!
Definition: A political cartoon is a short editorial.
Examine the facts
1. Title - What is the title of the cartoon and what does it mean to you?
2. Dates - What significant happened on that date?
3. People - Who is in the cartoon? What does the person represent?
4. Objects - What is in the cartoon? What does that object represent?
5. Symbols - What does the symbol stand for?
6. Emotions - What emotions is the person expressing?
7. The Action - What is happening here?
8. Statements - What is the person saying?
9. Key Word - What is the key word or phrase?
10. Pros & Cons - Who would agree with the cartoon? Disagree?
11. The Cartoonist - What is the cartoonist trying to tell you?
12. You, the Student -What did you learn? (In 25 words or less)
1. Title
______________________________________________________________________
2. Dates
______________________________________________________________________
3. People
______________________________________________________________________
4. Objects
______________________________________________________________________
5. Symbols
______________________________________________________________________
6. Emotions
______________________________________________________________________
7. Action
______________________________________________________________________
8. Statements ______________________________________________________________________
9. Key Word
______________________________________________________________________
10. Pro/Con
______________________________________________________________________
11. Cartoonist ______________________________________________________________________
12. You!
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
page 148
Lesson #85
Graphic organizer
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Magna Carta:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
Magna Carta
http://www.lawbuzz.com/ourlaws/magna
_carta/magna_carta.htm
When?
When was it signed?
http://www.historylearningsite.co.uk/mag
nacarta.htm
Where?
Where was it signed?
How?
Under what
circumstances was it
signed?
The
Magna Carta
http://www.enchantedlearning.com/history/uk/magnacarta/
Who?
Who wrote it?
Who signed it?
http://www.click2history.com/magna_car
ta/magna_carta_ch1.htm
http://www.zoomdinosaurs.com/history/uk/magnacarta/clozeanswers.shtml
What?
List 7 results.
Why?
List 5 causes.
Map of famous castles
Windsor Castle lies near Runnymede
http://www.photoguide.to/windsor/top20
windsor.html
page 149
Group analysis
Lesson #86
“Students distinguish fact from opinion.”
Speech
Lesson #87
http://www.history.ctaponline.org/center/hsscm/index.cf
m?Page_Key=1496
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
King John. What do you think of him?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids ***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*He signed the Magna Carta. Explain how the barons forced him.
**He was an absolute monarch, a tyrant. Explain.
***The facts: Tell why he hated the Seven Principles.
****He and his men hurt the English people. How so?
*****Thanks to him, England moved from unlimited to limited government. Explain why we love limited government.
page 150
How to write the speech
To write your speech by King John, use the story at
the beginning of this section, then
Visit a couple of these websites
http://www.britannia.com/history/monarchs/mon28.html
http://www.britainexpress.com/History/Richard_the_Lio
nheart_and_King_John.htm
http://www.infoplease.com/ce6/people/A0826394.html
http://www.bartleby.com/65/jo/JohnEng.html
http://www.pro.gov.uk/virtualmuseum/millennium/magn
a/john/default.htm
Lesson #88
Writing activity
Writing for World History
The Expressive Essay: Writing to Describe
"I am King John . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Describe King John.
Use the encyclopedia and/or internet. Translate it in your own words!
Use colorful and expressive language.
This is a five-paragraph essay.
absolute
monarch
cruel
mean-spirited
tyrant
King
John
greedy
arrogant
unjust
liar
1. Introduce yourself
You made history. You shook the world. You inspired admiration. Take charge. Make yourself memorable.
“I am the guy who was forced to sign the Magna Carta. . . “
2. Describe yourself
Break it down
Adjectives that are vivid:
Verbs that are powerful:
Nouns that are unusual:
Describe your appearance, behavior, what others thought of you using . . .
I was the most powerful man in England . . .
I banished, tortured, and killed innocent citizens . . .
I was a thief and a liar . . .
3. Express yourself
Break it down
Word pictures you can see:
Word pictures you can hear:
Word pictures you can smell:
Word pictures that shock:
Feelings and emotions: What do you love, hate, fear? What disgusts you?
I looked in my royal treasury and the darn thing was empty!
I ordered my men: “Rob the rich! Rob the poor! Rob the churches!
One thousand barons and their horses at Runnymede. What a stink!
When they forced me to sign that Magna Carta, I swore like a sailor . . .
4. Explain yourself
Add it up
What makes you tick?
“What make me tick? I was an absolute monarch. I had unlimited power to do whatever I pleased. Then they
made me sign that darned document! From now on, I am limited in what I can do. I am UNDER the law . . .”
page 151
Writing activity
Lesson #89
Writing for World History
The Narrative Essay: Writing to Tell a Story (Blank worksheet for students)
"I am King John . . . "
The Goal
The Research
The Writing Style
Tell us why you signed the Magna Carta.
Take one idea from the encyclopedia or internet. Expand upon it!
Be Brief: Cut out the extras.
Be Lively: Include colorful details.
Create a Mood: What is your story’s mood?
1. The Introduction
“I was the absolute ruler of England. Truth to tell, I loved being a tyrant . . .”
2. The Action
“Those darned barons made war on me . . .”
3. The Turning-point
“I was defeated at Runnymede, a meadow along the Thames River, just southwest of London . . .”
4. A Little More Action
“Those darned barons made me sign a piece of paper. I hated those seven principles of government . . .”
5. The Moral
The moral of the story: A logical conclusion that teaches a lesson.
“What is the moral of my story? That piece of paper was the beginning of the English Constitution . . .
Because of me, England was on its way to having a constitutional monarch . . .
If if weren’t for my being bad, England would never have had representative government . . .”
page 152
Lesson #90
Writing activity
Writing for World History
The Informative Essay: Writing to Inform (Blank worksheet for students)
The Goal: The full picture of this historical person.
Research: What do the history books say about this person?
"I am King John . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Tell us everything we need to know about King John.
Use the encyclopedia and/or internet. Translate it in your own words!
Be clear. Present the facts. Give no opinions.
This is a five-paragraph essay.
1. Who
General
Specific
Early Life
As an Adult
What is my title?
Who are my parents? My brothers?
Nobody expected me to be King - why? My mom was a bad influence - why?
I was always in need of money to make wars. Why?
How did I get money out of people?
What laws did I break?
I caused reforms to be made. What reforms?
2. When
The Century
Exact Years
Big Event of the Day
Spirit of the Times
What century did I live in?
I ruled during which years?
What document was the BIG event of the century?
I was supposed to uphold feudal law, church law, common law.
I ran against the spirit of the times.
3. Where
What the Country Was Like
The nobles ran the country - how so?
I tried to overrule the nobles.
4. What
Positive Achievements
On my own, I made no positive achievements.
Negative Achievements
By being bad, I brought about SEVEN reforms. What were they?
5. Why
Predecessors
Contemporaries
Tell how my dad (Henry II) set up great laws and I broke them.
Tell how my mom (Eleanor of Aquitaine) rebelled against my dad.
page 153
Writing activity
Lesson #91
Writing for World History
The Persuasive Essay: Writing to Persuade (Blank worksheet for students)
"I am King John . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Persuade us! What should the history books say about this historical person?
Use the encyclopedia or the internet.
Use Advertising Tricks
This is a four-paragraph essay.
1. Open with a Positive Tone
Put on a happy face. Present yourself in the most positive light.
“I was the King of England. I tried to be an absolute monarch . . .”
2. Crush the Critics
In a polite, matter-of-fact manner . . .
State what the critics say
Respond to each criticism
You
You
You
You
You
You
True.
True.
True.
True.
True.
True.
broke traditions and laws.
robbed people of their money, property.
put people in jail for no reason.
denied them the right to a trial.
raised taxes willy-nilly.
were forced to sign the Magna Carta.
But
But
But
But
But
But
a King is above the law.
I needed money to make war.
I wanted to intimidate the nobles.
the King is above the courts.
I should not have to beg the nobility for money.
I intended to violate it as soon as I signed it.
3. Persuade with Emotion
Opening Sentence
“You cannot ignore the positive side. Let me tell you my side of the story.“
Loaded Language
Make people sympathetic to you . . .
Tell of your hardships . . .
Compare to someone everybody likes . . .
Choose words that make people happy . . .
I rebelled against my father, who set up all those laws . . .
My mom taught be to rebel against my father . . .
Nobody criticized William the Conqueror for being strong . . .
England needed a powerful King in order to be a nation . . .
Invite People to Jump on the Bandwagon
Everybody loves an underdog . . .
Everybody loves a winner . . .
Everybody likes to be modern . . .
Nobody wants to be backward . . .
Nobody ever expected me to be King . . .
Unlike my brother Richard the Lion-hearted, I stayed home . . .
A strong King leads England to be a modern nation . . .
A weak King keeps England in backward feudalism . . .
4. Persuade with Facts
How do you compare to others?
page 154
Later on, everybody praises Henry VIII for being a powerful
King! He put the nobles in their place. He defied the Pope!
Lesson #82
Document
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Declaration of Independence
When in the Course of human events, it becomes necessary for one people to dissolve the political bands
which have connected them with another, and to assume among the powers of the earth, the separate and
equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of
mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator
with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure
these rights, Governments are instituted among Men, deriving their just powers from the consent of the
governed. That whenever any Form of Government becomes destructive of these ends, it is the Right of the
People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and
organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Prudence, indeed, will dictate that Governments long established should not be changed for light and transient
causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are
sufferable, than to right themselves by abolishing the forms to which they are accustomed.
But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to
reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to
provide new Guards for their future security.
Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to
alter their former Systems of Government. The history of the present King of Great Britain is a history of
repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these
States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent
should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of
Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the
sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative Powers, incapable of
Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws of Naturalization of Foreigners; refusing to pass others to encourage their migration hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers.
He has made judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.
page 155
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our People, and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to
their Acts of pretended legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing taxes on us without our Consent:
For depriving us, in many cases, of the benefits of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its
Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:
For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with Power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large armies of foreign mercenaries to compleat the works of death, desolation and tyranny, already begun
with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy of the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of
their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian
Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered
only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free
People.
Nor have We been wanting in attention to our British brethren. We have warned them from time to time of attempts by their legislature to
extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have
appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these
usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of
consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of
mankind, Enemies in War, in Peace Friends.
We, therefore, the Representatives of the United States of America, in General Congress, Assembled, appealing to the Supreme Judge of
the world for the rectitude of our intentions, do, in the Name, and by the Authority of the good People of these Colonies, solemnly publish
and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all
Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally
dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish
Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm
reliance on the Protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred
Honor.
page 156
Lesson #93
A list
5. Know the significance of developments in medieval English legal and constitutional practices and their
mportance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
A list of grievances
The Magna Carta was a list of grievances by English barons.
The Declaration of Independence was a list of grievances of colonial Americans.
Compare these two documents!
The Magna Carta
The Declaration of Independence
1. Limited Government
The King cannot do anything he pleases.
There are limits on the King.
2. The Rule of Law
There is a body of law that has evolved over centuries.
Everyone must obey the law. Even the king.
3. Balance of Power
If a King breaks the law, who removes him from power?
His vassals, the barons.
In England, the lord-vassal system was regarded as a
legal contract.
If the king breaks the contract, the barons have the
right to get rid of him.
4. Power of the Purse
The King cannot raise taxes on his own.
Before the King can raise taxes, he must consult the
barons.
5. Private Property
The King cannot seize a man’s property.
Every free man is entitled to three absolute rights: Life,
liberty, property.
6. Due Process
An arrested person is entitled to a hearing (habeas corpus) and a trial.
7. Judgment by Your Peers
A person is entitled to a trial. The jury must consist of
his social equals.
page 157
5. Know the significance of developments in medieval English legal and
constitutional practices and their importance in the rise of modern democratic
thought and representative institutions (the Magna Carta, Parliament, development
of habeas corpus, an independent judiciary in England).
The Answers
True or False: The Declaration of Independence was modeled on the Magna
Carta. (True!)
The Answers
Which is a list of grievances?
Which is directed to the King of England?
Read the Declaration of Independence.
Can you find examples of these concepts?
1. Limited Government
The King cannot do anything he pleases.
There are limits on the King.
The King is limited by the law.
2. The Rule of Law
There is a body of law that has evolved over centuries.
Everyone must obey the law. Even the King.
3. Balance of Power
If a King breaks the law, who removes him from power?
His vassals, the barons.
In England, the lord-vassal system was regarded as a legal contract.
If the king breaks the contract, the barons have the right to get rid of him.
Both were.
Magna Carta
A list of grievances by the
nobles against the King.
Dec of Independence
A list of grievances by the
American colonists, who were
English citizens.
Both were.
Magna Carta
Written to King John.
Dec of Independence
Written to George III.
1. “He has refused his Assent
to Laws”
2. “He has obstructed the
Administration of Justice”
3. “But when a long train of
abuses . . . it is their right, it is
their duty, to throw off such
Government.”
4. Power of the Purse
4. “For imposing taxes on us
without our Consent”
The King cannot raise taxes on his own.
Before the King can raise taxes, he must consult the barons.
5. We can find no example of
this. Can you?
5. Private Property
The King cannot seize a man’s property.
Every free man is entitled to three absolute rights: Life, liberty, property.
6. “For transporting us beyond
Seas to be tried for pretended
offences” (If you are put on a
ship bound for England, the
local judge cannot say “Bring
me the body” = habeas corpus.)
6. Due Process
An arrested person is entitled to a hearing (habeas corpus) and a trial.
7. Judgment by Your Peers
The King cannot choose the jury.
When a person is put on trial, the jury must consist of his peers - his equals.
page 158
7. “ For depriving us, in many
cases, of the benefits of Trial by
Jury: “
Lesson #94
The Magna Carta consists
of seven concepts
Seven
Principles
Break into pairs. Examine
each fact. Using the chart,
categorize each fact.
When you are finished,
play The Bell Game:
“Name that Principle!”
More advanced:
Categorize facts from your
textbook or the
encyclopedia.
Game
5. Know the significance of developments in medieval English legal and
constitutional practices and their importance in the rise of modern democratic
thought and representative institutions (the Magna Carta, Parliament, development
of habeas corpus, an independent judiciary in England).
1. Limited Government
The King cannot do anything he pleases. There are limits on the King. The King is limited by the law and now this piece of paper known as the Magna Carta.
2. The Rule of Law
There is a body of law that has evolved over centuries. Everyone must obey the law. Even the king.
3. Balance of Power
If a King breaks the law, who removes him from power? His vassals, the barons. In England, the lordvassal system was regarded as a legal contract. If the king broke the contract, the barons had the right
to get rid of him.
4. Power of the Purse
The King cannot raise taxes on his own. Before the King can raise taxes, he must consult the barons.
5. Private Property
The King cannot seize a man’s property. Every free man is entitled to three absolute rights: Life, liberty,
property.
6. Due Process
The King cannot throw somebody in the dungeon. An accused person is entitled to a hearing and trial.
7. Judgement by Your Peers
When put on trial, a man has the right to a jury. The King cannot choose the jury. The jury must consist
of his peers - his social equals.
1. No taxation without representation.
2. The right to a hearing before you are put in jail.
The Answers
1. power of the purse
2. due process
3. The right to a trial.
3. due process
4. The right to a jury.
4. judgment by your peers
5. The law is supreme.
5. rule of law
6. The King is not above the law.
6. limited government
7. balance of power
7. The right to overthrow the King.
8. private property
8. The King cannot seize a noble’s house, land, possessions.
9. limited government
9. The government does not have unlimited power.
10. power of the purse
10. On his own, the King cannot raise taxes.
11. balance of power
12. limited government
11. When a King breaks his contract with the people, the people have the right to
remove him from the throne.
13. rule of law
12. A written document limits the power of the King.
13. Everyone must obey the law.
page 159
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: “Name that Principle!”
The week before
Go to Office Depot or Office Max and buy 7 bells. You know:
You bop it to call for service.
Make 7 signs:
Limited
Government
Rule
of Law
Balance
of Power
Power of
the Purse
Private
Property
Due
Process
Judgement
by your peers
stop sign
law book
scales
pocketbook
no trespassing
sign
Sign: No throw
in dungeon
12 men
(stick figures)
A panel of “experts”
Ask the school custodian for a wide table and 7 chairs.
In the front of the classroom, place the table and 7 chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 160
Lesson #95
Game
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Great Race
Significance: They all shaped the U.S. Constitution.
Goal: Define each and draw a distinction between them.
Break into pairs. Using your textbook answer the questions below. Choose a scorekeeper.
On the far left of the chalkboard, write the 7 principles. Do the same on the far right side of the chalkboard.
Limited
Government
Rule
of Law
Balance
of Power
Power of
the Purse
Private
Property
Due
Process
Judgement
by your peers
stop sign
law book
scales
pocketbook
no trespassing
sign
Sign: No throw
in dungeon
12 men
(stick figures)
1.
2.
3.
4.
5.
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the statement.
Two students race to the board and put a check under the correct principle.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
What we inherited from England . . .
1. No taxation without representation.
The Answers
1. power of the purse
2. due process
2. The right to a hearing before you are put in jail.
3. due process
3. The right to a trial.
4. judgment by your peers
4. The right to a jury.
5. rule of law
5. The law is supreme.
6. limited government
7. balance of power
6. The King is not above the law.
8. private property
7. The right to overthrow the King.
9. limited government
8. The King cannot seize a noble’s house, land, possessions.
10. power of the purse
9. The government does not have unlimited power.
11. balance of power
12. limited government
10. On his own, the King cannot raise taxes.
13. rule of law
11. When a King breaks his contract with the people, the people have the right to
remove him from the throne.
12. A written document limits the power of the King.
13. Everyone must obey the law.
page 161
Graphic organizer
Lesson #96
5. Know the significance of developments in
medieval English legal and constitutional practices
and their importance in the rise of modern
democratic thought and representative institutions
(the Magna Carta, Parliament, development of
habeas corpus, an independent judiciary in
England).
The Answers
1. Limited Government
The King is limited in what he
can do.
2. The Rule of Law
Everyone must obey the law.
Even the king.
7.
Seven Principles in the
Magna Carta
3. Balance of Power
If a King breaks the law, the
barons have the right to get rid
of him.
How many concepts can you remember?
Define each one.
4. Power of the Purse
Before the King can raise taxes,
he must consult the barons.
5. Private Property
The King cannot seize a man’s
property.
6.
6. Due Process
An arrested person is entitled to
a hearing (habeas corpus) and
a trial.
7. Judgement by Your Peers
At your trial, you are entitled to
a jury. The jury must consist of
your social equals.
5.
Class Discussion
Which ones did most people
remember? Why?
Which ones did most people
forget? Why do you suppose?
4.
3.
2.
1.
page 162
Lesson #97
Game
Can you think of a term from A to Z?
The ABCs of the Magna Carta
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Absolute monarchy, arbitrary arrest
Balance of power
Constitution
Due Process
E
F
Grievances
Habeas corpus
I
Judgment by your peers
King John
Limited government
Magna Carta
No taxation without representation
O
Power of the Purse, Private Property, peer
Question: Who made the King sign the Magna Carta?
Runnymede, Rule of Law, representative government
Signing laws. True or False: This is why the U.S. President signs the law.
Trial by jury, tyrant
U need to know: The Magna Carta shaped the U.S. Declaration of Independence, 1776
V
Who wrote the Magna Carta? Who signed the Magna Carta?
X
Year: In what year was the Magna Carta signed?
Z
page 163
Game
Lesson #98
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk about the Magna Carta?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Absolute monarchy, arbitrary arrest
Balance of power
Constitution
Due Process
Grievances
Habeas corpus
Judgment by your peers
King John
Limited government
Magna Carta
No taxation without representation
Power of the Purse, Private Property, peer
Runnymede, Rule of Law, representative government
Trial by jury, tyrant
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 164
3. Parliament
page 165
Graphic organizer
Transparency
Lesson #99
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
Where we are headed . . .
Once upon a time, all power was concentrated in the hands of one guy - the King of England.
Power corrupts a man. Absolute power corrupts him absolutely. An absolute ruler is always a tyrant.
From 1215 onward, Englishmen force the King to share power.
The power will be spread among more people.
When the power is spread among all the people, you have (drum roll, please): Democracy!
Balance of Power
As of 1200, the King had 100% of the power.
The King
1. Executive - He executes (carries out) the laws.
2. Legislative - He makes the laws.
3. Judicial - He is the judge and jury for every poor soul in England.
Notice how the power
of the king diminishes
over time.
Notice how the
branches become
equal in power.
The Magna Carta, 1215
The King was forced to share power with English barons.
The King
The
Barons
1. Executive - He executes (carries out) the laws.
2. Legislative - He needs the advice and consent of the barons in order to raise taxes
and make war. The barons now have the “power of the purse.” Without their consent,
he cannot spend money! Only Parliament makes law and raises taxes.
3. Judicial - He is no longer the judge and jury for every poor soul in England.
England has an independent judiciary. Every free man has the right to a trial. At the
trial, he is judged by a jury of his peers (equals).
The English Bill of Rights, 1689
The King
Parliament
Power is spread between 2 branches.
In 1689, the King lost a great deal of his power.
He was forced to share 50% of his power with Parliament.
The king is under the English Constitution.
England is now a constitutional monarchy.
1. Executive - The King executes (carries out) the laws.
2. Legislative - Parliament now makes all the laws.
3. Judicial - The English court system uses English common law and the English
Constitution. Every man has the right to a trial by a jury of his peers (equals).
The U.S. Constitution, 1789
England had a monarchy = a king.
The U.S. was a republic = no king.
President
Congress
Supreme
Court
1. Executive - The President carries out the laws.
2. Legislative - Congress makes all the laws.
3. Judicial - The Supreme Court interprets the Constitution.
The U.S. Constitution is the supreme law of the land.
Every citizen has the right to a trial by a jury of his peers.
The Bill of Rights lists many other rights.
page 166
Lesson #100
Lecture
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The English Parliament
Define Parliament
Parliament is the same thing as our “Congress”
England had the world’s first parliament.
It is sometimes called the “Mother Parliament” of the world.
The British invented the system of parliamentary government, creating the world's first elected congress.
The Magna Carta created Parliament
King John was forced to sign the Magna Carta in 1215.
In it, he agreed that only Council of 25 barons would make law and raise taxes.
Parliament means “Great Council.”
The Balance of Power: Parliament checks the power of the King.
The Model Parliament
In 1295, Parliament became a formal institution with regularly appointed meetings, definite duties and privileges.
What was historic
For the first time, townsmen were represented in Parliament.
It marked the beginning of representative government - that is, government by all the people.
Parliament has two Houses
The House of Lords - the nobility
The House of Commons - Townsmen. The Middle Class.
The power of Parliament
Parliament makes laws
Only Parliament can make law. (The King cannot make law.)
In French, parler means “to speak”
Politicians spend their lives talking in Parliament.
They talk about laws - the pro’s and con’s of each law.
Parliament raises taxes
Only Parliament can raise taxes. (The King cannot raise taxes.)
If the King wants money, he has to go to Parliament.
Only Parliament has the power of the purse.
We inherited Parliament
Our idea of sharing political power between the President and Congress came from Parliament in London.
We inherited the idea of representative government.
When we set up our government, we called it “Congress.”
Our Congress consists of two houses: Senate and House of Representatives.
page 167
Lecture
Lesson #101
3. Understand the development of feudalism, its role in the medieval European economy, the way in which it
was influenced by physical geography (the role of the manor and the growth of towns) and how feudal
relationships provided the foundation of political order.
London
The Thames
The Thames is a symbol of London. Why?
(Trade. London is a seaport. The Thames leads to the English Channel.)
True or False: The Parliament building lies beside the Thames River. (True)
Parliament
Parliament is the building with Big Ben (the clock).
Of all the symbols we have mentioned, Parliament is THE symbol of England. Why?
(Parliament is the seat of England's government.)
Does the Queen make law in Parliament?
(No. While the Queen is the world's richest woman, she has no political power. She is a figurehead.)
So who has the power to make law?
(Parliament, which is led by the Prime Minister.)
Why do you suppose it was nicknamed "Mother Parliament"?
(Because it was the first representative congress in the world. All others, including ours, were modeled after it.)
True or False: Parliament lies next door to Westminster Palace. (True. It is part of the Westminster complex.)
Westminster Palace
Westminister Palace symbolizes the city - why?
(England is a monarchy - country with a king or queen.)
Who is the monarch today? (Queen Elizabeth II.)
Who is heir to the throne? (Prince Charles.)
Who do you suppose once lived in the Palace of Westminster?
(For 500 years, from 1100 to 1600, the kings and queens of England held court here. The most famous
monarch was Queen Elizabeth I, who lived during the Renaissance and financed Shakespeare's plays.)
Tower of London
The tower was once a symbol of England
The King used to put his enemies in the Tower. What is there now?
(The crown jewels.)
London Bridge
The bridge used to be a symbol of London.
Where is it now?
(Now at Lake Havasu in Arizona, USA. This is odd, no?)
page 168
Lesson #102
Graphic organizer
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
Parliament
Everybody knows that Parliament (you know, that building with Big Ben!) symbolizes England.
So what does Parliament represent?
Nations use symbols to identify themselves and express their ideals.
Here are two examples . . .
THE UNITED STATES
Symbol Name The Statue of Liberty.
1. Where
United States. In New York City’s harbor.
2. What
A woman holding a torch welcomes ships as they sail into the harbor.
3. Why
To welcome immigrants to America. Ships sailed past it on their way to Ellis Island.
4. Identity
The statute identifies our nation as being . . .
“A home for the homeless.” “A land of opportunity.”
5. Ideals
The statue expresses what ideals?
“We welcome immigrants from other lands.”
SYDNEY OPERA HOUSE
Symbol Name Sydney Opera House.
1. Where
Australia. In the harbor of Sydney, Australia’s busiest seaport.
2. What
Shaped like a ship, it has wild, white shells that resemble billowing sails.
3. Why
To celebrate Australia’s 200th birthday. Australia, an island, is a seafaring nation.
4. Identity
The opera house identifies Australia as being . . .
“A proud, seafaring nation.”
5. Ideals
What ideals does this structure express?
“We honor our European heritage and culture. (Europe invented opera.)
2. What?
2. Why?
1. Where?
Parliament
4. IDENTITY
5. IDEALS
page 169
Game
King, Parliament, Judges
Three
Branches
Break into pairs. Examine
each fact. Using the chart,
categorize each fact.
When you are finished,
play The Bell Game:
“Name that Branch!”
Lesson #103
5. Know the significance of developments in medieval English legal and
constitutional practices and their importance in the rise of modern democratic
thought and representative institutions (the Magna Carta, Parliament, development
of habeas corpus, an independent judiciary in England).
The Executive
Carries out the law. Commander-in-Chief.
The Legislature
Makes the law. Raises taxes. Removes the King if he violates the law.
The Judiciary
Interprets the law. Dispenses justice in courts.
More advanced:
Categorize facts from your
textbook or the encyclopedia.
1. The King
2. Parliament
The Answers
1. executive
2. legislature
3. Judges
3. judiciary
4. Power of the purse
4. legislature
5. Guarantees the rights of an individual
5. judiciary
6. Declares the war
6. executive
7. legislature
7. Pays for the war
8. judiciary
8. Makes sure that the King follows the law
9. legislature
9. Makes sure the King does not squander peoples’ money
10. judiciary
10. Makes sure the King does not violate peoples’ rights
11. Has the right to remove a King
12. Guarantees you a fair trial
page 170
11. legislature
(In the U.S., it is Congress that
impeaches a Prez and puts him
on trial.)
12. judiciary
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: “Name that Branch!”
The week before
Go to Office Depot or Office Max and buy 3 bells. You know:
You bop it to call for service.
Make 3 signs:
Executive
The King
Legislature
Parliament
Judiciary
The Court System
Draw him with a crown
Draw a building with Big Ben
Draw the scales of justice - or a judge’s gavel
A panel of “experts”
Ask the school custodian for a wide table and 3 chairs.
In the front of the classroom, place the table and 3 chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 171
Game
Lesson #104
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
The Great Race
Break into two teams. Choose a person to check the answers. Choose a scorekeeper.
On the chalkboard, write and draw:
Executive
The King
Legislature
Parliament
Judiciary
The Court System
Draw him with a crown
Draw a building with Big Ben
Draw the scales of justice - or a judge’s gavel
1.
2.
3.
4.
5.
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the statement.
Two students race to the board and put a check under the correct branch.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
Constitutional principles we inherited from England . . .
The Answers
1. executive
1. The King
2. legislature
2. Parliament
3. judiciary
3. Judges
4. legislature
5. judiciary
4. Power of the purse
6. executive
5. Guarantees the rights of an individual
7. legislature
6. Declares the war
8. judiciary
7. Pays for the war
9. legislature
10. judiciary
8. Makes sure that the King follows the law
9. Makes sure the King does not squander peoples’ money
11. legislature
(In the U.S., it is Congress that
impeaches a Prez and puts him
on trial.)
10. Makes sure the King does not violate peoples’ rights
12. judiciary
11. Has the right to remove a King
12. Guarantees you a fair trial
page 172
Lesson #105
Graphic organizer
5. Know the significance of developments in medieval English legal and constitutional practices and their
importance in the rise of modern democratic thought and representative institutions (the Magna Carta,
Parliament, development of habeas corpus, an independent judiciary in England).
Parliament:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic
organizer
When?
When did it come
into being?
Photos
Click on
“Houses of Parliament”
Parliament is building
with the clock!
http://www.londonstills.co
m/postcard.html
Where?
Where was it born?
Where was it located?
How?
How did it work?
Parliament
http://www.rudyfoto.com/Bi
gBenHS.html
Who?
Who belonged to it?
Where located
http://www.aboutbritain.co
m/HousesParliament.htm?
RefID=1502735
Diagram of Parliament
http://www.lib.utexas.edu/
maps/historical/london_ho
uses_of_parl_1894.jpg
What?
What power did it
have?
Why?
List 5 causes.
Model Parliament, 1295
http://www.tiscali.co.uk/reference/encyclopaedia/hut
chinson/m0020502.html
It is a legislature
http://www.bartleby.com/6
5/le/legislat.html
page 173
Group analysis
Lesson #106
Group analysis
Lesson #107
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
What do you think of Parliament as of 1215?
The teacher states the situation:
What do you think of the Model Parliament?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids ***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids ***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*A great start toward representative government.
**Parliament needs to include the middle class.
***Tell us 5 key facts about Parliament.
****How would you feel if you were the King?
*****The barons could not spend all their time making war to overthrow bad kings. They needed a permanent thing, Parliament, to
check the power of the King.
*Outstanding! It includes townsmen and the middle class.
**Only men in Parliament. No women until the 20th century.
***Dictionary: Define representative government.
****How would you feel if you were a merchant in Parliament?
*****First barons are represented. Then the middle class. Later, it
will be women, different ethnic groups, etc.
page 174
Lesson #108
Game
Can you think of a term from A to Z?
The ABCs of Parliament
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Advise and Consent
Big Ben, balance of power
Checks and balances
Democracy
Executive branch
F
G
House of Lords, House of Commons
Independent Judiciary
Judiciary
K
Legislative branch, legislature
Model Parliament
N
O
Parliament, power of the purse
Question: Why can’t the King make law and raise taxes? (That is too much power for one man.)
Representative government
S
True or False: No taxes raised without the advice and consent of Parliament.
U
V
Who wanted the towns to be represented in Parliament? (The King!)
X
Year: When were townsmen first represented in Parliament?
Z
page 175
Game
Lesson #109
Learn terms.
Learn the logic of a multiple-choice test.
Can you speak in the House of Lords?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Advise and Consent
Big Ben, balance of power
Checks and balances
Democracy
Executive branch
House of Lords, House of Commons
Independent Judiciary
Judiciary
Legislative branch, legislature
Model Parliament
Parliament
Representative government
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 176
6. The Crusades
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.
page 177
Lecture
Lesson #110
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.
What were the Crusades?
1095-1270
Lecture: As you tell the story, students make a list of Causes & Effects.
A Cause & Effect chart appears on the next page.
Definition
When?
What?
Where?
Who?
How many?
Why?
The Pope launched the first Crusade in 1095. (The last Crusade was in 1270.)
Christian military expeditions to recapture Jerusalem from the Muslims.
The Holy Land
The Crusaders were knights from Western Europe.
There were 8 expeditions from Europe to the Middle East.
Muslims controlled Palestine - the homeplace of Jesus, founder of Christianity.
Because they could!
Western Europe was becoming wealthier and had a superabundance of knights.
Causes
1. Regain control of the Holy Land
For centuries, Christians visited Jerusalem and other religious sites in the Holy Land.
In 1089, the Muslim Turks captured Jerusalem and refused to allow Christians to visit the shrines.
In 1095, Pope Urban II commanded European knights to recapture Jerusalem.
2. Protect the Byzantine Empire
When the Roman Empire fell (the western part), the eastern part still stood.
The Byzantine Empire was a Christian empire that was threatened by the Muslims.
The Emperor in Constantinople asked the Pope for help.
3. Bring peace to Europe
The Pope figured this foreign war would prevent nobles from making war on each other back home.
He said: “Stop fighting among yourselves. Go fight in the Holy Land!”
4. Religious reasons
The Pope promised that those who died would be forgiven of their sins and go directly to heaven.
5. To gain wealth
Nobles wanted to carve out little kingdoms for themselves in the Middle East.
Merchants (especially in Venice) wanted to set up trade with the Middle East.
Clergymen wanted to seize religious relics from Jerusalem.
Peasants wanted to escape the drudgery of their daily lives.
The irony
Crusader means one who is “marked with the Cross.”
It refers to Jesus, who was crucified on a cross in Jerusalem.
But Jesus was for peace.
Today, we regard a “holy war” as a contradiction in terms.
Today, it is unusual for a church to wage war.
(Today, we criticize Islamic fundamentalists for waging a jihad - a holy war - against the U.S.)
But during the Middle Ages, people regarded a holy war as normal and logical.
page 178
Shameful behavior
The First Crusade
1096-1099
This was for personal gain. A ragtag army of peasants rushed ahead of the knights. As they marched through
Europe, they robbed villages. Most were murdered by angry Europeans; those who made it to Constantinople
were slaughtered by the Muslim Turks. The official Crusaders were French knights: They recaptured Jerusalem.
Many, many knights died in the process. The Holy Land was carved into four Christian states.
The Second Crusade 1147-1149
This was a waste of time. When the Muslims tried to retake Jerusalem, the Kings of France and Germany led
a crusade. They never got to Jerusalem. The Muslim armies stopped them.
The Third Crusade
1189-1192
This was humiliating: They lost Jerusalem! In 1187, Saladin (the Muslim sultan of Egypt and Syria) defeated
the Crusaders and captured Jerusalem. Three kings led the Crusade: King of France, King of Germany, King of
England. They were all defeated by Saladin. P.S. The King of England, Richard the Lion-Hearted, was
heralded by Robin Hood and Walt Disney, but he was not much of a warrior. Saladin allowed Christian pilgrims
to visit Jerusalem.
1202-1204
The Fourth Crusade
This was a comedy. The crusaders never got to Jerusalem. Half of them decided to invade Egypt, but ended
up in Yugoslavia. (The merchants of Venice gave them a free ride in their ships if they would first make a detour
to Yugoslavia and capture a trading seaport there.) The other half invaded the Byzantine Empire and seized the
city of Constantinople.
The Children’s Crusade 1212
This was a tragedy. Thousands of poor children (10 to 18) from France and Germany decided to march toward
Jerusalem, saying: “We have faith, so God will help us defeat the Muslims.” When they reached the
Mediterranean Sea, they got onto ships. When they reached the Middle East, they were sold into slavery.
After the Eighth Crusade (1270), Europeans lost interest in capturing the Holy Land.
Effects
1. Feudalism was weakened
The knights were not so hot on the battlefield.
The Crusaders did not recapture the Holy Land.
2. Constantinople fell to the Muslims.
The Crusaders did not save Constantinople. In 1453, the Byzantine Empire fell to the Muslim Turks.
Ever since, the Eastern Orthodox church does not trust the Roman Catholic Church.
3. The Pope’s prestige fell.
He was interested in political gain, not religious fervor.
Dante wrote The Divine Comedy and criticized the Pope!
4. The Muslims: After the Crusades, Muslims did not trust Europeans.
5. The Jews: Ever since the Crusades, the Jews have been victimized in Europe.
6. Trade expanded in Europe - this is the biggie.
Contact with the Middle East ended the isolation of Europeans. They were exposed to cultures (Islam, China)
that were more advanced. Crusaders brought back (and created a demand for) spices and silk. International
fairs turned small towns into big trading cities. Shipping expanded on the Mediterranean Sea, creating seaports
and a merchant class in Venice (Marco Polo), Florence (birthplace of the Renaissance), and Genoa (birthplace
of Columbus). Navigation and geography became very important: Ships began to use magnetic compasses
(from China) and astrolabes (from Islam). Probably the single biggest winner of the Crusades was Venice.
page 179
Group analysis
Transparency
Lesson #111
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.
The Crusades
1095-1270
Break students into pairs. Have them list the causes and effects. Use this transparency for the answers.
Causes
Effects
1. To gain control of the Holy Land
In 1071, the Muslim Turks captured
Jerusalem and refused to allow Christians
to visit the shrines.
In 1095, Pope Urban II commanded
European knights to recapture Jerusalem.
1. Failed to recapture the Holy Land
The Crusaders failed. The knights were not so hot on the
battlefield. Feudalism was weakened
2. To protect the Byzantine Empire
When the Roman Empire fell (the western
part), the eastern part still stood and was
known as the Byzantine Empire.
The Byzantine Empire was a Christian
empire that was threatened by the Muslims.
The Emperor in Constantinople asked the
Pope for help.
3. To bring peace to Europe
The Pope figured this foreign war would
prevent nobles from making war on each
other back home.
“Stop fighting among yourselves. Go fight in
the Holy Land!”
4. Religious reasons
The Pope promised that those who died
would go to heaven.
5. To gain wealth
Nobles wanted to carve out little kingdoms
for themselves in the Middle East. (They
actually did this.)
Merchants (especially in Venice) wanted to
set up trade with the Middle East.
Clergymen wanted to seize religious relics
from Jerusalem.
Peasants wanted to escape the drudgery of
their daily lives.
page 180
2. Constantinople fell to the Muslim Turks!
The Pope promised to help defend the Byzantine Empire which was the eastern part of the Roman Empire. From the
Crusades onward, the Eastern Orthodox Church did not trust
the Roman Catholic Church. Today, the Turks call their country
Turkey.
3. The Pope’s prestige fell
Some popes were more interested in political gain than religion
4. The Muslims
From the Crusades onward, the Muslims did not trust
Europeans or Christians.
5. The Jews
Crusaders persecuted the Jews. From the Crusades onward,
the Jews of Europe were persecuted by the Christians. Why?
Because they were not Christians.
6. Trade expanded in Europe - this is the biggie.
The revival of trade in Europe! The rise of towns! Crusaders
carried home spices and silk. Europeans wanted more - that
is, demand for goods increased trade. Once a year,
international trade fairs were held in castle towns. Towns
became bigger and grew into cities. People began to use
money, not barter. (Since the Church forbade moneylending,
only Jews loaned money at interest. This did not endear them
to Christians who owed them money.) Eventually, folks in
Florence (in the Pope’s home country) opened banks.
Probably the single biggest winner of the Crusades was
Venice: Located halfway between the Middle East and
Europe, it shipped goods from the Silk Road (at Antioch) to
Venice, then over the Alps into Northern Europe and its
international trade fairs. It is no accident that Marco Polo
lived in Venice and eventually travelled to China.
Lesson #112
Mapping
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.
The Crusades
1095-1270
Introduction
1. Highlight the following countries in RED: Italy, France, Germany, England
2. Highlight the following cities in YELLOW: Rome, Venice, Constantinople, Antioch, Jerusalem
3. Below Jerusalem, write “Captured by the Muslims.”
4. On the bottom of the map write:
The Crusades - The Pope tells knights to recapture the Holy Land from the Muslims.
The routes of the Crusaders
Knights came from many directions.
They defeated the Muslims and recaptured Jerusalem.
The First Crusade
BLUE: Draw a line from Belgium to southern France. By land to Rome. Across the Adriatic Sea to
Constantinople. By land to Jerusalem.
Did these Crusaders recapture Jerusalem from the Muslims? (Yes.)
BLUE: Draw a line from southern France to Venice. By land to Yugoslavia.
Did these Crusaders make it to the Holy Land? (No. They got distracted in Yugoslavia.)
BLUE: Draw a line from Belgium to southern Germany to Constantinople.
Did these Crusaders make it to the Holy Land? (No. They got distracted in Constantinople.)
Three kings were defeated at Jerusalem by the Muslim commander, Saladin!
The Third Crusade
BLUE: Draw a line from Germany to Jerusalem.
This was Frederick Barbarossa of Germany. Did he make it to the Holy Land? (Yes)
He avoided what city? (Constantinople. All three kings avoided that city.)
BLUE: Draw a line from Paris to the southern coast of France. From there, draw a line by sea to the Holy Land.
This was the King of France. Did he make it to the Holy Land? (Yes)
BLUE: Draw a line (entirely by sea!) from London to Jerusalem.
This was the King of England, Richard the Lion-Hearted. Did he make it to the Holy Land? (Yes)
Class Discussion
1. The Crusaders came from what continent? (Europe)
2. The Crusaders headed for what region of Asia? (The Middle East)
3. Did the Crusaders travel by land or by sea? (Both)
4. Who travelled the farthest? (Richard the Lion-Hearted from England)
5. Speculate: What is east of the Middle East or Near East? (The Far East - China.)
6. Remember: What trade route connects Antioch with China? (Drumroll: The Silk Road!)
7. What did Crusaders carry home with them from the Middle East? (Silk and spices)
8. What did folks demand back home? (More silk and spices)
9. Merchants of what city acted as the middlemen between Europe and the Middle East? (Venice)
10. Ships laden with goods from China and the Middle East crossed what sea? (The Mediterranean)
11. Where did merchants set up international fairs? (In small castle towns)
12. What was the biggest consequence of the Crusades? (The revival of trade and the rise of towns!)
13. Did the Crusades strengthen or weaken feudalism? (weakend feudalism - knights lost the war)
14. Whatever happened to the Christian city of Constantinople? (It fell to the Muslims in 1453).
15. As Crusaders travelled through Europe, what did they do to the Jews? (They killed them for not being
Christians. Anti-Semitism did not begin with Hitler; it began in the Middle Ages.)
page 181
page 182
Lesson #113
Internet
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.
The Crusades
These are woodblock prints created during the Middle Ages.
Goal: The Pope launched the Crusades. Knights went to the Holy Land. Arms and armor.
All of the woodblock prints may be found at this wonderful website:
http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=History/Middle_Ages
Why we give the exact website address
Although they appear to be in categories, these woodcuts are in a jumble.
We have put them in a logical order for learning.
There are 44 illustrations
They must be done in this order.
Assign one or two numbers to each student.
What each student must do
Print out the illustration.
Color it with highlighters.
Using the encyclopedia or internet, do research on your picture.
In front of the class: Show the illustration and explain it!
The Pope launches the first Crusade, 1095
1. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_109A.jpg&img=45&it=
2. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_043A.jpg&img=&it=
3. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_159A.jpg&img=18&it=
4. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_193A.jpg&img=&it=
5. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_178B.jpg&img=&it=
6. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_109B.jpg&img=45&it=
7. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_178A.jpg&img=&it=
8. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_176B.jpg&img=&it=
9. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_176A.jpg&img=&it=
page 183
Arms & Armor
10. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_051C.jpg&img=72&it=
11. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_051B.jpg&img=72&it=
12. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_170E.jpg&img=&it=
13. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_170C.jpg&img=&it=
14. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_170B.jpg&img=9&it=
15. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_170A.jpg&img=9&it=
Jousting
16. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_169A.jpg&img=9&it=
17. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_168A.jpg&img=9&it=
18. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_145B.jpg&img=27&it=
Knight in full battle gear
19. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_166A.jpg&img=9&it=
20. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_161C.jpg&img=9&it=
21. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_161B.jpg&img=9&it=
16. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_161A.jpg&img=9&it=
17. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_159C.jpg&img=9&it=
18. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_159B.jpg&img=18&it=
Leaving for the war
19. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_115A.jpg&img=45&it=
20. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_149A.jpg&img=18&it=
21. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_154A.jpg&img=18&it=
22. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_150A.jpg&img=18&it=
23. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_101B.jpg&img=45&it=
24. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_052AA.jpg&img=72&it=
25. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_051A.jpg&img=72&it=
The actual fighting
26. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_157B.jpg
&img=18&it=
27. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_141AB.jp
g&img=27&it=
28. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_141A.jpg
&img=27&it=
29. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_137B.jpg
&img=27&it=
30. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_131B.jpg
&img=27&it=
31. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_131AC.jp
g&img=27&it=
32. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_137A.jpg
&img=27&it=
33. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_055B.jpg
&img=63&it=
34. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_131A.jpg
&img=27&it=
35. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_129B.jpg
&img=36&it=
36. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_129A.jpg
&img=36&it=
37. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_127C.jpg
&img=36&it=
38. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_127B.jpg
&img=36&it=
39. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_127A.jpg
&img=36&it=
40. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_116D.jpg
&img=36&it=
41. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_116B.jpg
&img=36&it=
page 185
New Weapons
The Catapult
42. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_072A.jpg&img=63&it=
The Crossbow
43. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_067A.jpg&img=63&it=
The Cannon
44. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/War_and_Armies&image=MRL_065A.jpg&img=63&it=
page 186
Lesson #114
Group analysis
Lesson #115
Group analysis
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
The Crusades: What do you think about them?
The teacher states the situation:
Richard the Lion-Hearted: What do you think
about him?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Defending Constantinople from a hostile threat. Opening up
Jerusalem to religious folks.
**Killing Jews in Europe. Muslims in the Middle East.
***Five key facts about the Crusades.
****If you were not a Christian, how would YOU feel?
*****Today, we have a new holy war, only the tables are turned. Not
good then; not good today.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Good example of chivalry.
**Poor judgment by Richard the L. Should have stayed home.
***Five key facts about Richard the L.
****How would you feel if your King left for years on end?
*****So much hype about knights training for warfare. Saladin beat
them all.
page 187
Graphic organizer
Lesson #116
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.
The Crusades:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic organizer
The Pope
http://historymedren.about.com/library/w
ho/blwwurban2.htm
When?
When did they
begin?
When did they end?
The story
http://library.thinkquest.org/3708/crusades.htm
Where?
Where did the
Crusades take place?
How did they
get there?
The Crusades
Who
http://oncampus.richmond.edu/academics/as/education/projects/webquests/c
rusades/Kateed.html
Who
Who
Who
Who
http://www.mrdowling.com/606islam.htm
l
What?
List 5 results.
Maps
http://www.fordham.edu/halsall/maps/jle
m-colmap.jpg
http://www.fordham.edu/halsall/maps/2n
dcde.jpg
http://www.fordham.edu/halsall/maps/4c
de.jpg
page 188
Why?
List 5 causes.
started it?
fought it?
was the enemy?
won?
Lesson #117
Game
Can you think of a term from A to Z?
The ABCs of Crusades
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Anti-Semitism
Byzantine Empire
Crusades, Constantinople, Children’s Crusade, Crusader, catapult
D
Eastern Orthodox Church
F
G
Holy Land, holy war
International trade
Jerusalem
Knights
L
Military expedition
Navigation
Overland routes
Palestine
Question: What was the single biggest result of the Crusades?
Richard the Lionhearted, revival of trade
Saladin, spiritual salvation
Turkey
Urban II
Venice
Weakened feudalism - how so?
X marks the spot - What Christian city fell in 1453?
Year: When did the first Crusade begin?
Zeal: What is religious zeal?
page 189
Game
Lesson #118
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like a Crusader?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Anti-Semitism
Byzantine Empire
Crusades, Constantinople, Children’s Crusade,
Crusader, catapult
Eastern Orthodox Church
Holy Land, holy war
International trade
Jerusalem
Knights
Military expedition
Navigation
Overland routes
Palestine
Richard the Lionhearted, revival of trade
Saladin, spiritual salvation
Turkey
Urban II
Venice
Zeal
page 190
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
7. The Black Death
Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its
impact on global population.
page 191
Mapping
Lesson #119
7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe
its impact on global population.
The Black Death
1334 - 1351 Central Asia > China > Middle East > Europe
1347 - 1350 Hit Europe
Our Black Death poster (BD-1401) maps the plague as it sweeps across Europe. See page 3 for ordering information.
As you tell the story, students draw on their desk maps.
Mapping: The disease travelled along the trade routes
RED: Highlight these countries: Central Asia (the “stans” like Afghanistan and Uzbekistan), China, India, Iran,
Russia, Italy, France, England, Germany, Norway.
Draw a red line from the Black Sea, through Constantinople, to the Mediterranean Sea. To Italy. To southern
France. From Yugoslavia (by land) to Paris to Cordoba, Spain. From Romania to Belgium. From Germany to the
Netherlands to England.
Bubonic plague
People called it “The Black Death.”
To be more specific, it was the bubonic plague.
What is a plague?
What is an epidemic?
A contagious disease that is deadly.
A highly contagious disease that spreads rapidly
among many people in a community at the same time.
What exactly was the Black Death?
1. The bubonic plague - a contagious disease
2. Fleas from infected rats are the carriers of the disease.
3. Fleas easily jump from person to person.
4. It attacks suddenly and is usually fatal.
5. Characterized by chills, fever, delirium, swelling of the lymph glands (neck, armpits and groin), open sores.
What does bubonic mean? (Red sores)
Why was it called “The Black Death”? (The red sores turned black.)
Since there was no cure, there was no sense going to the apothecary (druggist).
The disease was fatal.
Causes
1.
2.
3.
4.
5.
Rats - Bad sanitation in the cities (garbage thrown into the streets) attracts rats.
The disease began in Central Asia.
Beginning in the Black Sea, infected rats travelled by ship.
They followed the trade routes - by sea and then by land.
The disease travelled from east to west - from Central Asia to Europe.
Results
1. It lasted three years, 1348-50.
2. In Eurasia, 30% of the people died.
3. In Europe, 30% of the people died = 25 million. (One out of every 4 people died.)
4. The cities were the hardest hit: Cities lost up to 50% of their population.
5. There was a severe labor shortage in Europe.
It took centuries (1800s) before the population returned to pre-Plague levels.
page 192
page 193
Graphic organizer
Lesson #120
7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe
its impact on global population.
The Black Death:
Who, what, where, when, why and how?
Using these websites,
fill in the graphic
organizer
When?
When did it happen?
For how long?
Map
http://www.historyguide.or
g/ancient/bdmap.html
The Route
http://www.american.edu/p
rojects/mandala/TED/BUB
ONIC.HTM
Story
http://www.eyewitnesstohistory.com/plague.htm
Where?
Where did it begin in
1347?
Along what route did it
travel?
Where did it hit hard?
How?
How could it have
been prevented?
The
Black Death
http://www.britainexpress.com/History/mediev
al/black-death.htm
How many died?
http://www.saradouglass.c
om/14th.html#The
Demographic Crises
Not until the 1800s
http://scorescience.humboldt.k12.ca.us/fast/teachers/Plague/pindex.html
People panicked
http://www.themiddleages.net/plague.html
Catapults
http://www.newton.mec.ed
u/Brown/TE/CATAPULTS/Catapult_index.ht
ml
Who was blamed?
http://www.fordham.edu/h
alsall/jewish/1348-jewsblackdeath.html
page 194
What?
List 5 results.
Why?
List 5 causes.
Who?
How many died?
Lesson #121
Game
Can you think of a term from A to Z?
The ABCs of the Black Death
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Apothecary
Bubonic plague, the Black Death
Contagious
D
Epidemic
Flea, fatal
Global population
H
I
J
K
L
M
N
O
Population, plague
Q
Rodents
Sanitation
Trade routes
U
V
W
X
Year: When did the Black Death hit Europe?
Z
page 195
Game
Lesson #122
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like an apothecary?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Apothecary
Bubonic plague, the Black Death
Contagious
Epidemic
Flea, fatal
Global population
Population, plague
Rodents
Sanitation
Trade routes
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 196
8. The Roman Catholic Church
Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (founding of
universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders,
preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of classical philosophy
with Christian theology, and the concept of “natural law.”)
page 197
Lecture
Lesson #123
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution
(founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious
orders, preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of classical
philosophy with Christian theology, and the concept of “natural law.”)
The Catholic Church
How did the Roman Catholic Church influence life in the Middle Ages?
The Church was the main civilizing force
When Rome fell, civilized life disintegrated in Western Europe.
There were no cities, no government, no nothing!
The Church was the only institution left standing in Western Europe.
Everybody respected the Church - even the barbarians. (They who converted to it!)
The Church unified Europe
Under feudalism, everything was splintered into local units.
Europe was full of a zillion manors; each operated like a world unto itself.
The Church was the only thing that ran throughout Europe.
Sort of like oxygen: Wherever you went, the Church was there.
The Church was the best organized institution
1. While feudalism was local, the Church was international.
It crossed all political borders.
2. While feudalism was loosely organized, the Church was highly organized.
It had a structure that still stands today.
The Pope .......................Head of the Church. Very powerful, he could challenge the power of a King.
Cardinals .......................The Pope chose the cardinals. When the Pope died, the Cardinals elected a new Pope.
Archbishops ...................Leader of one city. Like the Archbishop of Canterbury. Built cathedrals. Advisor to King.
Bishops ..........................Controlled a rural region, including its monasteries and church lands.
Priests ............................Minister of one church in the village.
Friar ...............................Travelled from village to village. Like Friar Tuck in Robin Hood.
Monk ..............................Lived in a monastery. Copied religious books by hand - before the printing press.
It was local
The Pope was in Rome.
The monastery was high on a distant hill.
But the local priest lived in the village.
He was as poor as the peasants.
It touched every person’s life
When you were born, the Church baptized you.
When you got married, the Church performed the wedding ceremony.
When you died, the Church performed the funeral service.
Receiving the sacraments in Church was necessary for your own personal salvation.
The Mass
Everybody went to church. Nearly 100%. Even in the woods, Robin Hood had Friar Tuck.
This was religion for the masses.
The church service was called just that: The Mass.
page 198
Lesson #124
Lecture
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Religion
We explain the sacraments so that students can appreciate Martin Luther and the Reformation, 1517.
(He was excommunicated.)
Spiritual Salvation!
The Church wielded the single most important influence on the people.
When push came to shove, people listened only to the Church because it held their spiritual fate.
Death
In medieval Europe, death was near: Local wars, Crusades, Black Death . . .
The average person lived to be only 30.
A peasant’s life was horrible; he looked forward to the next world.
Eternity
The Church was very clear: The only way to get into Heaven was through the Church.
If you received the sacraments (there are 7, especially communion) you would eventually make it to Heaven.
If you crossed a King, you could end up in the dungeon for your lifetime.
If you crossed the Church, you could end up in Hell for all eternity.
Heaven, Purgatory, and Hell
To the medieval peasant, Heaven and Hell were very real.
Heaven was a place: If you were a saint, you would end up in this wonderful place.
Hell was a place: If you were evil, you would end up here. Dante described The Inferno in The Divine Comedy.
Purgatory was a place: Most people ended up here. After suffering for your sins, you moved on to Heaven.
Bell, Book, and Candle
You did not want to cross the Church.
If you did, you were excommunicated - that is, you were dead in the eyes of the Church.
They even held a funeral service for you, complete with bell, book, and candle.
At the ceremony, the bell was rung, the book was closed, and the candle was snuffed out!
No kidding, you were bound for Hell.
Canon Law
Church Courts
Ever since the fall of Rome, the Church had its own courts to
1. Protect the weak and punish those who preyed on them.
2. Put clergymen on trial.
3. Enforce Church law, known as canon law.
Heresy
In medieval times, the absolutely worst crime was heresy - disagreeing with the teachings of the Church.
A heretic was a person who opposed the teachings of the Church. He was burned at the stake.
Joan of Arc was charged with being a heretic (having visions from God) and was burned at the stake.
The Inquisition
The Church established special courts for putting heretics on trial.
The courts were known as the Inquisition.
The Inquisition was held in many European countries - but most people remember the Spanish Inquisition.
page 199
Lecture
Lesson #125
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Politics
The Church was wealthy
Causes
1. The Church was the largest landholder in Europe.
Nobles gave land to the Church.
When a vassal died, the land reverted back to his lord.
Not so with the Church: When the vassal died, the land reverted back to the Church.
2. The Tithe - Each peasant gave 10% of his produce (goods) to the Church.
Results
Popes, archbishops, and bishops lived like nobles.
In medieval times, land was power.
The Pope had political power
The Pope had tremendous political power.
The people were the his power base: When he spoke, they listened . . . and followed.
Popes “made” Kings
1. It was the Pope who crowned the king
If the Pope said you were King, the people regarded you as King.
2. The coronation tradition began with Charlemagne.
It established two things: The divine right of kings. No separation between Church and State.
Popes clashed with Kings
If the Pope said you were no longer King, the people no longer regarded you as King.
In 1075, Pope Gregory VII did all three of the following things to King Henry IV, Emperor of the Holy Roman
Empire:
1. Excommunication
When the Pope excommunicated a King, he was shunned:
No one in the Church was allowed to be near him.
2. Interdiction
A papal interdiction meant that church services could not be held in the country.
No baptisms or funerals was a hassle.
Partaking of the sacraments was essential to salvation.
So no sacraments jeopardized you for all eternity.
3. Deposition
When the Pope deposed a King, people no longer regarded him as King.
They no longer obeyed him.
In a clash between King and Church, the Pope usually won.
page 200
Lesson #126
Internet
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution
(founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious
orders, preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of classical
philosophy with Christian theology, and the concept of “natural law.”)
Daily life in and around the cathedral
These illustrations are woodblock prints.
Break into pairs. Each pair is assigned one illustration.
1. Print out the illustration.
2. Color it with highlighters.
3. In front of the class, show the illustration and tell a tall tale!
Bishops + Archbishops
1. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Food_and_Cookery&image=MCaD_108B.jpg&img=18&it=
2. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_002H.jpg&img=27&it=
3. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_002A.jpg&img=27&it=
4. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Feudalism&image=MRL_029A.jpg&img=&it=
5. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_221A.jpg&img=&it=
6. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL157A.jpg&img=&it=
9. http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_373B.jpg&img=&it=
10. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_368A.jpg&img=9&it=
11. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_366A.jpg&img=9&it=
12. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_358B.jpg&img=9&it=
13. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_373A.jpg&img=9&it=
14. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_327A.jpg&img=9&it=
15. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_311A.jpg&img=9&it=
16. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_358A.jpg&img=18&it=
17. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Religion&image=MRL_494B.jpg&img=18&it=
page 201
Graphic organizer
Lesson #127
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution
(founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant
religious orders, preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of
classical philosophy with Christian theology, and the concept of “natural law.”)
The Catholic Church: Its impact on religion
Using these websites,
fill in the
graphic organizer
How it civilized
Europe
http://www.camelotintl.com/village/church.html
http://emuseum.mnsu.edu/history/middleages/church.html
How it unified
Europe
How it became
wealthy
The
Catholic
Church
http://www.historylearningsite.co.uk/medieval_church.h
tm
How heretics
were punished
page 202
How to get to
heaven
How it was
organized from
top to bottom
Lesson #128
Lecture
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Architecture
For centuries, architects built giant churches.
The purpose of architecture was to glorify God.
Cathedrals!
Bishops built giant cathedrals.
In Paris, the Bishop of Paris built Notre Dame Cathedral. (Chartres and Reims, also in France)
Near London, St. Augustine built Canterbury Cathedral.
During the 1200s, nearly every one of the most important towns of England was erecting a cathedral.
Gothic architecture
From the 1100s to the 1400s, it was called Gothic architecture.
It was called Gothic because the style emerged from Barbarian Europe.
You remember all those Goths that overran the Roman Empire: Visigoths, Ostrogoths, etc.
They were all Germanic barbarians.
Why so big?
Roman Catholicism became the state religion of the Roman Empire in 353 A.D.
The state religion required large churches for the masses - large numbers of worshippers.
A whole industry of church architecture flourished.
Early Christian architecture was modeled on the Roman style.
The Romanesque style had arches for doors and windows.
The Gothic style meant huge cathedrals, open to light and soaring upward, with pointed arches called flying
buttresses.
A Gothic cathedral was . . .
1.
2.
3.
2.
4.
Giant in size.
Complicated in its design.
Open to light.
Stained-glass windows.
Soaring upward toward the sky.
The inside arches were called “flying buttresses.”
Heaven knows how they came up with that name, but you have seen them:
When Princess Di married Prince Charles, the wedding was held in a Gothic cathedral.
As she walked down the aisle with that long train, you saw the arches inside of the Cathedral.
They reached up to the sky, no?
Stained-glass windows
The stained-glass window is considered one of the greatest medieval art forms.
The windows illustrate the lives of Christ, the Virgin Mary, and the saints.
It was one more way to provide instruction to people who could not read.
The windows were very tall.
This is because the flying buttress took some of the roof weight off of the outside walls.
page 203
Lecture
Lesson #129
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Art
For centuries, almost all the artwork was based on religion.
The Church hired artists to decorate churches and cathedrals.
The purpose of art was to glorify God.
A. RELIGIOUS ART
Gothic Art
1.
2.
3.
4.
5.
6.
Topics: Jesus, the Virgin Mary, and the Saints.
Compared to Islamic art: Very different. Islamic art forbids religious images.
Very complicated, very colorful
Flat and one-dimensional.
The people don’t look real: They have no weight to their bodies and no human emotions in their eyes.
The main purpose of art: To teach and support religion.
Gothic statues
Gothic cathedrals were full of statues: Jesus, the Virgin Mary, and the Saints.
Stained glass windows
During the Middle Ages, some craftsmen became artists.
Stained glass, for example, developed into an art form.
The topics were Jesus, the Virgin Mary, the Saints, and stories from the Bible.
Also Charlemagne, the “Champion of the Church.”
The illustrations were elaborate, complicated, and colorful - lots reds and golds.
Gothic painting
Jesus, the Virgin Mary, and the Saints.
This was similar to Byzantine art (icons) in Constantinople.
Illuminated manuscripts
Illuminated = illustrated
Monks illustrated manuscripts.
Like stained-glass windows, the illustrations were elaborate, complicated, and colorful - lots reds and golds.
They often showed scenes of daily life!
B. SECULAR ART
Secular = non-religious.
Tapestry
Tapestries - rugs on the wall - for decoration and insulation.
These were gorgeous textile art.
They were about secular topics.
Secular = non-religious.
Scenes from legends.
Giotto
In the 1300s, one artist was experimenting with three-dimensional art . . .
In Florence, Italy (birthplace of the Renaissance), Giotto became the founder of Western painting.
Using perspective and shadows, he created paintings that looked realistic.
People’s facial expressions and body language reveal feelings and emotions.
With Giotto, we are headed toward the Renaissance, the greatest flowering of art in World History.
page 204
Lesson #130
Lecture
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Music
For centuries, almost all music was played in church.
The purpose of music was to glorify God.
A. RELIGIOUS MUSIC
The Gregorian Chant
Around 600 A.D. under Pope Gregory, this plain song became popular in churches.
During the church service, the choir sang Psalms from the Old Testament.
They sang one melody, unaccompanied by music.
B. SECULAR MUSIC
Secular = non-religious.
Minstrels
Songs that tell a story, like the Song of Roland.
Troubadours
These composer-musicians sang love ballads.
Courtly love: A knight falls in love with a lady.
In the 12th century, a troubadour played at the court of Eleanor of Aquitaine.
The pastourelle
A love ballad.
Caroles
The carole was
1. A dance song from the Provence region of France
2. It was played during spring festivals - when people danced around the May pole.
3. Troubadours spread the dance song throughout Europe.
4. Caroles were sung and danced at fairs.
5. The Church ruled that dancing should be limited to Christmas, Easter, and saints’ days.
Our tradition of Christmas carols and caroling parties originated in medieval Europe.
Instruments
Many musical instruments were used during the Middle Ages:
Bagpipe, lute, rebec, flute, psaltery, fidele, organ, and dulcimer.
Minstrels and troubadours usually played the lute.
page 205
Lecture
Lesson #131
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Drama
For centuries, most plays were based on religion.
They were held in and around the Church.
The purpose of drama was to glorify God.
Mystery plays
In the 900s, the Church began holding short plays during church services.
After all, folks could not read the Bible and could not understand church services in Latin.
The Church used plays and art (stained-glass windows) to tell Bible stories.
In the 1200s, mystery plays became popular and spread throughout Europe. They were
1. Run by the Church
2. Held in cathedrals
3. Told in Latin
4. Presented a few stories from the Bible
The Christmas story (the birth of Jesus, the Three Wise Men)
The Resurrections story (held at Easter).
5. Taught Christian principles
In the 1300s, plays became lively! They were
1. Not run by the Church - The Guilds (trade unions) financed and produced the plays.
2. Held outdoors in the summer
3. Told in the vernacular (local language)
4. Told the whole Christian story - from the Creation to the Final Judgment.
5. They combined folk custom, folk drama, folk festivals, and Catholic teachings.
Miracle plays
1.
2.
3.
4.
5.
Run by the Church - then by professional acting companies
Held on a simple stage outside the church - then on travelling wagons
First in Latin - then in the vernacular (local language)
Told about the lives of Saints (and the Virgin Mary). Each saint performed a miracle!
Taught simple moral lessons.
Morality plays
In the late
1.
2.
3.
4.
Middle Ages (1300-1500), English plays became serious! (During and after the Great Plague.)
Run by Towns and Guilds
A one-act play on a stage
In the vernacular (English)
An Allegory: The characters were personifications of abstract ideas, conditions, virtues, or vices
(Fellowship, Good Deeds, Death)
5. Taught about the struggle between good and evil in the human soul.
The most popular drama was entitled Everyman.
In that story, religion helps the main character fight temptation.
page 206
Lesson #132
Lecture
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Literature
The Church had no impact on literature. And yet it did!
Books were not written in Latin
Latin was the language of the Church, but people could not speak or understand it.
People spoke the vernacular - local languages - English, German, French, Spanish, Italian.
So books (which were sung before they were read) were written in popular languages.
Books were written in popular languages
The Romance languages
French, Spanish, and Italian - originally came from Latin.
Many linguists believe that the Romance languages are the result of Germanic tribes trying to speak Latin!
The Germanic languages
English, German, Dutch, the Scandinavian languages (Danish, Swedish, Norwegian) all came from German.
Which books were written in the vernacular?
In 900, Beowulf was written in the local language ............................................Old English (Anglo-Saxon)
In 1100, The Song of Roland was written in the local language .......................French
In 1300, The Divine Comedy was written by Dante in ......................................Italian
In 1400, The Canterbury Tales was written by Chaucer in ...............................Middle English
Two classics shaped the national language
The language used by Dante in The Divine Comedy became the official language of Italy.
The language used by Chaucer in The Canterbury Tales became the official language of England.
Books were written about subjects other than religion
Knights & Chivalry
When feudalism was big, the main theme was knights and chivalry.
Since knights were “Defenders of the Church,” religion entered in bigtime.
Take a look at the earliest books in medieval Europe:
1. In 900, Beowulf is about a warrior and his heroism.
2. In 1100, The Song of Roland is about a Charlemagne, his knights, chivalry, and wars.
3. In 1200, El Cid is about the Reconquista - the wars by Christians to throw the Muslims out of Spain.
The Middle Class & Life in Town
When feudalism was on the decline and towns were on the rise, people wrote about life in town.
Townsmen were a rowdy bunch: They liked comedy, scandal, and cynical stories about corruption.
Middle-class authors were critical of everybody - especially corrupt government officials and corrupt clergymen.
Take a look at books written during the late Middle Ages:
1. In 1300, The Divine Comedy (by Dante) tells the story of which groups in Italy are going to heaven and hell.
He talks a lot about corrupt government officials and corrupt clergymen in the Church, including the Pope.
2. In 1400, The Canterbury Tales (by Chaucer) tells the story of 30 pilgrims on their way to Canterbury
Cathedral near London, England.
page 207
Lecture
Lesson #133
Why do we go into depth on the Hell thing? Dante had a big impact on the Reformation!
The Divine Comedy
1300
The author
Dante was born in Florence in 1265.
The city of Florence later became the birthplace of the Renaissance!
He received a classical education, meaning . . .
1. He was trained in religion - by the Church.
2. He was trained in the liberal arts - and wrote poetry.
3. He was trained in philosophy - Greek philosophers like Aristotle.
He was a learned scholar and a great thinker!
He became involved in politics, meaning . . .
1. He held official positions in the government of the city of Florence.
2. He became involved in a political controversy between two political groups.
3. When one group took over the government of Florence, they sent him into exile.
If he returned to Florence, they would put him to death. (He died in exile.)
He was a great thinker!
In many ways, The Divine Comedy is a summary of medieval thinking.
Medieval folks worried about their salvation in the afterlife . . .
So Dante is the narrator and travels from Hell to Purgatory to Heaven.
Dante describes exactly WHO is in hell.
(Not surprisingly, they are the corrupt politicians and church officials who sent him into exile!)
Dante wrote the story in three parts:
1. Hell - The Inferno is a place of suffering and despair. It is a horrible pit beneath the earth. Hell is a very
crowded place. There are 9 circles in Hell: Each is reserved for one group of people! (One for corrupt
government officials, one for corrupt clergymen, including the Pope.) For each circle, the devil invents specific
tortures that fit their specific crimes on earth.
2. Purgatory - is a better, more hopeful place. It is where sinners seek forgiveness for their sins.
3. Heaven - is paradise. Dante’s long lost love (Beatrice) takes him through its 10 spheres, each more
wonderful than the next. The people are blessed. Dante finally arrives at the throne of God, which sits among
the angels. Only there does he discover the true meaning of life.
The story
1. Place .....................................Life after death
2. An epic poem ........................A long poem.
3. Story .....................................One man’s journey from Hell to Heaven. An allegory - a story that has a moral.
4. Main character ......................Dante, the author!
5. His character traits ................Dante is a sinner (like everybody else)
6. Ideals ....................................Don’t be corrupt and cheat others
7. The End .................................A happy ending! Dante ends up in Heaven!
8. Audience ...............................Written to be read
9. Performed .............................Dante did write poetry for troubadours to sing
10. Impact .................................Exposes corruption in politics and the Church.
Had a big impact on later writers, including Chaucer.
Became a classic in world literature.
The language used by Dante (Italian) became the official language of Italy.
page 208
Lesson #134
Lecture
Why do we spend time on Chaucer? Because his rowdy writing had a big impact on Shakespeare.
The Canterbury Tales
1400
http://www.luminarium.org/medlit/chaucer.htm
The author
Chaucer was born in London, England around 1340.
He was a middle-class guy who saw it all:
1. Economics - He was the son of a wealthy merchant in London.
2. Politics - He was trained to be a civil servant in the government and became a member of Parliament.
3. Law - He served as a justice of the peace.
4. Nobles - As a boy, he was a boy who trained to be a knight. He saw first-hand the noble life - etiquette,
fashion, chivalry, and courtly love.
5. Travel - He travelled to many countries (Belgium, France, Italy, Spain) as a diplomat, so he could compare
life in England and other places. Even better, he read foreign writers (like Dante and Boccaccio) who made
fun of corruption in government and the Church.
He was fascinated with life and fascinated by people.
He made fun of people in all walks of life!
He became the greatest English writer of the Middle Ages.
The story
1. Place .....................................England in the late Middle Ages
2. A group of stories .................30 people begin in London and walk to Canterbury cathedral.
Some folks are feudal: The knight, the priest, the peasant plowman.
Some folks are middle-class townsmen.
Each person tells two stories walking to Canterbury.
3. Story .....................................Many stories, mostly about everyday life in medieval England.
4. Main character ......................One is Chaucer, a simple guy who accepts people at face value.
(The reader, however, discovers the true personality of each character.)
5. His character traits ................Each character fits his group in society. The merchant is like a merchant, etc.
6. Ideals ....................................Not the Code of Chivalry! (Chaucer never states his ideals.)
7. The End .................................The author died before the book was finished.
8. Audience ...............................Meant to be read. Chaucer wrote for his friend, the King of England.
9. Performed .............................No.
10. Impact .................................We get a good picture of life in England in the late Middle Ages.
Exposes corruption in all walks of life.
The book became a classic in world literature.
The language used by Chaucer (Middle English) became the official language
of England.
The language Chaucer used was Middle English. It was adopted as the official language of England.
That’s a good thing. Why? Well, Old English is impossible to understand!
To read and HEAR the Lord’s Prayer in Old English, please visit:
http://www.georgetown.edu/cball/oe/paternoster-oe.html
P.S. Beowulf was originally written in Old English.
page 209
Graphic organizer
Lesson #135
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution
(founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious
orders, preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of classical
philosophy with Christian theology, and the concept of “natural law.”)
The Catholic Church: Its impact on the arts
Using these websites,
fill in the
graphic organizer
Art
Art & Architecture
http://www.britainexpress.com/H
istory/Medieval_art_and_architecture.htm
Architecture
http://kevin.lps.org/Middle_ages/
cath_picts/default.html
Literature
The
Catholic
Church
http://www.bc.edu/bc_org/avp/c
as/fnart/arch/chartres.html
Illuminated manuscripts
http://www.ibiblio.org/louvre/rh/
Music
http://www.shamilton.k12.ia.us/antiqua/instru
mt.html
(Click on the lute!)
http://humanities.uchicago.edu/i
mages/heures/heures.html
(click on the month)
Everyman
http://www.luminarium.org/medli
t/everyman.htm
Dante
http://www.bodley.ox.ac.uk/dept/
scwmss/wmss/medieval/jpegs/h
olkham/misc/48/500/04800418.j
pg
Chaucer
http://www.librarius.com/
http://www.luminarium.org/medli
t/chaucer.htm
page 210
Language
Drama
Music
Lesson #136
Lecture
How did the Roman Catholic Church influence life in the Middle Ages?
Medieval Universities
The university was one of the great inventions of the Middle Ages.
Europe’s universities were founded by the Church.
At first, its sole purpose was theology - the study of religion.
The first purpose of education - to study religion
In the 1100s, the first universities were founded by the Church:
1. Bishops founded cathedrals.
2. Each cathedral had a school to study theology - religion.
3. Cathedral schools became universities.
By 1300, Europe had fourteen universities.
Oxford University
1.
2.
3.
4.
5.
Located northwest of London, this is the oldest university in England.
It was founded in the 1100s.
It was founded because English students could no longer attend the University of Paris (Sorbonne).
Its sole purpose was to serve as a college of theology - for the study of religion.
Its first students were Catholic priests.
The Sorbonne
1.
2.
3.
4.
5.
This is the University of Paris.
It grew out of the schools that surrounded the Cathedral of Notre Dame.
It was founded by a theologian - one who studies religion.
Its sole purpose was to serve as a college of theology - for the study of religion.
Its first students were Catholic priests.
Courses
The Liberal Arts
Languages (Greek and Latin), Logic, and Philosophy.
Philosophy: The relation of man to his Creator, to his fellowman, and to the universe around him.
The Professions
After being grounded in the liberal arts, some men went on to graduate school in specific professions:
Theology to become priests, medicine to become doctors, law to become lawyers.
The Professors
There were no professors!
Students read books and Masters (who held a Master’s degree) explained the books.
Exams were oral, not written.
Women
Universities did not admit women!
There was no point: Women were not allowed to be priests, lawyers or doctors.
In fact, women could not go attend Oxford until the 19th century.
Women were not awarded degrees until the 20th century! (Oxford in 1920.)
page 211
Universities were in the town . . . but independent of the town!
Independent of the town
The rise of towns stimulated the rise of universities.
Towns were independent of the local noble . . . so universities were independent of the town.
The town had its own laws and ruled itself . . .
The university had its own rules and governed itself.
The town got a charter to govern itself . . .
The university got a charter to govern itself.
The bottom line? Town officials could not arrest college students.
Instead, college students were punished by the university.
Modeled on the guild
The medieval university was modeled on the guild - with its system of masters and apprentices.
There were master teachers.
The students were apprentices - they learned from the master teachers.
After 4 years, students took an oral exam and received their Bachelor’s degree.
After 4 more years, they received their Master’s degree.
After further study, a person could receive a Doctor’s degree.
Who ran the university?
In many medieval universities, students ran the university!
At the University of Bologna (Italy), they:
1. controlled the administration
2. made the rules
3. chose the courses
4. hired the teachers
5. ran the university government
The University of Paris, however, was run by a chancellor.
Town & Gown
People who lived in the town wore regular clothes.
University students wore long black gowns (like high school students wear on graduation day).
The gowns were for warmth - classrooms were cold!
How would you describe the relationship between town and gown?
Hint: Friendly or hostile?
(Hostile: There were always fights because students often engaged in drinking and gambling.)
page 212
Lesson #137
Lecture
How did the Roman Catholic Church influence life in the Middle Ages?
Dominican monks were University professors
The Church established two centers of learning:
1. Monasteries - For centuries, the ONLY scholars were monks in the monasteries.
2. Universities - In the 1100s, the Church founded the world’s first universities.
Preserved learning
Monks copied books in monasteries
They translated manuscripts into Latin, the language of the Church.
Illuminated books
Monks illustrated the books. The illustrations are elaborate, complicated and colorful - lots of reds and golds.
The most popular Greek philosopher
Aristotle, who used reason and logic, was the most popular Greek philosopher among medieval scholars.
His clear thinking was a refreshing breeze at a time when medieval Europe was mired in barbarian superstitions.
Latin
1. Latin was the language of the Church.
For hundreds of years, all books were written in Latin.
Church services were conducted in Latin. (This continued until the 1960s!)
But the sermon was given in the vernacular, so folks could understand it.
2. Regular folks spoke the vernacular - local languages.
You know, English, German, French, Spanish, Italian.
The Romance languages - French, Spanish, and Italian - originally came from Latin.
German influenced English, Danish, Norwegian, and Swedish.
Many linguists believe that the Romance languages are the result of Germanic tribes trying to speak Latin!
The Monastic Orders
Before the 1100s, monks lived in monasteries: They renounced society and did not live in it.
After the 1100s (the rise of towns), some monastic orders lived in society.
They lived among people and worked directly with the people.
The Franciscans
The founder was St. Francis of Assisi, who lived in Italy around 1200.
They preached the Gospel in the towns and in the surrounding countryside.
Although born the son of a rich merchant in Italy, he rejected that life and his inheritance.
He lived a simple life of poverty:
He spent his life preaching the Gospel, helping the poor and healing the sick.
The Franciscans are a mendicant order - they beg for money.
Great story about St. Francis of Assisi: http://www.historyplace.com/speeches/saintfran.htm
The Dominicans
The founder was St. Dominic, who lived in Spain around 1200.
Dominican monks became philosophers and theologians.
Many became professors of theology at the University of Paris (Sorbonne) and Oxford University (near London).
Thomas Aquinas was a Dominican monk.
page 213
Lecture
Lesson #138
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution
(founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious
orders, preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of classical
philosophy with Christian theology, and the concept of “natural law.”)
St. Thomas Aquinas
1225-1274
A Catholic priest was the greatest philosopher of the Middle Ages!
Theology = the study of religion
Reason vs Faith
At the beginning of the Middle Ages, people accepted Christianity on faith.
They did not study it, analyze it, or question it.
Then monks translated Greek philosophers into Latin.
They were impressed by the logic and reasoning of one Greek philosopher - Aristotle.
They applied Aristotelian logic to the Christian religion.
By studying Christianity, they came up with democratic ideals.
Scholasticism
From the 1100s onward, medieval scholars were priests and theologians.
The scholars read, translated, and wrote commentaries on Greek philosophy.
They used Greek logic to better understand Christianity.
The center of scholasticism was the University of Paris (Sorbonne), which was founded by the Church.
Thomas Aquinas was one of the leading scholastics.
Thomas Aquinas
Thomas Aquinas was born into a noble family in Italy.
He attended the University of Naples, which was founded by the Church.
He became a Dominican priest and studied two subjects - philosophy and religion.
Most of all, he studied Aristotle, the ancient Greek philosopher who taught people how to think logically.
He became a professor of religion at the University of Paris (Sorbonne).
His famous book is Summa Theologica:
1. Religion is based on faith.
2. Philosophy is based on reason.
3. No conflict exists between reason and faith.
4. You can use reason to better understand your faith.
5. Thomas Aquinas used his powers of reasoning to understand Christianity.
“Natural Law”
God’s law
Thomas Aquinas came up with a simple, but powerful idea: Man’s law should not deviate from God’s law.
Here’s how he arrived at it
1. Everyone is equal before God.
2. Christians are citizens of two kingdoms - the one you live in and the Kingdom of God.
3. Government cannot demand absolute obedience - you must obey God and His Commandments.
4. Government laws cannot deny you of your God-given rights - to life, having children, freedom of worship.
The impact of “Natural Law”
Our Declaration of Independence (1776) states our believe in Natural Law:
“All men are created equal, endowed by their Creator with certain unalienable rights
to life, liberty, and the pursuit of happiness.”
page 214
Lesson #139
Group analysis
Lesson #140
Group analysis
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
The medieval Catholic Church: What do you think
about it?
The teacher states the situation:
The medieval University: What do you think about
it?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Great contribution to scholarship and the arts!
**Should have stayed out of politics.
***Five key facts about the medieval Catholic Church.
****What reforms would you make in the Church? (Martin Luther did
during the Reformation, 1517.)
*****Today, it is the government (not the Church) that sponsors the
arts.
*Lots of freedom and self-government in the university. Five stars for
Tom Aquinas and “Natural Law.”
**Scholasticism does not sound like a whole lot of fun.
***Five key facts about scholasticism.
****How would you feel if students ran your school?
*****Five stars for Tom Aquinas and “Natural Law.” Our Bill of
Rights is based on God-given rights.
page 215
Graphic organizer
Lesson #141
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution
(founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious
orders, preservation of the Latin language, and religious texts, St. Thomas Aquinas’ synthesis of classical
philosophy with Christian theology, and the concept of “natural law.”)
The University:
Who, what, where, when, why and how?
Using these
websites,
fill in the graphic
organizer
When?
When did universities
first appear?
http://www.britainexpress.com/History/Mediev
al_Schools_and_Universiti
es.htm
http://mars.acnet.wnec.ed
u/~grempel/courses/wc1/l
ectures/25meduni.html
Where?
The first universities
were in what towns?
How?
How did the university
get along with the
town?
http://www.cam.ac.uk/cam
buniv/pubs/history/mediev
al.html
The medieval
university
Students were rowdy
http://www.wits.ac.za/alum
ni/med_univ.html#itm1
Theologian
http://historymedren.about
.com/library/who/blwwaqui
nas.htm
http://www.life.com/Life/SP
ECIALS/1999/millennium/l
earning/profiles/13/index.h
tml#2
Natural Law
http://www.jcu.edu/philosophy/gensler/ms/aquina00
.htm
page 216
Who?
Who ran the
university?
Who was the most
famous professor?
What?
What is “Natural
Law”?
Why?
Why did people go to
the university?
Lesson #142
Game
Can you think of a term from A to Z?
The ABCs of the Catholic Church
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Aquinas (St. Thomas Aquinas), archbishop, afterlife
Bishop
Clergy, cathedral, cathedral schools, Chartres, canon law, Chaucer, The Canterbury Tales
Dominicans, Dante, The Divine Comedy
Eternity, Everyman
Friar, Franciscans, flying buttresses
Gothic architecture, Gregorian chant, Giotto
Heresy
Illuminated manuscripts
Just so you know: The Catholic Church continued to finance the arts throughout the Renaissance.
K
Latin
Monastery, monk, monastic order, mendicant order, mystery play, miracle play, morality play
Natural Law, Notre Dame
Oxford University
Purgatory, philosophy, Piers Plowman
Question: The Catholic Church influenced all the arts, language, and literature. (Yes!)
Roman Catholic Church
Sacraments, salvation, stained glass, secular, scholasticism, Summa Theologica
Theology, theologian, tithe, Town & Gown
University of Paris, a university charter
Vernacular
W
X
Y
Z
page 217
Game
Lesson #143
Learn terms.
Learn the logic of a multiple-choice test.
Can you speak Latin?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
St. Thomas Aquinas, archbishop, afterlife
Bishop
Clergy, cathedral, cathedral schools, Chartres, canon
law, Chaucer, The Canterbury Tales
Dominicans, Dante, The Divine Comedy
Eternity, Everyman
Friar, Franciscans, flying buttresses
Gothic architecture, Gregorian chant, Giotto
Heresy
Illuminated manuscripts
Latin
Monastery, monk, monastic order, mendicant order,
mystery play, miracle play, morality play
Natural Law, Notre Dame
Oxford University
Purgatory, philosophy, Piers Plowman
Roman Catholic Church
Sacraments, salvation, stained glass, secular, scholasticism, Summa Theologica
Theology, theologian, tithe, Town & Gown
University of Paris, a university charter
Vernacular
page 218
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
9. The Reconquista
Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and
the rise of Spanish and Portuguese kingdoms.
page 219
Lecture
Lesson #144
9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista
and the rise of Spanish and Portuguese kingdoms.
Medieval Spain
Spain was the only Muslim country in Christian Europe.
The Muslims would have taken all of Spain,
but they were stopped at the Battle of Tours in 732.
When we last looked at Spain . . .
The Moors
1. The Muslims were Moors who lived in Morocco, North Africa.
2. In 711, they crossed the Strait of Gibraltar and conquered Spain.
3. The Muslims ruled Spain for 700 years.
4. The Muslims ruled Spain from 711 to 1492.
5. Spain was the westernmost part of the Islamic Empire.
Spain had a more advanced culture than the rest of Europe
1. Cordoba was the capital of Muslim Spain.
For centuries, Cordoba served as the intellectual center of Europe.
It had books, libraries, universities, and scholars.
Scholars preserved and translated the classics from ancient Greece and Rome.
2. Spain always had cities!
Cities in southern Spain - especially its mosques and palaces - were marvels of Islamic architecture.
3. A Multicultural Society
In cities like Cordoba, Muslims, Jews, and Christians lived together in peace and harmony. Each group
respected the traditions of the other.
The Reconquista: Christians vs. Muslims in Spain
Beginning in the 1100s, the Christians began to take back Spain.
El Cid, the epic poem of Spain, was about the war by Christians against the Muslims.
For centuries, the northern Christians fought the southern Muslims.
The Christians pushed the Muslims further and further south. The were taking back Spain inch by inch.
Everything changed in 1492 . . .
Ferdinand and Isabella got married in 1469
1. They united all the Christians in Spain
She was from Castile - around Madrid, the Christian stronghold. (El Cid, a real person, was from Castile.)
He was from Aragon - in eastern Spain. Close to Barcelona. They joined their armies and . . .
2. They defeated the Muslims in 1492.
3. They expelled the Jews in 1492.
In order to remain in Spain, you had to convert to the Catholic Church. If not, you had to leave.
Some Jewish people converted to Catholicism, but practiced Judaism in secret.
4. The Spanish Inquisition
Anyone who did not follow the teachings of the Catholic Church was imprisoned, tortured, and killed.
5. Ferdinand and Isabella were very Catholic.
From then on, Spain was the most Catholic country in Europe. Even more than Italy, the home of the Pope.
Having united Spain into one Christian country, they financed Columbus’ voyages to the New World.
page 220
Lesson #145
Group analysis
Lesson #146
Group analysis
“Students distinguish fact from opinion.”
“Students distinguish fact from opinion.”
Life is like a rock group
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
The Reconquista: What do you think of it?
The teacher states the situation:
The Spanish Inquisition: What do you think of it?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class, giving each group time
to present its views.
Team #1: The Boomers *
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #1: The Boomers *
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings) to
the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Ferdinand & Isabella united Spain.
**They expelled the Muslims and the Jews, who lived in peace and
harmony with the Christians. A multicultural society is good; religious
persecution is bad.
***Five key facts about the Reconquista.
****How would you feel if you were a Muslim or a Jew?
*****Irony: F & I financed Columbus, who founded America, where
we are trying to build a multicultural society.
*The only good thing is that it ended.
**It is religious persecution. Mostly against Jews.
***Five key facts about the Spanish Inquisition.
****How would you feel if you were a Jew secretly having to practice
your religion?
*****Anti-Semitism did not begin with Hitler. It did begin in Europe by Christians during the Middle Ages.
page 221
Internet
Lesson #147
9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista
and the rise of Spanish and Portuguese kingdoms.
Nobody ever expects
the Spanish Inquisition . . .
- Monty Python
These woodblock prints were created during the Middle Ages.
Goal: The illustrations show torture during the Spanish Inquisition.
All of the woodblock prints may be found at this wonderful website:
http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=History/Middle_Ages
Why we give the exact website address
Although they appear to be in categories, these woodcuts are in a jumble.
We have put them in a logical order for learning.
There are 7 illustrations
They should be done in this order.
Break into 4 groups - three to research, one to color.
What each student must do
Print out the illustration.
Color it with highlighters.
Using the encyclopedia or internet, do research on your picture.
In front of the class: Show the illustration and explain it!
1. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Inquisition&image=MRL_445A.jpg&img=&it=
2. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Inquisition&image=MRL_440A.jpg&img=&it=
3. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Inquisition&image=MRL_429A.jpg&img=&it=
4. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Inquisition&image=MRL_437A.jpg&img=&it=
5. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Inquisition&image=MRL_434A.jpg&img=&it=
6. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Inquisition&image=MRL_421B.jpg&img=&it=
7. http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/Middle_Ages/Inquisition&image=MRL_421A.jpg&img=&it=
page 222
Lesson #148
Graphic organizer
9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista
and the rise of Spanish and Portuguese kingdoms.
The Reconquista:
Who, what, where, when, why and how?
Using these
websites,
fill in the graphic
organizer
When?
It began around
1100. When did it
end?
King & Queen
http://www.bartleby.com/6
7/601.html
http://www.bbassett.com/b
bdocs/info/history/history3.html
Map
http://www.fordham.edu/h
alsall/maps/1270spain.jpg
Where?
What was the only
European country
controlled by
Muslims?
How?
How did the Church
make sure that people that converted
truly held Christian
beliefs?
http://www.fordham.edu/h
alsall/maps/1492spain.jpg
The
Reconquista
The Expulsion
http://www.fordham.edu/h
alsall/jewish/1492-jewsspain1.html
The Inquisition
http://www.bibletopics.com
/biblestudy/64.htm
Castles in Spain
http://www.idealspain.com/
Pages/Places/Buildings/C
astles.htm
Who?
Who finally defeated
the Muslims?
What?
The Muslims were
defeated. What other
group was expelled?
Why?
Why is it too bad that
folks were expelled?
page 223
Game
Can you think of a term from A to Z?
The ABCs of the Reconquista
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Aragon
B
Castile
D
El Cid, to expel, expulsion
Ferdinand and Isabella
Granada
Heresy
Iberian Peninsula
J
K
L
Madrid
N
O
Portugal
Question: It’s too bad Muslims and Jews were expelled from Spain. Why?
Reconquista
Spanish Inquisition
T
U
V
W
X
Year: In what year did the Christian armies defeat the Muslims and expel the Jews?
Z
page 224
Lesson #149
Lesson #150
Game
Learn terms.
Learn the logic of a multiple-choice test.
Can you speak Spanish?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Aragon
Castile, Canon law
El Cid, to expel, expulsion
Ferdinand and Isabella
Granada
Heresy
Iberian Peninsula
Portugal
Reconquista
Spanish Inquisition
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 225
page 226
10. The rise of Kings:
Why feudalism came to an end
This is not one of the standards.
But the California website indicates students should know why feudalism ended.
New technology in warfare
Strong monarchs built a strong central government
The King’s allies - He made an alliance with the towns
Towns became the center of all activity
Replaced knights
Replaced the local governments of feudalism
Against the nobility
Replaced the manor
page 227
Lecture
Lesson #151
Why feudalism came to an end . . .
The 100 Years’ War: 1337-1453
Strong monarchies had modern armies . . .
Laurence Olivier's film version of Shakespeare's play, Henry V contains 15 minutes of footage depicting the battle at Agincourt. Begin where the knight in armor is hoisted onto his horse!
Introduction
The Battle at Agincourt took place during what war? (The Hundred Years’ War)
The Hundred Years’ War ended during what century? (The 1400s = the 15th century)
Which two countries fought during the Hundred Years’ War? (England and France)
Who invaded whom? (The English invaded France.)
The Battle at Agincourt, 1415
At Agincourt, the English were outnumbered by the French.
But the English won! How did they do that?
Modern technology and a new strategy on the battlefield.
1. The Crossbow
English marksmen used crossbows: An arrow could pierce armor and chain mail.
To protect himself, the French knight wore 70 pounds of steel armor.
No matter: An arrow from a crossbow could knock the knight off his horse.
Weighted down by steel armor, could not get back on his horse. He was a goner.
2. Pikes
English soldiers used sharpened stakes to impale French horses.
3. Infantry
The English had a modern army: Foot soldiers and archers (armed with longbow).
The French had a feudal army: Knights on horseback.
“Death of the Knights”
The Hundred Years’ War was the deathblow to the knights.
Write an essay or rhyming poem that explains why.
page 228
Lesson #152
Lecture
Why feudalism came to an end . . .
Nationalism
England was the first modern nation in Europe.
Nationalism first arose in medieval Europe during which war? (The Hundred Years’ War, 1337-1453)
What is nationalism? (Patriotism - loyalty to one’s country.)
Under feudalism, a vassal swore allegiance to his feudal lord.
Under nationalism, a citizen swears allegiance to what? (The nation. The King who represents the nation.)
“For King and Country!” is a slogan of nationalism.
“God save the King!” is a slogan of nationalism.
What is a nation?
Hint: What do you need in order to be a nation?
In
1.
2.
3.
4.
5.
order to be a nation, you need several things:
one common language
one common set of customs and traditions
one strong central government
people swear allegiance to the King, who is the symbol of the national government
a feeling of loyalty for the country
Before the Hundred Years War, people regarded themselves as residents of what?
(Residents of a manor or village.)
After the Hundred Years’ War, people regarded themselves as residents of what?
(Residents of a nation.)
Before the Hundred Years’ War, people regarded themselves as followers of a what? (Nobleman; feudal lord)
After the Hundred Years’ War, people regarded themselves as followers of a what? (King)
Who built the new nations?
Hint: Nobles, King, Merchants, Church, . . .
(A powerful King. If the King was weak, somebody else symbolized the nation. You know, like Joan of Arc.)
THE TEST OF NATIONHOOD - How to measure whether a people have formed a nation
1. One common language - Chaucer helped England, Dante helped Italy.
2. One common set of customs and traditions - After William the Conqueror, the two cultures (French and
Anglo-Saxon) eventually merged.
3. One strong central government - Only the King can do this; along with his allies, the middle class.
4. People swear allegiance to the King - You can HEAR the new oaths: “For King and Country!”
5. A feeling of loyalty for the country - how can you measure this?
If a country has a national song ...........................it is a NATION
If a country has a national hero ............................it is a NATION
If a country has a national legend ........................it is a NATION
“God save the Queen”
“Joan of Arc”
“King Arthur”
page 229
Lecture
Group analysis
Lesson #153
Why feudalism came to an end . . .
Legends: Expressions of nationalism
The stories of these legendary figures have been told and retold in literature, drama, film, music, and paintings.
Legends always express a culture’s values, attitudes, and ideals.
Most of these legends express nationalism - a person’s love for his/her nation.
Assignment:
1. Make a list of the ideals expressed in each legend.
2. Make a list of the main character’s admirable and not-so-admirable traits!
Definitions
What is a legend?
1. A popular story, a folk tale
2. Sometimes it is based on a real person
3. If the person is real, his or her life is exaggerated. (Joan of Arc, King Arthur)
4. More often, the main character is invented. (Robin Hood)
4. Legends reflect a society’s values, attitudes, and ideals.
National legends express the values, attitudes, and ideals of the WHOLE NATION.
1. Values
What does this nation consider to be valuable?
2. Attitudes
What does this nation like and dislike?
3. Ideals
What is this nation’s highest ideal?
1. Robin Hood
England, 1378
A legendary outlaw in England.
Minstrels sang stories about him; troubadours sang ballads about him.
A hero of the common people
The sheriff of Nottingham oppressed the people.
So Robin Hood stole from the rich and gave to the poor.
He lived in Sherwood Forest
He lived with his band of merry men - Little John, Friar Tuck (a priest), and many more.
He loved Maid Marian.
Bad King John was a real person
The sheriff of Nottingham was acting on the orders of King John.
King John broke every English law.
The Barons made war on him and forced him to sign the Magna Carta.
1. What were Robin Hood’s ideals?
2. Why did Robin Hood not like King John?
If only the real King would take over . . .
Robin Hood worked on the premise that the real King would have done a better job governing the people.
In Robin’s eyes, the real king was Richard the Lion-hearted.
page 230
2. King Arthur & the Knights of the Round Table England, 1470
Arthur was probably a real person. He lived around 500 A.D.
King Arthur symbolizes English nationalism
Arthur did not know that he was the King’s son and heir to the throne.
Arthur went on a quest to find the sword, Excalibur.
When he pulled the sword from the stone, he became King.
He married Queen Guinivere and lived in Camelot, a castle in southern England.
He dined with his knights at a round table.
They were known as the Knights of the Round Table.
Arthur and his knights went on a quest for the Holy Grail (the cup Jesus used at the Last Supper).
Queen Guinivere fell in love with Sir Lancelot, one of Arthur’s knights.
(Betrayal of one’s lord is the greatest violation of chivalry.)
Arthur makes war on Lancelot.
Arthur dies in battle - against his son.
3. Joan of Arc
France, 1430
Joan of Arc was a real person! She lived from 1412 to 1431.
Joan of Arc symbolizes French nationalism
French nationalism (and the French nation) began with Joan of Arc.
During the 100 Years’ War (1337-1453), England invaded France.
Joan of Arc led France to victory.
A patriot
Joan of Arc was a peasant girl.
She had visions: One told her to free Paris and France from English rule.
At 17, she convinced the King of France to let her lead the French army.
Dressed as a knight, she led the French army to victory over the English.
She won the Battle of Orleans and was nicknamed the “Maid of Orleans.”
She insisted that the yet uncrowned King of France be crowned in the cathedral at Reims.
A martyr
The English captured her, accused her of heresy (visions were witchcraft) and burned her at the stake.
The Catholic Church made her a saint in 1920.
4. William Tell
Switzerland, 1300s
William Tell symbolizes Swiss nationalism
In the 1300s, the Swiss wanted their independence from the Habsburg Empire, based in neighboring Austria.
He was exceedingly skilled with a crossbow.
When he refused to bow down to the Austrians, he was arrested.
He was given a trial by ordeal:
To see whether he was guilty or innocent, he was order to shoot an arrow . . .
Into an apple on his son’s head.
William Tell succeeded and went on to lead a rebellion against the Austrians.
page 231
Lecture
Lesson #154
Why feudalism came to an end . . .
A strong monarchy
During the late Middle Ages, France and England developed the strongest monarchies in medieval Europe.
Causes
How did monarchs (kings and queens) became powerful?
1. Superior military power
A King could hire modern armies - foot soldiers with pikes in the infantry and archers with crossbows.
These armies were superior to feudal armies - cavalry with knights in armor.
2. Centralized government
The King wanted to centralize all political power.
In England, for example, all political power was centered in London.
3. Weaken the nobles
The King made every member of the nobility (dukes, counts, barons, etc.) swear allegiance directly to him.
The King owned all the land in the country. In Parliament, the House of Commons (middle class) became
stronger than the House of Lords (nobles).
4. Weaken the clergy
The King wanted to rule the church in his own country. (This is what the Reformation was all about.)
This was the toughest problem - the Pope opposed it! Royal courts replaced church courts. The Church was
already weakened by the Crusades and the Black Death.
Effects
1. The end of feudalism
Why would a strong, centralized monarchy mean greater freedom for some peasants?
The end of serfdom - serfs could move to towns and become free.
Kings loved towns - they paid taxes!
2. The rise of nationalism
As a result of strong, centralized monarchies, nationalism developed - people began to think of themselves as
part of a nation (not simply as part of a feudal manor).
A national language
People speak a national language.
People write in the national language, not Latin.
In England, people began speaking Middle English:
After the Norman Invasion by William the Conqueror (1066), there arose a new national language - English.
It was a blend of French (from the Normans) and English (from the Anglo-Saxons).
National symbols
The publication of the King Arthur legends in England fueled feelings of strong national identity in England.
The image of Joan of Arc rallied the French throughout their history.
The image of William Tell rallied folks in Switzerland.
page 232
Lesson #155
Why feudalism came to an end . . .
Transparency
The Answers
1. A monarch is a King or Queen.
Strong monarchs
2. A monarchy is a form of government in which one
person inherits the throne and becomes the ruler of a
country for life.
3. Strong Kings
What is a monarchy?
1. What is a monarch?
2. What is a monarchy?
4. The King gained power at the expense of nobles
and the clergy.
Who created nations?
5. Merchants and bankers
3. Who turned a people into a nation?
6. The middle class
How did the King become powerful?
4. How did the King become so powerful?
Allies
7. True
8. Nobles in the House of Lords.
5. The King is only one man - who were his allies?
Hint: What groups?
6. Which class helped kings become powerful?
9. True
Political Power True or False?
11. True - but this was his biggest struggle. It took the
Reformation (1517) before the King became more
powerful than the Pope.
7. In Parliament, the middle class usually voted on
the side of the King?
8. In Parliament, the King and middle class (House of
Commons) became more powerful than whom?
9. In the late Middle Ages, the King became more
powerful than the nobility?
10. In the late Middle Ages, the King became more
powerful than the clergy?
11. In the late Middle Ages, the King became more
powerful than the Pope?
Money
12. The King became wealthy by collecting taxes from
whom?
Military power
13. What did the King do with his money?
14. But weren’t knights the only soldiers?
Central Government
15. Kings replaced the local governments of feudalism with what?
10. True
12. The middle class in the towns.
13. He hired his own army and was no longer dependent upon knights and the nobility. In fact, he used his
professional army to crush the nobility.
14. Not any more. New technology turned the peasant into a foot soldier in the infantry. Armed with pikes,
longbows, crossbows, cannons and guns, the peasant
was far deadlier than any knight in shining armor.)
15. A strong central government!
Executive - The King is the most powerful individual in
the land. He is the head of state and the commanderin-chief.
Legislature - Only Parliament (especially the House of
Commons) makes law and raises taxes.
Judiciary - Only royal judges hold courts, run trials,
and dispense justice.
page 233
Transparency
Lesson #156
Why feudalism came to an end . . .
Who wanted a powerful King?
In 1215, the nobles stopped a powerful King.
The Magna Carta limited the power of a King.
So who now wanted a powerful King?
And why?
Trade and commerce were difficult in medieval times
because there was no strong central government.
The Answers
1. Law & Order
Under feudalism, who disliked the lack of law and
order in the countryside?
2. Highwaymen
Under feudalism, who was the victim of highwaymen
and other bandits?
3. Crossing borders
Under feudalism, who disliked having to cross many
political jurisdictions, each with different laws and
courts?
4. Tolls
Under feudalism, who disliked having to pay a toll on
every road and at every bridge?
5. Taxes
Who paid taxes so that the King would give them protection?
6. Movable property
Who owned property that could be stolen?
page 234
1. The merchants! Traders who travelled.
2. The merchant! Nobles travelled with an army of
knights. Peasants didn’t travel at all.
3. The merchant! Nobles were bound by feudal contracts, not local law. Peasants didn’t travel at all.
4. The merchant! Nobles did not pay tolls. Peasants
didn’t travel at all.
5. The merchant!
6. The merchant! Nobles owned land - a thief could
not steal it.
Lesson #157
Transparency
Why feudalism came to an end . . .
Why feudalism ended
Turn into a transparency.
Break into pairs.
Answer each question.
Explain your answers!
The Answers
1. Weakened feudalism
The knights lost! They never recaptured Jerusalem. Saladin won
the last battle. Knights were less than chivalrous during the
Crusades.
1. The Crusades
Did they strengthen or weaken feudalism?
2 The revival of trade
Did it strengthen or weaken feudalism?
3. The rise of towns
Did it strengthen or weaken feudalism?
4. The Hundred Years’ War
Did it strengthen or weaken feudalism?
5. New technology in warfare
Did it strengthen or weaken feudalism?
6. The rise of nationalism
Did it strengthen or weaken feudalism?
7. The rise of powerful kings
Did it strengthen or weaken feudalism?
2. Weakened feudalism
Trade took place outside the manor. It took place outside of the
feudal system. It ran on rules that were beyond the feudal contract. Trade was not governed by feudal lords. Nobles would
have nothing to do with trade. An aristocrat looked down on a
tradesman.
3. Weakened feudalism
Towns gained charters and became independent of feudal lords.
Towns gave rise to a middle class, which challenged the political
power of the nobles. Towns paid taxes to the King, which made
them independent of the nobles. Towns gave rise to merchants,
who were wealthier than the nobles. The town replaced the
manor as the center of medieval life.
4. Weakened feudalism
During the Hundred Years’ War, the feudal knight on horseback
(cavalry) was defeated by foot soldiers and marksmen (infantry).
5. Weakened feudalism
During the Hundred Years’ War, armies used weapons that
pierced armor - longbow, crossbow. Armies used pikes which
put horses out of commission.
6. Weakened feudalism
Your allegiance was no longer to the local feudal lord.
Your allegiance was to God, King, and Country.
7. Weakened feudalism
The King’s centralized government replaced the zillion governments on feudal manors. Powerful kings replaced the nobility.
Instead of nobles paying taxes, towns paid taxes. Instead of
nobles running the military and wars, the king hired a professional army full of peasants and archers.
page 235
Graphic organizer
Lesson #158
Why feudalism came to an end . . .
Nations & Nationalism:
Who, what, where, when, why and how?
Using these
websites,
fill in the graphic
organizer
When?
When did nations
first appear?
Hundred Years’ War
http://www.hyw.com/books
/history/1_Help_C.htm
Joan of Arc
http://members.aol.com/hy
wwebsite/private/joanofarc.html
Where?
What was Europe’s
first modern nation?
How?
How did kings end
feudalism?
Strong monarchy
http://www.bartleby.com/6
7/577.html
Modern
Nations
What?
What is a nation?
List 5 things that
makes a nation.
page 236
Why?
Why did people want
a strong central
government?
Who?
Who helped Kings
build nations?
Who opposed Kings
in building nations?
Lesson #159
Game
Can you think of a term from A to Z?
The ABCs of Monarchy
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Remember: Without this sheet, go around the room. Can you remember one term, from A to Z?
Define: Go to the library and define each term.
Rap: Using these terms, write a “Rap.” Perform it for the class.
Individuals: Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Teams: Break into two teams. One point for a term; two points for defining the term.
Allies - Who were the main allies of the King? (Nobility, Clergy, or Towns)
Battle at Agincourt
Crossbow, cannon, centralized government
D
E
Foot soldiers
G is for “God save the King!” (The slogan is not “God save the Pope” or “God save my local baron.”)
Hundred Years’ War
Infantry
Joan of Arc is the symbol of the French nation and French nationalism. Why?
K is for “King and Country” King Arthur was the symbol of England and English nationalism. Why?
Longbow
Monarch, monarchy
Nation, nationalism
O
Prerequisites for nationhood: How does a people become a nation?
Question: Knights and cavalry were replaced by what?
Robin Hood
Symbol
T
U
V
William Tell was a symbol of Switzerland and Swiss nationalism. Why?
X
Year: When did the Hundred Years’ War end?
Z
page 237
Game
Lesson #160
Learn terms.
Learn the logic of a multiple-choice test.
Can you talk like a powerful King?
The goal: To learn terms. (And maybe understand the logic of a multiple-choice test.)
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His team goes next.
Define the terms!
Allies, alliance
Battle at Agincourt
Crossbow, cannon, centralized government
Foot soldiers
G is for “God save the King!”
Hundred Years’ War
Infantry
Joan of Arc
King Arthur
Longbow
Monarch, monarchy
Nation, nationhood, nationalism
Robin Hood
Symbol
William Tell
a. Primogeniture
Only one person, the first-born son, inherits a landed
estate. This prevents the estate from being broken into
many pieces and given to many children.
(This is the correct definition.)
b. Primogeniture
All the children inherit equally.
A landed estate is broken into many pieces.
(This is the opposite.)
c. Primogeniture
Only sons can inherit a landed estate.
(Plausible, but wrong.)
d. Primogeniture
Only one person inherits a landed estate.
(Plausible, but wrong.)
e. Primogeniture
Only one person, the first-born daughter, inherits
everything. (Bogus.)
page 238
11. A Medieval Festival
page 239
Student project
Internet
The Medieval Festival brings to life the customs and spirit of the Middle Ages.
The Medieval Festival
The Place
A medieval market town decorated with bright banners and processional flags.
Performers and festival goers dress in medieval costume.
Visitors are greeted by authentic medieval music.
Spots to visit
Craftsmen in market stalls demonstrate and sell a wide variety of medieval crafts.
Freedmen in market stalls sell food and drink.
Fortune-tellers
The Wishing Well
Exhibit: Emblems and Coats-of-Arms
Face painting
Performances
Minstrels: French chansons sung by men in tights
Dancers
Jugglers
Jesters
Storytelling by Guinivere
Sir Lancelot reads from his book
Robin Hood and his gang
Merlin the Magician
Combat by foot soldiers
A Living Chess Game
Great speeches!
Four speeches by that rascal Bad King John.
Food for sale
Apple cider. Fried dough with fruit and sugar toppings
More elaborate foods
http://www.pbm.com/~lindahl/food.html
http://www.godecookery.com/godeboke/godeboke.htm
Stuff for Sale
Healing stones from the earth. Love poems. Floral hair adornments.
Music
http://www.csupomona.edu/~jcclark/emusic/medieval.html
http://www.csupomona.edu/~jcclark/emusic/carol.html
Dancing
No dancing - unless you want to dance around the May pole. A spring festival.
Costumes
http://www.learner.org/exhibits/middleages/clothing.html
http://www.reconstructinghistory.com/irish/moy.html
http://womenshistory.about.com/cs/fashionancmed/index.htm?terms=history+and+costume
http://www.costumes.org/history/100pages/medievalinks.htm Dress
page 240
Lesson #161
Lesson #162
Group analysis
Three reasons for clothing styles
The history of your
clothes
1. Protection
Why do people wear
a certain style of
Clothing
Break into pairs. Read
the facts below, then
decide which reasons
motivated people.
Opinions will differ.
People wear clothes to protect their bodies from the
weather and other hazards.
2, Decoration
People like to decorate themselves. People like to change and/or improve their
appearance.
3. Status
People like to tell other people about themselves - what they do for a living, how
rich they are, etc.
1. In wintertime, the earliest German hunters wrapped their legs in bearskins.
2. While peasants wore trousers, noblemen wore skirts (tunics, kilts, or robes).
3. The earliest German women wore long dresses of homespun wool that were tied with rope at the
waist.
4. German peasants wore leather moccasins.
5. To look fierce, the German soldier wore a bronze helmet with animal horns.
6. When the Roman Empire fell apart (500), women wore nun-like robes from head to toe to conceal their hair and figures.
7. When knights went on the Crusades (1100), they wore suits of armor.
8. You could identify a knight by the insignia on his colorful tunic, shield, and banner.
9. When the Crusades ended (1300), the knights wore only the tunic (now a fancy doublet) and
their underwear. You would have called them Men in Tights.
10. Trade with Asia produced silk brocade, satin, and velvet for men's fashions.
11. For a brief moment in history, men were fancier than women.
12. Along with their skin-tight tights, men wore pointed velvet shoes, puffy padded shorts, and brocade coats.
13. Wealthy men wore knee-length shorts (breeches or knickers) for several centuries.
14. Only peasants wore pants.
15. Only certain professions - judges, professors, and priests - wore long robes.
16. Well-to-do men did not start wearing pants until the French Revolution of 1789.
They wore pants so that the angry mob of peasants would not guillotine them.
(Peasants guillotined anyone they thought was a member of the nobility.)
17. From then on, poor men wore baggy pants and rich men wore sleek, straight pants.
18. Women wore straight cotton dresses that were so flimsy that they caught pneumonia.
19. In the mid-1800s, women stuffed themselves into corsets to create the hour-glass shape. The
ideal was to achieve an 18-inch waist.
20. Like Scarlett O'Hara, in Gone with the Wind, women wore hoopskirts with a zillion petticoats
underneath. Imagine playing tennis or ice skating in a hoopskirt.
21. When hoop skirts went out of fashion, they were replaced by the bustle.
22. Around 1900, men's pants had turned-up cuffs so that rainy weather wouldn't soak them.
23. When middle-class women went to work as secretaries and telephone operators, they wore
practical shirtwaists -- a white blouse with a long, slim skirt.
24. Women first wore pants as factory workers in World War I.
25. When the war was over, women returned to wearing skirts and dresses.
26. During the Roaring 1920s, women wore short skirts for the first time in history.
The hour-glass figure was gone - flapper dresses had no waists.
27. During the Great Depression, men wore double-breasted suits.
28. During World War II, women wore shorts and modern bathing suits for the first time.
29. In the 1950s, women began wearing bikini bathing suits.
30. In the 1960s, women wore pants in public for the first time.
31. College students - both men and women - wore blue jeans as part of the anti-war protest movement. Until then, dungarees were worn only by farmers and factory workers.
32. In the 1960s, professional women of all ages began wearing pants suits to work.
33. In the 1960s, the mini-skirt was invented.
34. In the 1980s, jogging suits became the rage among both men and women.
The Answers
1. Protection
2. Status
3. Protection
4. Protection
5. Decoration
6. Protection
7. Protection
8. Status
9. Decoration
10. Decoration
11. Decoration
12. Decoration
13. Status
14. Protection
15. Status
16. Protection
17. Status
18. Decoration
19. Decoration
20. Decoration
21. Decoration
22. Protection
23. Status
24. Protection
25. Status
26. Status
27. Decoration
28. Decoration
29. Decoration
30. Protection
31. Status
32. Status
33. Decoration
34. Protection
page 241
Lecture
Lesson #163
Using a wall map, find the country where the clothes originated.
Using a Post-it note, write the name of the clothing and stick the note on the country.
Where were clothes invented?
Denim
was first called serge de Nimes, a city in France.
Dungarees
were denim-like pants made in India.
Jeans
cloth was first made in the city of Genoa, Italy.
Levis
Levi Strauss manufactured these in the 1870s and sold them to gold miners and cowboys.
For the first 100 years, they were worn as work clothes in the U.S.A.
Boots
When soldiers of the Roman Empire conquered Gaul, they were surprised at the wooden-soled mud shoe.
At first, they were called "Gaulish shoes," then "galoshes." Today, Gaul is France.
Pajamas
were invented in ancient Persia, which is today's Iran.
Sandals
were invented in ancient Egypt.
Sneakers
Keds, the first brand of sneakers for children, were invented in 1910 in the United States.
Pantyhose
The earliest pantyhose was worn by men in 15th century England.
Pants
Well-to-do men did not wear pants until 1789, when a revolution rocked France.
The Safety Pin
was invented in ancient Greece to secure the draped cloth that people wore.
The Zipper
was invented in 1892 by a man in Chicago, Illinois.
Velcro
was invented in 1957 by a man in Switzerland
who wondered why burrs stuck to his trousers when he went walking outdoors.
Baseball cap
was invented in 1869 by the Cincinnati Red Stockings baseball team.
page 242
Lesson #164
Internet
The Middle Ages: Name that guy!
These are block-print illustrations created during the Middle Ages.
Using the internet, find illustrations of all the people.
1. The Illustration
Using highlighters, color the illustration.
2. Describe the man
Visit: http://www.cnn.com/SPECIALS/1999/millennium/
Click on the century, then type in the man’s name
This website contains most of the people listed below, but you may want to search for some on your
own.
3. In front of the class
Show the illustration and describe the man.
Let the class guess: Who is this guy?
Charlemagne
http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/People&image=Dsc03562A.jpg&i
mg=27&it=
Wiliam the Conqueror
Henry II of England
Eleanor of Aquitaine
Richard the Lion-hearted
King John
King Arthur & the Knights of the Round Table
Pope Gregory VII
Henry IV
Pope Urban II
St. Thomas Aquinas
Ferdinand & Isabella
Chaucer
http://classroomclipart.com/cgibin/kids/imageFolio.cgi?action=view&link=History/People&image=Dsc03543A.jpg&i
mg=45&it=
Dante
page 243
Internet
Lesson #165
Review these before you use them . . .
Medieval Cartoons
We dare your to explain these political cartoons!
The Norman Invasion, 1066
1. http://www.the-orb.net/cartoons/recruits.jpg
Common Law, 1180
2. http://www.the-orb.net/cartoons/commonlaw.jpg
The Magna Carta, 1215
3. http://www.the-orb.net/cartoons/carta.jpg
The King’s Court
4. http://www.the-orb.net/cartoons/court.gif
Lords & Peasants
5. http://www.the-orb.net/cartoons/serfboard.jpg
The Answers
1. King Harold (of England) was defeated by William
the Conqueror (from France).
2. Henry II was the great-grandson of William the
Conqueror. As King of England, began Common Law:
A judge had to make his decision based on AngloSaxon tradition and past precedents (what previous
judges had ruled in the same situation). He began the
tradition of trial by jury. His rebellious son (Bad King
John) ignored English Common Law.
3. The title is “On the medieval origins of the modern
state.” The Magna Carta formed the basis of the U.S.
government.
4. The King’s court was where courtiers and ladies-inwaiting attended the King. It was also a law court: The
king dispensed justice to his vassals.
5. A serf was not a free man; he was bound to the
soil. Serfs were always running away: If you lived in a
town for a year and a day, you became a free man.
6. http://www.the-orb.net/cartoons/wales.jpg
6. Wales is the region west of London, England. Ever
since the English conquered it, the King’s first-born son
holds the title of Prince of Wales.
Crusader, 1095
7. The first Crusade was called by the Pope in 1095.
This lucky Crusader was nearly killed.
Wales, 1282
7. www.arscomica.com/knights.html
8. The text explains it all.
Persecution of the Jews, 1200s England
8. http://learningcurve.pro.gov.uk/snapshots/snapshot12/snapshot12.htm
page 244
Lesson #166
Student activity
Some Answers
The Five Senses
Goal: Develop a picture in your mind’s eye.
Put your head on your desk.
Close your eyes.
Think about Medieval Europe.
The teacher asks general questions.
Whenever something pops into your head, speak up!
(But keep your eyes closed.)
1. See
1. See
Lords and ladies having a feast in the manor house.
Peasants working in the fields on the manor.
Craftsmen in workshops in the town.
Stained-glass windows in the cathedral.
A maid opening her dowry chest.
Knights jousting in a tournament.
A king kneeling in the snow.
The Parliament building in London.
Notre Dame Cathedral in Paris.
A morality play called Everyman.
Franciscan monks begging in the street.
Jews being expelled from Spain.
What is the first thing you see?
2. Hear
What is the first thing you hear?
3. Smell
What is the first thing you smell?
4. Taste
What is the first thing you taste?
5. Touch
What is the first thing you touch?
2. Hear
A Gregorian chant in Latin in a Church service.
People speaking the vernacular.
Troubadours singing love ballads.
Minstrels playing the lute.
Dante reading from The Divine Comedy.
Chaucer reading from The Canterbury Tales.
Cannons in the Hundred Year’s War.
Dominican monks teaching at the University of Paris.
A bell rung, a book closed, a candle snuffed out.
Thomas Aquinas explaining your God-given rights.
A judge using habeas corpus to get a guy out of the
dungeon.
3. Smell
A roast pig on a spit for a feast in the manor house.
Farm animals inside of a peasant’s hut.
Bread baking in the village oven.
Beer brewing in the village brewery.
Knights riding off to the Crusades - horses and cavalry
always smell bad.
Joan of Arc being burned at the stake.
4. Taste
Dark bread made from grain.
Porridge made from grain.
Beer made from grain.
5. Touch
Charlemagne’s crown.
An illuminated manuscript.
The Magna Carta signed by King John.
The black gowns worn by university students.
Those black sores in the Black Death.
The English Channel.
New weapons - a longbow, a crossbow, and a pike.
page 245
Game
Lesson #167
Game
Lesson #168
Face off between a gal and a guy.
Make your own personal assessment
Mars / Venus
Rank the famous people
The teacher gives a term.
Say the first thing that pops into your head.
One concept, a cluster of facts
1. Two chairs at the front of the room.
2. A guy and a gal sit facing each other, knee to
knee*.
3. Teacher provides one concept.
4. Guy responds with a related fact.
5. Gal responds with a related fact.
Pair keeps going until they stall.
Give a pair three chances.
At the end of each pair, the teacher makes corrections
and additions. “You could have added . . .”
Move on to the next pair.
Teacher:
“Magna Carta”
Mars
Venus
King John
1215
document
rights
habeas corpus
jury of your peers
Seven Principles
Barons made him sign
Runnymede
beginning of a constitution
right to a hearing
right to a trial
Council of Barons
...
Explain the game to the class
Just another zany way to review for a test? Nope . . .
1. One Concept
If you really know this topic, you can go on forever.
2. Cluster of facts
You must recall a cluster of facts
that surround that big concept.
3. Relaxed on test day
Puts a student on the spot in class.
Puts him/her at ease when taking the test.
When the guy reads a test question,
he actually hears the gal talking.
*Guaranteed to make anyone nervous.
That’s the idea.
We are trying to kill a student’s fear of the test.
If you can survive the classroom, the test will be a
breeze.
page 246
Sometimes we watch the tv station E.
You know, the folks who rank everybody?
(Hollywood’s sexiest man . . .)
A. Rank them chronologically
Break into two teams.
Without showing this list, assign each student to be one
historical figure.
The teams move to opposite sides of the classroom.
Line up in chronological order!
1. St. Augustine
2. Charlemagne
3. William the Conqueror
4. Pope Gregory
5. Pope Urban II
6. Archbishop Becket
7. Henry II
8. Saladin
9. Richard the Lion-hearted
10. King John
11. St. Thomas Aquinas
12. Dante
13. Chaucer
14. Joan of Arc
15. Ferdinand & Isabella
600
800
1066
1075
1095
1170
1170
1187
1199
1215
1265
1300
1400
1430
1492
The date is on the test.
The date is on the test.
A. Rank them from “best” to “worst”
This takes more thought.
Keep the two teams.
Team A lines up from “best” to “worst.”
Each student must explain why he or she is “bad” or
“good.” Team B does the same. The teacher corrects
errors. Opinions vary: Here’s how we would rank these
folks. If you disagree, make two lists:
Great people in History. Great people in Religion.
1. William the Conqueror
2. King John
3. St. Thomas Aquinas
4. St. Augustine
5. Joan of Arc
6. Charlemagne
7. Archbishop Becket
8. Henry II
9. Dante
10. Chaucer
11. Pope Gregory
12. Saladin
13. Richard the Lion-hearted
14. Pope Urban II
15. Ferdinand & Isabella
1066
1215
1265
600
1430
800
1170
1170
1300
1400
1075
1187
1199
1095
1492
Made England modern nation
Bad guy, great document
You have God-given rights
Spread Christianity to England
Symbol of French nation
Spread feudalism and Church
Separation of Church & State
Set up English legal system
Wrote The Divine Comedy
Wrote The Canterbury Tales
Heavy into politics
Won the Crusades
Went on the Crusades
Started the Crusades
Expelled the Jews
We voted F&I the worst: Anti-Semitism began during the Middle Ages
and led to the Holocaust in the 20th century.
Lesson #169
Group analysis
Goal: Understand the men
and women who made
history.
The Answers
Clothing: Always the black gown (like graduation).
1. “Canterbury Christian School” is very English. The only courses are religion, plus reading
and writing in Latin. The principal and teachers are priests. The students are all boys, no girls.
The school rules consist of the Ten Commandments. Students become monks and spread the
Gospel throughout the land.
2. “Charlemagne Military School” is definitely feudal. Students learn to read, write, and make
war. A few priests teach religion. Every student becomes a Christian. The principal wears a crown.
Instead of playing football or soccer, students make war on neighboring schools.
What if your
school were
run by
Charlemagne?
Break into two groups.
Each group creates a new school.
Imagine
If your school were run by a
famous person in medieval Europe,
what would be different?
4. “Pope Gregory Catholic School” is harsh. The Principal is a hard-liner. If you anyone steps
out of line (teacher or student), he or she is excommunicated from the Church. He holds a funeral
for you while you are still alive. Nobody dares talk to you. Field trips are to the Vatican in Rome.
5. “Pope Urban II Catholic School” is a field trip to the Middle East. Students dress up as
armored knights, ride horses, and make war on Muslims in Jerusalem. Most students die.
6. “Archbishop Becket Middle School” - Thomas Becket was a popular teacher of religion. The
Principal was mad at him. One day, the Principal said to four Vice Principals: “Will no one rid me
of this pest?” Being loyal, they killed Thomas Becket.
7. “Henry II Law School” trained students in the legal system. As Principal, Henry taught
common law and the jury system. When students graduated, they became circuit court judges that is, judges who rode on horseback from trial to trial.
Be Specific
New name of the school
school rules and discipline
courses + extracurricular
teachers
principal
class trips
cafeteria food
clothing
8. “Saladin Middle School” - The Principal and teachers are Muslim. They teach the religion of
Islam. The cafeteria never serves pork.
9. “Richard the Lion-hearted Middle School” is a mess. Principal Richard signed up to fight in
the army and was away at war for ten years. (He died overseas.) While he is gone, he leaves his
younger brother, Bad John, in charge of the school.
What if your school
were run by . . .
1. St. Augustine
2. Charlemagne
3. William the Conqueror
4. Pope Gregory
5. Pope Urban II
6. Archbishop Becket
7. Henry II
8. Saladin
9. Richard the Lion-hearted
10. King John
11. St. Thomas Aquinas
12. Dante
13. Chaucer
14. Joan of Arc
15. Ferdinand & Isabella
3. “William the Conqueror Middle School” is a mix. The Principal is French, but the teachers
and students are English. The Principal runs the school with an iron fist: Teachers must swear
allegiance directly to him. In return, he respects the English customs and traditions of the teachers and students. Eventually, teachers and students learn to respect him and his government. This
becomes the best school in the nation.
600
800
1066
1075
1095
1170
1170
1187
1199
1215
1265
1300
1400
1430
1492
10. “Bad King John Charter School” is exciting. Principal John breaks all the school rules, so
the teachers force him to sign “The Big Charter” - a list of rights for teachers and students. The
charter sets up a Council of 25 Teachers. Principal John cannot spend money or make new rules
without the consent of the teachers. Eventually, students join the Council.
11. “St. Thomas Aquinas School” is very democratic. Principal Thomas believes in “Natural
Law.” That is, every person has certain God-given rights. God gave students a brain, so they have
freedom of conscience. God gave them a soul, so they have freedom of religion. God gave them
a voice, so they have freedom of speech. God gave them life, so no man can take it away without
a trial. God gave them freedom, so no man can put them in jail without a hearing.
12. “Dante’s School for the Gifted” - The Principal does not punish students. Instead, he
describes the consequences of their actions. For example, if a students steals, he describes
which circle of Hell the student will spend eternity.
13. “Chaucer’s Magnet School” - This is a city school with students from all walks of life.
Principal Chaucer has a great sense of humor and is fascinated by students. Instead of teaching
students, he asks students to tell stories about what they have seen and done.
14. “Joan of Arc School for Girls” - This is for girls who are poor, religious, and love their
country. Principal Joan teaches them how to prop up weak Presidents, how to lead an army, and
how to defeat the enemy militarily. She teaches them to avoid capture, since capture means being
burned at the stake.
15. “Ferdinand & Isabella Catholic School” - The two Principals are Catholic. They expel all
students who are Muslim. They expel all students who are Jewish. They set up the Inquisition:
Any student suspected of non-Christian ideas is imprisoned, tortured, and killed.
page 247
Game
Lesson #170
You’ve seen the National Enquirer in the supermarket.
Now it’s your turn to write the stories behind the . . .
Screaming Headlines
Break into pairs.
Each pair writes two newspaper stories.
Here are the headlines, now you write the story.
A. Give the dateline
Year (When) and place (Where).
B. In one paragraph, tell
Who, What, Why, and How.
1. “Rome falls! Barbarians roam countryside!”
2. “Wandering monks spread Christianity!”
3. “St. Augustine arrives in England!”
4. “Minstrels sing about Beowulf!”
5. “Charlemagne conquers Western Europe!”
6. “Charlemagne is crowned by the Pope!”
7. “Troubadours sing The Song of Roland!”
8. “How one guy becomes a Knight!”
9. “The Norman Invasion!”
10. “William the Conqueror rules England!”
11. “The Code of Chivalry!”
12. “Life on the Manor”
13. “Serfdom Sucks”
14. “Pope Gregory makes Emperor Henry kneel in the snow!”
15. “Pope Urban launches the Crusades!”
16. “Richard the Lion-Hearted becomes a Crusader!”
17. “Saladin defeats the Crusaders!”
18. “The Crusades revive international trade!”
19. “International trade fairs all over Europe!”
20. “The Rise of Towns!”
21. “Joe Shoemaker joins a Guild!”
22. “London gets a charter from the King!”
23. “Dante writes The Divine Comedy!”
24. “Constantinople falls to the Muslims!”
25. “Henry II sets up England’s legal system!”
26. “England has common law, not Roman law!”
27. “Habeas corpus releases guy from the dungeon!”
28. “Archbishop of Canterbury is murdered in the Cathedral!”
(Thomas Becket)
29. “The Barons make war on Bad King John!”
30. “King John is forced to sign the Magna Carta!”
31. “The Model Parliament holds first session!”
32. “What is Scholasticism?”
33. “Thomas Aquinas explains Natural Law!”
34. “Chaucer wrote The Canterbury Tales!”
35. “The Hundred Years’ War begins!”
36. “The Battle of Agincourt!”
37. “Joan of Arc symbolizes the French nation!”
38. “The decline and fall of Feudalism!”
39. “The rise of Nationalism!”
40. “King Arthur symbolizes the English nation!”
40. “The Black Death hits Europe!”
41. “Ferdinand & Isabella drive out the Muslims!”
42. “Ferdinand & Isabella expel the Jews!”
43. “Ferdinand & Isabella launch the Spanish Inquisition!
44. “Ferdinand & Isabella finance Columbus!”
page 248
Game
Lesson #171
Yeah, yeah. You wanted us to call this “Honk if you
love history.” But that ain’t always the case.
Honk if you hate history!
The honker is a bulb horn, invented by Harpo Marx.
If you get the answers wrong, you are not dumb.
You only sound dumb.
Read the test aloud!
1. Put a table and two chairs at the front of the room.
2. Put two honkers* on the table and put two guys in
the chairs.
3. Read a test question. Silence in the room.
4. Read the question again.
Honk when you hear the right answer.
5. Allow this pair ten questions. Move on to the next
pair. Try Team A vs Team B.
“All of the following statements about blah-blah
are true, except . . .” is a typical question on the test.
It is the type of question that makes students freeze
up. Honk when you hear the wrong answer.
Explain the game to the class
Just another zany way to review for a test? Nope . . .
1. Reasoning skills
Right or wrong, you can ask a student why he honked.
“What were you thinking?”
2. Listening skills
All of the following statements are true, except . . .
allows you to listen for an answer that DOES NOT FIT.
3. Relaxed on test day
Puts a student on the spot in class.
Puts him at ease when taking the test.
When he reads a test question,
he actually hears the horn honk in his mind’s ear.
*On the internet, simply type in “clown horn.”
We found honkers at
http://www.bubbasikes.com/novelties.html
#IN-21 Bulb horn cost: $6.50
http://www.magicmakers.com/retail/clown%20stuff/horn.html
#03128 Bulb horn cost: $7.20
Lesson #172
Game
Lesson #173
Game
Dang, that teacher has guts . . .
We’re going to master this material
Stump the Teacher!
The Last Man Standing . . .
Read the test aloud!
Do you remember Bruce Willis in the film,
“The Last Man Standing”?
Great shoot-out.
The Goal
The state test is tough
Some students hit one tough question and freeze up
for the rest of the test!
Show students how to make an error and bounce
back.
Demonstrate your human-ness by joining the gang . . .
The set-up
Table in front of the class.
Five chairs.
Five signs: a, b, c, d, e
Five bells, one for each student to ring.
You are the 5th student!
Choose four students and become the fifth!
(Become a or b because they answer are the only
ones that answer the True/False questions.)
Read the test aloud!
1.
2.
3.
4.
5.
All the guys stand up.
The teacher asks test questions of each guy.
When a guy is wrong (or silent), he must sit down.
The next guy tries it.
The winner is the last man standing.
Create a poster: “The Bad Guys of History.”
This week’s winner: ___________________.
Run this game only once a week.
Get a polaroid camera.
(This is more important than you can imagine.)
Each week, take the winner’s picture.
Put the photo on the poster.
Put the poster on your classroom door.
The Reader
Give the test to one student to read aloud.
If a is the answer, Student a must ring his/her bell.
Now it’s time for the gals . . .
The Scorekeeper
Five students keeps score.
(Each scorekeeper keeps track of one person at the
table.)
The number of questions you answered correctly.
The number of questions you answered incorrectly.
Create a poster: “Great Women in History.”
Exactly the same.
When you get an answer wrong
When get an answer wrong, grouch about it for the
rest of the class. “Dang! Who would’ve thought that...”
That is one answer they will never forget on the test!
Accept the challenge
Nothing surprises students more than role reversal.
It says, “Yep, I am human too.”
It says, “What the heck, I’ll give it my best shot.”
It says, “If you can do it, so can I.”
page 249
Medieval Europe
If you answer them in order, you will score well. They are in logical order.
If you jumble them up, you will score less well. That’s how it’s done on a real test.
Test Questions
The Answers
Timeline
Overview
1. c
It lasted 1,000 years.
2. a
1. The Middle Ages ran from _______ to ________.
a. 500 to 1000 A.D.
b. 1000 to 1500 A.D.
c. 500 to 1500 A.D.
3. c
Between the fall of Rome and
the Renaissance.
2. The Middle Ages began after what?
a. Fall of Rome
b. William the Conqueror
c. The Renaissance
d. The Reformation
e. Age of Exploration
5. e
Constantinople and the
Byzantine Empire fell in 1453.
They were
conquered by the Muslim Turks.
Today, we call the country
Turkey.
3. The Middle Ages ended and then what happened?
a. Fall of Rome
b. William the Conqueror
c. The Renaissance
d. The Reformation
e. Age of Exploration
4. When did the western part of the Roman Empire fall?
a. 500 B.C.
b. 1st century A.D.
c. 500 A.D.
d. 1000 A.D.
e. 1500 A.D.
5. When did the eastern part of the Roman Empire fall?
a. 500 B.C.
b. 1st century A.D.
c. 500 A.D.
d. 1000 A.D.
e. 1500 A.D.
6. When did the Middle Ages begin?
a. 500 B.C.
b. 1st century A.D.
c. 500 A.D.
d. 1000 A.D.
e. 1500 A.D.
page 250
4. c
6. c
Make sure you get your B.C.
and A.D. straight.
Early, High, Late
7. How long did the Middle Ages last?
a. 100 years
b. 500 years
c. 1000 years
8. When were the early Middle Ages?
a. 500 to 1000
b. 1000 to 1300
c. 1300 to 1500
9. When were the High Middle Ages?
a. 500 to 1000
b. 1000 to 1300
c. 1300 to 1500
10. When
a.
b.
c.
7. c
8. a
9. b
10. c
11. a
12. g
13. c
were the late Middle Ages?
500 to 1000
1000 to 1300
1300 to 1500
Specific dates
11. When
a.
b.
c.
d.
e.
f.
g.
did Charlemagne rule?
800
1066
1095
1215
1350
1453
1492
12. When
a.
b.
c.
d.
e.
f.
g.
did Ferdinand and Isabella rule?
800
1066
1095
1215
1350
1453
1492
13. When
a.
b.
c.
d.
e.
f.
g.
did the Crusades start?
800
1066
1095
1215
1350
1453
1492
page 251
14. When
a.
b.
c.
d.
e.
f.
g.
did William the Conqueror invade England?
800
1066
1095
1215
1350
1453
1492
15. When
a.
b.
c.
d.
e.
f.
g.
was the Magna Carta signed?
800
1066
1095
1215
1350
1453
1492
16. When
a.
b.
c.
d.
e.
f.
g.
did the Black Death hit Europe?
800
1066
1095
1215
1350
1453
1492
17. When
a.
b.
c.
d.
e.
f.
g.
did the Hundred Years’ War end?
800
1066
1095
1215
1350
1453
1492
18. When
a.
b.
c.
d.
e.
f.
g.
did Joan of Arc live?
800
1066
1095
1215
1350
1453
1492
19. When
a.
b.
c.
d.
e.
f.
g.
was the Norman Invasion?
800
1066
1095
1215
1350
1453
1492
page 252
14. b
15. d
16. e
17. f
18. f
19. b
The two most important dates
are . . .
1066
Norman Invasion
1215
Magna Carta
20. When
a.
b.
c.
d.
e.
f.
g.
did the Black Death hit Europe?
800
1066
1095
1215
1350
1453
1492
Which century?
21. Which took place in the 9th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
20. e
21. a
800s = 9th century
22. b
1066 = 11th century
23. c
1095 = end of 11th
century
24. d
1100s
The moment the Crusades
started (1095), trade and towns
began to arise.
22. Which took place in the middle of the 11th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
23. Which took place at the end of the 11th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
24. Which took place in the 12th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
page 253
25. Which took place in the 13th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
26. Which took place in the 14th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
27. Which took place at the very end of the 15th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
28. What else took place in the 15th century?
a. Charlemagne
b. Norman Invasion
c. The Crusades begin
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War ends
h. The Reconquista
page 254
25. e
1215 = Magna Carta
26. f
1350 = Black Death
27. h
1492 = Spain did a lot of things!
28. g
The Hundred Years’ War ended
in 1453.
When the Muslims conquered
Turkey (which lies next door to
Europe), the Europeans decided to stop making war on each
other.
Event & Century
29. The Magna Carta was signed during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
30. The Black Death was signed during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
29. e
1215 = 13th century
30. f
1350 = 14th century
31. c
1095 = 11th century
32. g
1492 = 15th century
33. a
800s = 9th century
31. The Crusades began during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
32. The Reconquista was completed during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
33. Charlemagne lived during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
page 255
34. Towns began to appear during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
34. d
1100s = 12th century
35. The Hundred Years’ War ended during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
37. c
1066 = 11th century
36. Feudalism died out during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
37. The Norman Invasion took place during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
38. The rise of towns and the middle class began
a. before 1095
b. after 1095
page 256
35. g
1450 = 15th century
36. g
During the Hundred Years’ War
= 1450 =
15th century
38. b
Had to be after the Crusades =
1095.
Cause & Effect
39. Who came first?
a. Urban II
b. King John
c. Joan of Arc
d. Charlemagne
e. William the Conqueror
f. Ferdinand and Isabella
40. Who came last?
a. Urban II
b. King John
c. Joan of Arc
d. Charlemagne
e. William the Conqueror
f. Ferdinand and Isabella
41. Who came first?
a. Charlemagne
b. William the Conqueror
42. Who came first?
a. King John
b. William the Conqueror
43. Who came first?
a. Joan of Arc
b. Hundred Years’ War
44. Who came first?
a. Christopher Columbus
b. Ferdinand and Isabella
39. d
He was a barbarian king.
40. f
This modern couple financed
Columbus and the Age of
Exploration.
41. a
The French guy helped launch
feudalism.
42. b
William the C was the greatgreat grand-dad of Bad King
John.
43. b
The war went on for 100 years
before Joan got into it. She
came at the very end of the
war.
44. b
Ferdie and Izzy financed
Columbus.
45. a
Castles, then castle towns.
46. b
Gotcha! Rowdy barons were
crushed by powerful kings.
47. b
Peasants left the manor to
found the town.
48. b
The humble monk before the
fancy cathedral.
45. Who came first?
a. The nobility
b. The middle class
46. Which came first?
a. Powerful kings
b. Powerful nobility
47. Which came first?
a. Rise of the town
b. Rise of the manor
48. Which came first?
a. the cathedral
b. the monastery
page 257
49. Which came first?
a. Charlemagne
b. Feudalism
49. b
Feudalism existed in France
before Charlemagne; he spread
feudalism to the rest of Europe.
50. Which came first?
a. The Norman Invasion
b. The English legal system
50. a
The Normans (William the C
and his heir Henry II) were outstanding in law.
51. Which came first?
a. The Magna Carta
b. King John
51. a
First, you go to the Middle East,
then you bring back stuff (silk,
spices) to trade.
52. Which came first?
a. The Crusades
b. The revival of trade
52. b
First you have towns with
garbage, then you have rats
with fleas.
53. Which came first?
a. The rise of towns
b. The revival of trade
53. b
If you don’t have trade, you
don’t need $.
54. Which came first?
a. The Black Death
b. The rise of towns
55. Which came first?
a. The use of money
b. The revival of trade
56. Which came first?
a. End of feudalism
b. Hundred Years’ War
57. Which came first?
a. The Reconquista
b. Christopher Columbus
58. Which came first?
a. The rise of towns
b. The rise of the middle class
59. Which came first?
a. Knights
b. Chivalry
page 258
54. b
The war helped end feudalism.
55. a
You must have towns before
you can have townspeople =
middle class.
56. a
You must have knights before
you can have a code of behavior for knights.
These questions are tough
because you need to go
through two steps!
Chronological order
57. Put the following events into chronological order:
A. The Rise of Towns
B. Full-fledged feudalism begins
C. Norman Invasion
D. Charlemagne
E. The Crusades begin
a.
b.
c.
d.
e.
A, B, C, D, E
B, D, E, C, A
D, B, C, E, A
C, D, B, A, E
E, A, D, B, C
58. Put the following events into chronological order:
A. Hundred Years’ War begins
B. The Magna Carta
C. Feudalism ends
D. The Reconquista
E. The Black Death
a.
b.
c.
d.
e.
A, B, C, D, E
B, D, E, C, A
D, B, C, E, A
C, D, B, A, E
B, A, E, C, D
59. Put the following people into chronological order:
A. Henry II
B. King John
C. Ferdinand & Isabella
D. Charlemagne
E. William the Conqueror
a.
b.
c.
d.
e.
A, B, C, D, E
B, D, E, C, A
D, E, A, B, C
C, D, B, A, E
B, A, E, C, D
60. Put the following people into chronological order:
A. Urban II
B. Gregory VII
C. St. Augustine
D. St. Francis of Assisi
E. St. Thomas Aquinas
a.
b.
c.
d.
e.
57. c
Put the dates on each,
then put into order
Charlemagne, 800
Full-fledged feudalism, 900
Norman Invasion, 1066
The Crusades begin, 1095
The Rise of Towns, 1100s
Short cut:
Look for an answer that
begins with Charlemagne (D)
and ends with towns (A).
58. e
Put the dates on each,
then put into order
The Magna Carta, 1215
Hundred Years’ War, 1337
The Black Death, 1350
Feudalism ends, 1453
The Reconquista, 1492
Short cut:
Look for an answer that
begins with Magna Carta (B)
and ends with Reconquista
(D).
59. c
Put the dates on each,
then put into order:
Charlemagne - he is always 1st
William the Conqueror - 1066
Henry II - John’s dad
King John - 1215
Ferdinand & Isabella - always
last
Short cut:
Look for an answer that
begins with Charlemagne (D)
and ends with Ferdinand &
Isabella (C)
60.
St. Augustine, 600
Gregory VII, 1075
Urban II, 1095
St. Francis of Assisi, 1200
St. Thomas Aquinas, 1250
Short cut:
Look for an answer that
begins with Augustine (C)
and ends with Aquinas (E)
A, B, C, D, E
B, D, E, C, A
D, E, A, B, C
C, B, A, D, E
B, A, E, C, D
page 259
The geography
Location
61. d
61. Europe lies ______ of Asia.
a. north
c. east
b. south
d. west
62. a
63. a
62. True or False: Europe lies on the landmass known as Eurasia.
a. True
b. False
64. b
65. b
63. True or False: Europe lies on the same land mass as Asia.
a. True
b. False
67. c
64. The Mediterranean Sea lies _______ of Europe.
a. north
c. east
b. south
d. west
68. a
69. a
65. Europe lies _______ of the North Sea
a. north
c. east
b. south
d. west
70. c
66. The Atlantic Ocean lies _______ of Europe.
a. north
c. east
b. south
d. west
67. What body of water separates England from the rest of Europe?
a. North Sea
c. English Channel
b. Atlantic Ocean
d. Mediterranean Sea
Topography
68. Feudalism first arose in
a. Northern Europe
b. Southern Europe
69. Northern Europe lies
a. north of the Alps.
b. south of the Mediterranean Sea
70. Which countries do not lie north of the Alps?
A. England
C. Italy
B. France
D. Spain
a.
b.
c.
d.
e.
page 260
A and B
B and C
C and D
D and E
E and C
66. d
E. Germany
71. Which countries lie north of the Alps?
A. England
C. Italy
B. France
D. Germany
71. b
E. Spain
72. b
73. b
a.
b.
c.
d.
e.
A, B, C
A, B, D
C, D, E
C and D
D and E
72. Which countries lie in Northern Europe?
A. England
C. Italy
B. France
D. Germany
a.
b.
c.
d.
e.
74. e
75. e
76. a
77. a
E. Spain
A, B, C
A, B, D
C, D, E
C and D
D and E
73. Feudalism arose on a low, flat region. What is it called?
a. The Alps
c. The Mediterranean
b. Great European Plain
d. The Great Plains
74. Which countries do not lie on the Great European Plain?
A. England
C. Italy
E. Spain
B. France
D. Germany
a.
b.
c.
d.
e.
A and B
B and C
C and D
D and E
E and C
75. All of the following statements about the Great European Plain are true,
except:
a. It runs along the northern coast of Europe.
b. It runs through southeastern England.
c. It runs through France and Germany.
d. It is a lowland.
e. The land is not suitable for farming.
76. Which statement best describes Northern Europe?
a. It has no mountains.
b. It has the Alps Mountains.
77. True or False: The Great European Plain is perfect for farming
a. True
b. False
page 261
78. All of the following statements about the Great European Plain are true,
except:
a. This low land is mostly flat with some rolling hills.
b. This high land lies in the Alps.
c. It is one of the world’s best farming regions.
d. The majority of farmland is sown in grains.
e. It has some of the best navigable rivers in the world.
78. b
Waterways
79. All of the following statements about the Great European Plain are true,
except:
a. It has lots of rivers.
b. River valleys are great for farming.
c. The rivers are not great for transportation and trade.
d. It has some of the best navigable rivers in the world.
e. Ships can sail from the ocean, up the river, to an inland city.
83. a
80. The Thames River runs through _________ .
a. London
c. Rome
b. Paris
d. Hamburg
e. Cordoba
f. Venice
81. The Seine River runs through _________ .
a. London
c. Rome
b. Paris
d. Hamburg
e. Cordoba
f. Venice
82. The Rhine River runs through
A. England
C. Italy
B. France
D. Germany
E. Spain
Vegetation
83. In Northern Europe, there was a shortage of good farmland because of
A. forests
B. swamps
C. deserts
D. mountains
E. rivers
a.
b.
c.
d.
e.
A and B
B and C
C and D
D and E
E and A
84. In Northern Europe, the typical home was made of
a. stone
c. wood
b. brick
d. adobe
85. In Northern Europe, there was a _________ of forests, firewood, and wild
game for hunting.
a. surplus
b. shortage
page 262
79. c
80. a
81. b
82. d
84. c
Lots of forests.
85. a
86. True or False: Hunting was a big deal in medieval Europe.
a. True
b. False
87. In medieval Europe, the _______ gave rise to folktales.
a. forests
b. swamps
c. deserts
d. mountains
e. rivers
86. a
87. a
Hansel & Gretel, The Three
Bears, Little Red Riding Hood,
Robin Hood
88. b
89. a
90. a
But not as cold was it would be
without the Atlantic Drift - warm
ocean current from the Gulf of
Mexico.
Climate
88. Northern Europe is ______ than Southern Europe.
a. warmer
b. cooler
91. b
Rice is for a climate that is
warm and rainy.
89. True or False: Northern Europe has four seasons.
a. True
b. False
90. True or False: Because of its northern latitude, Northern Europe has cold winters.
a. True
b. False
92. b
Rice is Asia.
Corn is the Americas
Potatoes is the Inca in Peru
93. b
Europe is grain.
91. Northern Europe is perfect for growing
a. rice
b. grain
94. d
95. e
92. In Northern Europe, most of the land was planted in
a. rice, corn, potatoes
b. barley, oats, rye
96. a
97. e
Normandy is part of France.
93. In Northern Europe, the main food was
a. rice and tea
b. bread and beer
Island & Peninsula
94. Which European peninsula made history in 1492?
a. Jutland
c. Italian
e. Peloponnesian
b. Swedish
d. Iberian
95. Which nation lies on the Iberian Peninsula?
A. England
C. Italy
B. France
D. Germany
E. Spain
96. Which European island played a major role in medieval history?
a. England
c. Iceland
e. Japan
b. Ireland
d. Sicily
97. The British Isles includes all of the following, except:
a. England
c. Wales
e. Normandy
b. Scotland
d. Ireland
page 263
98. Which country is an island?
a. England
c. Italy
b. France
d. Germany
98. a
e. Spain
99. a
100. a
99. Which country emerged as the first modern nation in Europe?
a. England
c. Italy
e. Spain
b. France
d. Germany
101. e
102. a
100. During the Middle Ages, which two countries were very similar?
a. England and Japan
b. France and China
c. Italy and India
d. Germany and Mali
e. Spain and Russia
103. e
101. All of the following statements about medieval England are true, except:
a. It lies close to France.
b. It is smaller than France.
c. It has less farmland than France.
d. It was conquered by France.
e. By 1500, its national culture (language, laws) was similar to France.
During the Hundred Years’
War, England invaded France.
102. True or False: In feudal Europe, nobles fought each other for land.
a. True
b. False
103. All of the following statements about medieval England are true, except:
a. It is isolated from the rest of Europe.
b. It lies northwest of France.
c. It lies off the coast of Europe.
d. It is only 200 miles from Paris to London.
e. The English Channel separates England from Germany.
104. All of the following statements about the English Channel are true, except:
a. At its narrowest point, it is only 25 miles wide.
b. At its narrowest point, only 25 miles separate England and France.
c. It has rough water, bad weather, and severe fog.
d. The last time France invaded England was the Hundred Years’ War.
e. No invader since William the Conqueror has successful crossed it
and invaded England.
105. During the Middle Ages, where did democratic ideals and institutions begin to
develop?
a. a country on mainland Europe
b. an island country off the coast of Europe
106. All of the following statements about England are true, except:
a. People who live on an island are backward; they do not like change.
b. An island is a great place to run a political experiment.
c. England's distance from the rest of the world helped foster
centuries of tradition.
d. When you are isolated by the sea, you have centuries to run
experiments.
e. The English experimented with representative government.
page 264
104. d
Nope. England invaded France.
Note:
In 1066, the French invaded
England.
105. b
Yep, it was England.
106. a
Nope. England and Japan were
islands. England made
changes.
Japan’s motto was: Adopt,
adapt, adept.
(Adopt changes, adapt them to
suit Japan, become adept at
them.)
Barbarian Europe
The Barbarians
107. Around 500 A.D., _________ invaded the western part of the Roman Empire.
a. Germanic tribes
c. the Muslims
b. the Vikings
d. the Danes
108. The barbarians originally came from what region?
a. England
c. Italy
e. Norway and Sweden
b. France
d. Germany
109. All of the following statements about the barbarians are true, except:
a. Around 400 A.D., Germanic tribes began a mass migration into the
Roman Empire.
b. They came in such GREAT numbers, that it amounted to a barbarian
invasion.
c. The Roman Army could not defend its borders.
d. In 500, the entire Roman Empire fell.
e. Throughout Europe, cities were destroyed and abandoned.
110. All of the following statements about the Barbarian Kingdoms are true, except:
a. The barbarians lived in cities.
b. Each tribe kept its own customs and laws.
c. Their tribal structure evolved into feudalism
d. They originated all the feudal practices: Lord-vassal system, kingship,
knighthood, chivalry.
e. Barbarian warlords first ruled men; then they ruled territory.
111. The Vikings were barbarians
a. on horseback.
b. in boats.
112. True or False: Viking means “pirate.”
a. True
b. False
113. All of the following statements about the Vikings are true, except:
a. They are also known as Norsemen.
b. They were barbarians in boats.
c. They lived during the 800s.
d. They raided the coasts of England and France.
e. In 711, they conquered Spain and ruled it for 700 years.
107. a
Everybody else came later.
108. d
German barbarians.
During World War II, Hitler
alluded to Germany’s barbarian
past.
109. d
Only the western part of the
Roman Empire (Rome) fell.
The eastern part of the Roman
Empire
(Constantinople) was still standing. It was renamed the
Byzantine Empire and lasted for
another 1,000 years. It fell in
1453 to the Muslim Turks.
Today, we call it Turkey.
110. a
The barbarians lived in tribes.
They hated cities.
111. b
112. a
113. e
Nope, the Muslims conquered
Spain. Also: Muslims were not
barbarians. The Islamic Empire
was highly advanced.
114. a
Yep, Charlemagne was hit from
two directions.
115. b
A pagan believes in many gods.
114. Who raided Charlemagne’s empire?
Well, the ______ came from the north; the ________ came from the south.
a. Vikings; Muslims
b. Muslims; Vikings
115. Before converting to Christianity, the barbarians were
a. monotheists.
b. polytheists.
page 265
The Barbarian Kingdoms
116. All of the following statements about the barbarians are true, except:
a. At first, barbarian warlords were on the move.
b. They controlled men, not land.
c. They began to settle down and control land.
d. They formed barbarian kingdoms.
e. Barbarians never cared about owning land.
117. At the very beginning of the Middle Ages, there were many _______ kingdoms.
a. barbarian
b. feudal
118. The Angles and Saxons set up a barbarian kingdom in ________.
a. England
c. Italy
e. Norway and Sweden
b. France
d. Germany
119. The Franks set up a barbarian kingdom in _________.
a. England
c. Italy
e. Norway and Sweden
b. France
d. Germany
120. Later, the Vikings came from _________.
a. England
c. Italy
e. Norway and Sweden
b. France
d. Germany
121. All of the following statements about Beowulf are true, except:
a. It was written in 700 A.D.
b. It was the first great work of French literature.
c. It was sung by minstrels.
d. It glorified the warrior.
e. It defined the qualities most admired by the Anglo-Saxons.
122. Charlemagne was king of the
a. Anglo-Saxons
c. Vikings
b. Franks
d. Muslims
123. All of the following statements about Barbarian Kingdoms are true, except:
a. The warrior said to the warlord: “I will fight on your behalf.”
b. The warlord said to the warrior: “In that case, I will give you land.”
c. The barbarians invented the lord-vassal relationship.
d. All of the statements are true.
e. None of the statements are true.
124. All of the following statements about Charlemagne are true, except:
a. The Franks were barbarian warlords who set up a kingdom.
b. Feudalism is the lord-vassal relationship.
c. Charlemagne invented feudalism.
d. Charlemagne was head of the Frankish kingdom.
e. Charlemagne spread feudalism throughout Europe.
page 266
116. e
Yes, that’s why we study the
barbarian kingdoms. The
Frankish kingdom was barbarian and Charlemagne was King
of the Franks.
117. a
First come the barbarians, then
comes feudalism.
118. a
Angle sounds like England, no?
119. b
Frank sounds like France, no?
120. e
Vikings are Norsemen.
Norse sounds like Norway, no?
121. b
Beowulf was a story from
England. He fought monsters
and dragons.
Fighting dragons is an English
thing.
122. b
123. d
Yep, barbarians invented feuds
and feudalism.
124. c
Feudalism existed before
Charlemagne was born; he
spread it throughout Europe.
The early Christian church
When Rome fell
125. When did Christianity become the official religion of the Roman Empire?
a. 30 A.D. when Jesus was crucified
b. 60 A.D. when the Apostle Paul spread Christianity
c. 200 A.D. when Christians were being persecuted
d. 350 A.D. when Constantine ruled Constantinople
e. 500 A.D. when the western part of the Roman Empire fell.
125. d
126. e
Barbarians converted to
Christianity.
127. d
128. e
126. All of the following statements about the early Christian Church are true,
except:
a. It began with the teachings of Jesus.
b. St. Paul spread Christianity throughout Southern Europe.
c. Missionaries spread Christianity throughout Northern Europe.
d. Monasteries were built in Barbarian Europe.
e. The barbarians destroyed the Christian Church.
129. e
The Church had church courts
that protected the weak and
punished those who preyed on
them.
130. b
131. c
127. From the 500s to the 800s, who preserved civilization in Western Europe?
a. Kings
c. Peasants
b. Nobility
d. Clergy
128. When Rome fell, which institution was still standing?
a. The Government
b. The Economy
c. Trade
d. The Social Structure
e. The Church
129. When Rome fell, who provided law and order?
a. The Government
b. The Economy
c. Trade
d. The Social Structure
e. The Church
130. Which institution did not die as a result of barbarian invasions?
a. schools
b. churches
c. crafts and industry
d. government and law
e. trade and the use of money
131. When Rome fell, the only institution left standing was the ___________.
a. manor
b. castle
c. church
d. town government
e. bank
page 267
The Missionaries
132. What aspects of Roman culture did the barbarians adopt?
a. The Government
b. The Economy
c. Trade
d. The Social Structure
e. The Church
133. All of the following statements about Barbarian Europe are true, except:
a. People headed for the countryside and started farming.
b. Nearly every institution disintegrated.
c. The only institution left standing was the local government.
d. Wandering monks converted barbarians to Christianity.
e. Monks set up monasteries throughout Europe.
134. All of the following statements about the early Christian Church are true,
except:
a. Rome fell in 500 A.D.
b. The only institution left standing was the Christian Church.
c. The Bishop of Rome was called the Pope.
d. Missionaries converted the barbarians to Christianity.
e. Monasteries converted barbarians to Christianity.
135. All of the following statements about the early Christian church are true,
except:
a. The barbarians of northern Europe were pagans.
b. They worshipped many gods.
c. They had a god of war, a god of thunder, a goddess of fertility, etc.
d. Christian missionaries wandered about, preaching the Gospel.
e. The barbarians refused to convert to Christianity.
136. True or False: Barbarian kings converted to Christianity.
a. True
b. False
137. Who
a.
b.
c.
d.
e.
spread Christianity to Northern Europe?
Jesus
St. Paul the Apostle
the Pope
missionaries
Emperor Constantine
138. Who
a.
c.
d.
d.
e.
converted England to Christianity?
St. Augustine
Gregory VII
Urban II
St. Francis of Assisi
St. Thomas Aquinas
139. Who
a.
c.
d.
d.
e.
was the first Archbishop of Canterbury?
St. Augustine
Gregory VII
Urban II
St. Francis of Assisi
St. Thomas Aquinas
page 268
132. e
133. c
The only institution left standing
was the Christian Church.
134. e
Monks stayed in the monasteries. They were not out in the
world.
135. e
Eventually, they all converted.
136. a
It was common for the barbarian king to convert, then all of
his followers.
137. d
Note: The Pope often sent missionaries. But missionaries did
the work.
138. a
Augustine = England
139. a
Augustine = England
140. All of the following statements about St. Augustine are true, except:
a. He was born in Italy and lived around 600 A.D.
b. He spread Christianity throughout England.
c. He founded Canterbury Cathedral.
d. He became the Pope of England.
e. Ever since, Canterbury has been the religious center of England.
140. d
Each country had an archbishop. Not a pope.
The Pope oversaw the Church
in all the countries.
141. a
141. True or False: From 500 to 800, missionaries converted barbarians to
Christianity.
a. True
b. False
142. Why
a.
b.
c.
d.
e.
did the barbarians convert to Christianity?
They loved stories and storytelling.
They loved Bible stories about Moses and the Exodus.
They loved battle imagery and heroic epics.
They loved heroes like Joshua at the battle of Jericho.
They were not impressed by the solemnity of the Christian church
service.
143. All of the following statements about the early Christian church are true,
except:
a. Barbarians and Christians believed in polytheism.
b. Missionaries converted the barbarians to Christianity.
c. There many barbarian kingdoms.
d. The Church was a unifying force:
e. Everybody began to worship the same God.
142. e
They were.
143. a
Barbarians believed in polytheism (many gods). Christians
believed in monotheism (one
God).
144. c
145. a
146. e
Monks did not go outside the
monastery.
147. a
The Monasteries
144. Which statement is true?
a. Around 350 A.D., Christianity became the official religion of the
Roman Empire.
b. Around 350 A.D., monasteries began springing up all over Europe.
c. Both
d. Neither
145. True or False: While missionaries wandered out in the world, monks stayed
inside monasteries, away from the world.
a. True
b. False
146. All of the following statements about monks in monasteries are true, except:
a. They dedicated their lives to God.
b. They followed rules of their order.
c. They lived in poverty.
d. The performed six hours of manual labor every day.
e. Monks went out among the people and preached the Gospel.
147. True or False: In the midst of chaos, a monastery was an island of peace
and order.
a. True
b. False
page 269
148. True or False: During the Middle Ages, a person could find sanctuary (protection from harm) in a monastery.
a. True
b. False
149. True or False: Monks set up monasteries among barbarians in Germany,
France, and England.
a. True
b. False
150. The monastery was all of the following, except:
a. Farm - Monks cleared forests, drained swamps, and grew new crops.
b. Inn - Travellers could stay at the monastery.
c. Hospital - People who were sick were taken care of at the monastery.
d. School - A person could learn to read and write at a monastery.
e. Library - People could check out books from their lending library.
151. True or False: In the early Middle Ages, the monastery was the only place in
northern Europe where people could read and write.
a. True
b. False
152. During the Middle Ages, nearly every person was
a. literate - could read.
b. illiterate - could not read.
153. The monastery served as all these things, except:
a. school
b. library
c. cathedral
d. hospital
e. inn for travelers
154. What were the earliest centers of learning in medieval Europe?
a. monasteries
b. castles
c. cathedrals
d. universities
e. towns
155. All of the following statements about monks are true, except:
a. They lived in monasteries.
b. They lived simple lives.
c. They took a vow of poverty.
d. They performed manual labor.
e. They printed the Greek classics and the Bible.
156. During the early Middle Ages, who preserved books and libraries?
a. monasteries
b. castles
c. cathedrals
d. universities
e. towns
page 270
148. a
149. a
Yes, and monasteries first
began in Italy.
150. e
There were no books, per se.
There were scrolls and manuscripts.
Books were precious, handmade things. If lost, they could
not be replaced.
Every monastery was a library,
but books could not be loaned
out. When books are printed on
a printing press (1450), lending
libraries are possible.
151. a
In the High Middle Ages, there
were cathedral schools and universities.
152. b
The majority were peasants and
they certainly could not read.
Few nobles could.
153. c
154. a
First monasteries, then universities.
155. e
Monks copied books, they did
not print them.
156. a
157. During the Middle Ages, books were
a. printed
b. copied by hand
158. An illuminated manuscript is one that is
a. copied
b. memorized
c. illustrated
d. translated
e. printed
159. Who illuminated the manuscripts?
a. artists
b. monks
160. During the Middle Ages, what was the official language of the Christian
church?
a. Roman
c. Latin
b. Italian
d. Vernacular
161. How
a.
b.
c.
d.
e.
157. b
158. c
159. b
Monks were artists, just not professional artists.
160. c
161. d
Monks copied books, but they
did not write them.
162. b
163. e
In the early Middle Ages, there
were no cities.
did monastic groups preserve learning?
They preserved the Latin language.
They copied books.
They maintained libraries.
The average monk became a scholar and wrote books.
They opened schools.
162. In medieval England, the head of the church was located where?
a. London
b. Canterbury
c. Runnymede
d. Oxford
e. Cambridge
163. All of the following statements about the early Christian Church are true,
except:
a. It was organized on the local level.
b. It provided protection and order.
c. Missionaries spread Christianity.
d. Monasteries preserved classical learning.
e. The Church ran the cities of Europe.
page 271
The long-range impact of the Church
164. The early Christian church ________ Europe.
a. united
b. divided
165. The early Christian church did all of the following, except:
a. Preserved Christianity after the fall of Rome
b. Created Christian communities throughout Northern Europe.
c. Helped create a Christian Europe
d. Saved Europe from ignorance
e. Preserved the cities of Europe
166. The early Christian church did all of the following, except:
a. Preserved Eastern culture.
b. Provided cultural continuity.
c. Connected the Ancient World with the Medieval World.
d. Preserved the Greek and Roman classics.
e. Preserved the learning of Aristotle.
One Muslim country in Christian Europe
164. a
Europe was divided into a zillion
feudal estates. The one thing
that crossed them all was the
Church.
165. e
The early Middle Ages had no
cities.
166. a
This is a tough one.
They preserved Western culture. Western civilization began
with ancient Greece.
167. e
The Muslims were highly
advanced.
168. a
169. e
From 711 to 1492.
167. The Muslims were not barbarians. They lived in which country?
a. England
c. Italy
e. Spain
b. France
d. Germany
170. a
At the Battle of Tours (732
A.D.), Charles “the Hammer”
Martel stopped the Muslims
from taking France and all of
Europe.
168. During the Middle Ages, the Muslims of the Islamic Empire were _____
advanced than people in medieval Europe.
a. more
b. less
Charles “the Hammer” Martel
was the ancestor of
Charlemagne.
169. During the whole Middle Ages, which country in Europe was controlled by the
Muslims?
a. England
c. Italy
e. Spain
b. France
d. Germany
170. Which battle prevented the Muslims from invading Western Europe?
a. Battle of Tours
b. Battle of Hastings
c. Battle for Jerusalem
d. Battle of Runnymede
e. Battle of Agincourt
page 272
Charlemagne
The Definition
171. Charlemagne means
a. Charles the Fat
b. Charles the Pious
c. Charles the Hammer
d. Charles the Great
e. Charles the Short
172. Charlemagne was King of the
a. Franks
b. Vikings
c. Anglo-Saxons
d. Muslims
e. Normans
171. d
172. a
173. a
174. e
He conquered all of Western
Europe.
175. c
Norsemen from the north.
176. c
173. When did Charlemagne live?
a. 800
b. 1066
c. 1095
d. 1215
e. 1350
f. 1453
g. 1492
Charlemagne’s Empire
174. Charlemagne ruled which lands?
A. France
B. Belgium
C. Netherlands
D. Germany
E. Italy
a.
b.
c.
d.
e.
175. Who
a.
b.
c.
d.
e.
Only A
Only A, B, C
Only A, B, C, and E
Only D
All of the above
attacked Charlemagne’s empire from the north?
The Franks
The Anglo-Saxons
The Vikings
The Lombards
The Muslims
176. All of the following statements about Charlemagne are true, except:
a. He spread feudalism throughout Europe.
b. He spread Christianity throughout Europe.
c. Both
d. Neither
page 273
Charlemagne & Feudalism
177. All of the following statements about Charlemagne are true, except:
a. The Franks were not barbarian warlords.
b. Feudalism is the lord-vassal relationship.
c. Frankish kings before Charlemagne practiced feudalism.
d. Charlemagne was head of the Frankish kingdom.
e. Charlemagne spread feudalism throughout Europe.
178. True or False: Charlemagne rewarded his warriors with land.
a. True
b. False
179. True or False: In Charlemagne’s day, warlords gave their warriors land and
warriors swore allegiance to their warlords.
a. True
b. False
180 True or False: Charlemagne spread feudalism throughout Europe.
a. True
b. False
177. a
178. a
179. a
180. a
181. a
182. a
183. a
184. b
The Song of Roland was about
Charlemagne.
185. a
186. a
181. True or False: When Charlemagne died, his empire died.
a. True
b. False
182. True or False: When Charlemagne died, there was no central government.
a. True
b. False
183. True or False: When Charlemagne died, feudalism became the new system
of government in Europe.
a. True
b. False
184. Song of Roland was all of the following, except:
a. It was an epic poem.
b. It was about William the Conqueror and his knights.
c. It was sung by troubadours.
d. It glorified the knight.
e. It defined, explained, and popularized the code of chivalry.
185. True or False: Charlemagne spread feudalism throughout Europe.
a. True
b. False
Charlemagne & the Church
186. True or False: Priests accompanied Charlemagne’s armies.
a. True
b. False
187. All of the following statements about Charlemagne are true, except:
a. He made an alliance with the Christian Church.
b. He defended the Church from attacks and he spread Christianity.
c. Christian priests followed his army.
d. They preached the Gospel and converted people to Christianity.
e. In return, the priests crowned him King.
page 274
187. e
The Pope crowned him King.
There’s a big difference
between priests and the Pope.
188. Charlemagne did all of the following things, except:
a. spread Christianity
b. spread the feudal system of government
c. encouraged the revival of learning
d. learned to read and write in Latin
e. cooperated with the Pope
189. True or False: Charlemagne believed in the separation of church and state.
a. True
b. False
190. Charlemagne _________ with the Church.
a. cooperated
b. clashed
191. Charlemagne was crowned in what city?
a. London
b. Paris
c. Rome
d. Berlin
e. Madrid
188. d
Charlemagne could read, but
not write.
189. b
King and Pope worked together.
Pope crowned King.
190. a
191. c
Home of the Pope
192. b
193. b
194. e
It showed cooperation.
195. a
196. b
192. Which medieval ceremony established the divine right of kings?
a. knighthood
b. coronation
c. oath of allegiance
d. homage
e. vassalage
193. During the Middle Ages, by what right did kings rule?
a. Rule of Law
b. By divine right
c. Might makes right
d. By election of the people
e. By the constitution
194. The coronation of Charlemagne symbolized all of these things, except:
a. It said: You are king by the grace of God.
b. It established the divine right of kings.
c. It established the Pope’s power - after all, it was he who crowned kings.
d. It showed there was no separation between Church and State.
e. It showed a conflict between the King and the Pope.
195. True or False: The coronation ceremony symbolized the divine right of kings.
a. True
b. False
196. True or False: Charlemagne believed in the separation of church and state.
a. True
b. False
page 275
Why feudalism sounds so French
197. Most of the terms that deal with feudalism came from the French language.
a. True
b. False
198. True or False: Feudalism began in France.
a. True
b. False
197. a
French words that deal with feudalism:
demesne
fief
sheriff
manor
198. a
100. All of the following statements about France in the 700s and 800s is true,
except:
a. Northern France was attacked by Vikings.
b. Southern France was attacked by the Muslims.
c. To raise troops, French warlords invented the lord-vassal relationship.
d. The Frankish warlord said: “Be my vassal. Fight on my behalf.
I will reward you with land.”
e. Feudalism did not begin with the lord-vassal relationship.
199. True or False: Under feudalism, most of the terms are French.
a. True
b. False
200. All of the following statements about a fief is true, except:
a. Fief is a French word.
b. A fief could be very large - the whole region of Normandy, France.
c. A fief could be very small - just enough to support one knight.
d. Sometimes a fief was so big that it supported 100 manors.
e. A fief always supported only one manor.
201. True or False: Charlemagne was “French” and he spread feudalism in
Europe.
a. True
b. False
202. True or False: William the Conqueror was “French” and he spread feudalism
in England.
a. True
b. False
page 276
199. e
Yes it did!
The moment you see lord-vassal, think
feudalism!
200. e
201. a
He was King of the Franks in
what is France. The nation of
France began with Joan of Arc
in the 1400s.
202. a
He was the duke of Normandy.
Normandy is in France.
The Norman Invasion
Definition
203. Which told the story of the Norman Conquest?
a. The Bayeux Tapestry
b. The Book of Hours
c. The Domesday Book
d. The Canterbury Tales
e. Beowulf
204. What year was the Norman Invasion?
a. 800
b. 1066
c. 1095
d. 1215
e. 1350
f. 1453
g. 1492
205. Who
a.
b.
c.
d.
e.
led the Norman Invasion?
Charlemagne
Henry IV
William the Conqueror
King John
Ferdinand & Isabella
203. a
A rug!
204. b
Remember: 1066 was a BIG
year in world history.
205. c
He led the Norman Conquest,
same thing.
207. e
This would make a great cartoon: A bunch of guys, all
named Norman, invading
England.
208. b
There was no money as of
1066.
209. b
210. c
206. During the Norman invasion, the _______ invaded ________.
a. French; England
b. English; France
Causes
207. The duke of the _______ claimed the throne of England.
a. Franks.
b. Vikings.
c. Anglo-Saxons.
d. Muslims.
e. Normans.
The Norman Invasion
208. The invading leader raised an army by promising ________ to his ________.
a. money; soldiers
b. land; knights
209. During the Norman Invasion, knights from _________ conquered _________.
a. England; France
b. France; England
210. During the Norman Invasion, the invading army crossed what barrier?
a. Alps
c. English Channel
e. North Sea
b. Atlantic Ocean
d. Mediterranean Sea
page 277
211. The Norman Invasion ended in what battle?
a. Battle of Tours
b. Battle of Hastings
c. Battle for Jerusalem
d. Battle of Runnymede
e. Battle of Agincourt
211. b
William the C was hasty (in a
big hurry).
The Norman Conquest
214. b
212. True or False: During the Norman Conquest, the new king carried the feudal
system from France to England.
a. True
b. False
215. a
213. The new king made each vassal in England swear allegiance to _______.
a. his lord
c. the church
b. the king
d. France
214. Which book describes life in medieval England?
a. The Book of Hours
b. The Domesday Book
215. Which book described life in medieval France?
a. The Book of Hours
b. The Domesday Book
216. All of the following statements about the leader of Norman Conquest are true,
except:
a. He defeated the Anglo-Saxons.
b. He became the King of England.
c. He forced the English nobility to be loyal to him.
d. He made all nobles swear allegiance directly to him.
e. This was normal under the lord-vassal system.
217. True or False: At every step, the leader of Norman Conquest increased the
power of the King and reduced the power of the nobles.
a. True
b. False
218. What did the leader of Norman Conquest have do with the land in England?
a. He took personal ownership of all the land.
b. He redistributed the land
c. Both
d. Neither
219. Which statement about the leader of Norman Conquest is true?
a. He took land from the English barons who had made war on him.
b. He distributed half the land to the French nobles who had helped him
win.
c. He distributed half the land to the English nobles who swore allegiance
to him.
d. All of the above
e. None of the above
page 278
212. a
213. a
To his immediate supervisor.
216. e
This was not normal. A vassal
was supposed to swear loyalty
to his immediate supervisor, not
a distant king.
217. a
The King was French.
The nobles were mostly
English.
218. c
219. d
220. What did the leader of Norman Conquest do to make folks loyal?
a. He demanded the personal loyalty of every noble.
b. Every nobleman became his vassal.
c. Both
d. Neither
221. True or False: Normally a nobleman swore allegiance to only one man, his
immediate superior.
a. True
b. False
222. True or False: William the Conqueror made every noble swore allegiance to
the King.
a. True
b. False
223. Which statement is not true?
a. Every nobleman swore allegiance directly to the King.
b. This was just talk.
c. The code of chivalry demanded that a man keep his promise.
d. This oath put all the nobles under the King’s direct control.
e. When the King commanded, the nobles had to act.
Anglo-Saxon traditions
224. The leader of Norman Conquest _______ broke all the local laws, customs,
and traditions.
a. upheld
b. broke
220. c
221. a
222. a
223. b
The whole feudal order was
based on men keeping their
promises.
224. a
This was the amazing part. The
Normans (French) recognized
that local traditions (English)
must be upheld. Confucius
would have been proud.
225. a
Thanks to William the
Conqueror. This is one reason
why 1066 is such a big year.
226. b
Not until much later.
227. a
It was a French tradition to
intermarry with the conquered
culture. When the French move
to America, they intermarry with
Native Americans. Not so the
English.
228. a
Consequences
225. During the Middle Ages, which was the first country to become a unified
nation?
a. England
c. Italy
e. Switzerland
b. France
d. Germany
226. When did a feeling of nationalism spread across England?
a. William the Conqueror
b. The Hundred Years’ War
227. True or False: Over time, the French Normans and the Anglo-Saxons inter
married.
a. True
b. False
228. True or False: Over time, the French and Anglo-Saxon languages merged to
form Middle English.
a. True
b. False
page 279
Feudalism
Definition
229. Feudalism was at its peak
a. before 1300
b. after 1300
230. Above all else, feudalism is a(n) _________ system.
a. political
c. social
e. military
b. economic
d. religious
231. True or False: Feudalism is a system of government.
a. True
b. False
229. a
The Hundred Years’ War began
in the 1300s and it brought an
end to feudalism.
230. a
Political order and government.
231. a
Each noble governed his own
feudal estate.
232. b
233. b
232. In medieval Europe, the economic system was
a. feudalism
b. manorialism
234. b
Just the opposite!
235. a
233. Feudalism provided
a. jobs and an economic system.
b. political order and local government.
234. True or False: Under feudalism, there was a strong central government.
a. True
b. False
235. True or False: Under feudalism, law and the justice system was in the hands
of the nobility.
a. True
b. False
236. Under feudalism, each lord governed his manor as if it were a little kingdom.
a. True
b. False
237. Feudalism provided strong _________ government.
a. local
b. central
238. True or False: Feudalism preserved order in a lawless era.
a. True
b. False
239. In feudal Europe, who made law?
a. King
b. Nobles
c. Judges
d. Parliament
e. Towns
240. True or False: With no central government, land-owning nobles became
independent of kings.
a. True
b. False
page 280
236. a
237. a
There was no national government.
238. a
239. b
Each noble administered justice
on his own estate.
240. a
Yep, nobles did what they
pleased. Nobody listened to the
king.
241. True or False: On the manor, the noble provided the only government.
a. True
b. False
241. a
242. On the feudal manor, the noble did all of the following, except:
a. collected taxes
b. made law
c. acted as sole judge
d. had his own private army
e. followed the king’s law.
243. a
242. e
244. a
245. a
246. c
247. a
243. True or False: In feudal Europe, land was power.
a. True
b. False
244. True or False: In feudal Europe, a land-less man was a powerless man.
a. True
b. False
248. b
The idea of landed estates
came from the Roman Empire.
249. e
245. True or False: In feudal Europe, if you owned the land, you ran the local government.
a. True
b. False
250. a
Serfs could not protect the
estate from invading knights on
horseback.
246. True
a.
b.
c.
d.
e.
251. a
They were paid in land and services.
or False: In medieval Europe, political power belonged to those who
were wealthy.
held the highest rank.
controlled the land.
controlled the sea.
were in big business.
Causes
247. True or False: When a barbarian warlord shared the spoils of victory with his
warriors, this was the beginning of vassalage.
a. True
b. False
248. The idea behind the lord-vassal system came from the
a. Roman Empire.
b. Germanic tribes.
249. The main occupation of the feudal nobility was
a. politics
c. social life
b. economics
d. religion
e. war
250. To protect his lands, a noble needed a force of _______.
a. knights
b. peasants
c. artisans
d. serfs
e. freemen
251. True or False: In feudal Europe, nobles had no money with which to pay
farmers or soldiers.
a. True
b. False
page 281
252. During the Middle Ages, which two leaders helped to spread the system of
feudalism in Europe?
A. Charlemagne
B. William the Conqueror
C. Henry II
D. King John
E. Ferdinand & Isabella
a.
b.
c.
d.
e.
A and B
B and C
C and D
D and E
Only E
The ceremony
253. The feudal oath was given during a ceremony called
a. vigil
c. deposition
b. investiture
d. interdiction
254. Each vassal attached himself to lord in a ceremony in which he took an oath:
“I swear _______ to you. I am your vassal. Whenever you are attacked, I
will come to your defense (with many others) and fight on your behalf. In
return, you give me ________.”
a. land; loyalty
b. loyalty; land
255. The oral oath was
a. a moral promise
b. a feudal contract
256. True or False: The agreement between the lord and vassal was a feudal contract.
a. True
b. False
257. Which is not true about the vassal?
a. A solemn, but colorful ceremony was held.
b. He swore allegiance to his lord.
c. The lord turned over ownership of land.
d. The vassal promised military service to the lord.
e. The vassal promised to provide his lord with knights in wartime.
258. All of the following statements about the lord are true, except:
a. The lord protected the vassal.
b. The lord defended the honor of the vassal’s family.
c. The lord guaranteed the vassal justice in his court.
d. The lord could call on his vassals in wartime.
e. Each vassal would bring knights and horses.
259. Under feudalism, the noble paid his knights in
a. land
b. money
page 282
252. a
Charlemagne spread feudalism
in Europe.
William the Conqueror spread
feudalism in England.
Example: There were no
knights in England until William
the C started the knight thing
there.
253. b
The vigil was the night before.
254. b
255. b
It was more than a promise, it
was a
CONTRACT.
If you broke it, bad things happened. (You lost your land,
livelihood, and political power.)
256. a
257. c
He held the land; he did not
own it.
258. a
In truth, the vassal protected
the lord.
259. a
In feudal times, nobody had
money.
260. Under feudalism, the vassal owned the land.
a. True
b. False
261. When a lord gave land to his vassal, the land was called a
a. manor
c. castle
b. fief
d. village
260. f
He held it.
261. b
262. a
263. a
262. True or False: If the vassal did not fulfill his part of the contract, he lost the
land.
a. True
b. False
263. True or False: If the lord did not fulfill his part of the contract, the vassal no
longer had to be obedient to him.
a. True
b. False
264. True or False: If a vassal died without an heir, the lord could take back the
land.
a. True
b . False
264. a
265. d
The land could not be broken
up among many children. It had
to go to one child.
266. b
267. e
Just the reverse.
Read the questions carefully.
268. b
265. All of the following statements about inheritance are true, except:
a. The vassal could keep the land forever as long as he and his heirs
served the nobleman faithfully.
b. When the vassal died, his first-born son inherited the land.
c. The land could not be broken up.
d. The land was distributed equally among all his children.
e. If he had no children, the land goes back to the lord.
266. The lord-vassal relationship was a legal contract in
a. Japan
b. Europe
267. All of the following statements about the lord-vassal relationship are true,
except:
a. A vassal swore loyalty and military service to his lord.
b. The lord rewarded him with land.
c. Each side was bound to uphold its side of the contract.
d. If the vassal broke the contract, he lost his land.
e. If the vassal broke the contract, the lord was no longer obedient to him.
268. Which best describes feudalism? It was only a relationship between
a. lords and ladies
b. lords and vassals
c. nobles and peasants
d. serfs and peasants
e. kings and merchants
page 283
269. The vassal’s single most important duty was
a. ransom the lord if he were captured in battle
b. perform military service in wartime
c. provide gifts when the lord’s first-born became a knight
d. pay taxes to his lord
e. attend feudal ceremonies
270. True or False: The vassal did not own the land; he held it.
a. True
b. False
271. True or False: The vassal paid rent on the land.
a. True
b. False
272. True or False: Under feudalism, the noble paid his soldiers a salary.
a. True
b. False
The Church
273. True or False: Feudal estates were given to clergymen.
a. True
b. False
274. True or False: When clergymen died, their lands reverted to the Church.
a. True
b. False
275. True or False: The Church became the biggest landowner in Europe.
a. True
b. False
page 284
269. b
270. a
We say the same thing over
and over again, so you’ll
remember it.
271. b
Nobody had money.
Nope, he performed military
service.
272. b
Nobody had money.
The lord gifted land and expected military service.
273. a
Nobles bestowed land on clergymen for performing services
to the noblemen.
274. a
275. a
The Results
276. True or False: By specifying rights and duties, the feudal contract provided
the rules of government.
a. True
b. False
276. a
277. c
278. a
277. Which is true?
a. Feudalism provided strong local government.
b. The lord on each manor held court and administered justice.
c. Both
d. Neither
278. True or False: Before making laws or going to war, the lord was supposed to
consult his vassals.
a. True
b. False
279. c
280. a
281. a
282. a
283. a
284. a
279. The noble was supposed to consult his vassals before
a. making laws
b. going to war
c. Both
d. Neither
285. a
280. True or False: The oral agreement between lord and vassal constituted a
feudal contract.
a. True
b. False
281. True or False: The feudal contract defined the duties and privileges of lords
and vassals.
a. True
b. False
282. True or False: The feudal contract provided a new form of government.
a. True
b. False
283. True or False: If the vassal broke any of the provisions of the contract, the
lord could take back the land.
a. True
b. False
284. True or False: Feudalism divided Europe into thousands of estates.
a. True
b. False
285. Western Europe was divided into large feudal estates. The estate was known
as a
a. fief
c. manor house
b. castle
d. mansion
page 285
Warfare
Causes
286. The Middle Ages was a period of
a. relative peace.
b. continuous warfare.
286. b
287. a
288. e
287. Who
a.
b.
c.
d.
e.
liked feudal wars in Europe?
nobles
clergy
peasants
artisans
merchants
288. Which statement is not true?
a. A man swears personal loyalty to a noble and becomes his vassal.
b. He pledges to bring 20 knights with him whenever his lord called him
into battle.
c. The lord gives him a fief and calls him to war.
d. The vassal gives part of his fief to 20 knights, who pledge loyalty to
him.
e. He is not their lord and they are not his vassals.
289. Which statement is not true about the early Middle Ages?
a. There was a shortage of land suitable for farming.
b. Nobles made war on each other.
c. Feudal lords engaged in continuous warfare over land.
d. Nobles built castles.
e. Knights lived in the village.
290. True or False: A knight was a warrior on horseback.
a. True
b. False
page 286
289. e
Knights lived in a castle or on
their own manor.
290. a
Castles
291. The original purpose of a castle was to serve as a
a. manor
c. fort
b. church
d. town
291. c
292. c
293. e
292. The word "castle" comes from the Latin word meaning
a. church
c. fortress
e. manor
b. mansion
d. chateau
293. Castles defended strategic places. Where was a castle not built?
a. at a river crossing
c. in a harbor
e. on a mountain
b. at a mountain passes
d. on a hillside
peak
294. a
295. b
296. a
297. a
298. d
294. True or False: A castle was always surrounded by high walls.
a. True
b. False
295. What heavy iron grate barred the gateway of a castle?
a. moat
c. battlement
b. portcullis
d. the keep
299. d
It kept them alive.
300. a
301. d
296. In medieval Europe, most castles were made out of
a. stone
c. wood
e. thatch
b. brick
d. adobe
297. In peacetime, who lived in the castle?
a. Nobility
b. Clergy
c. Peasantry
d. All of the above
e. None of the above
298. In wartime, who lived in the castle?
a. Nobility
b. Clergy
c. Peasantry
d. All of the above
e. None of the above
299. In wartime, where did the nobleman and his family hide?
a. moat
c. battlement
b. portcullis
d. the keep
300. The castle was not used as a
a. field for farming
b. a storehouse for grain
c. a barracks for soldiers
d. an armory for weapons.
e. prison for local criminals
301. A strong castle could withstand
a. a long siege
b. cannonballs
c. Both
d. Neither
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The purpose of a knight
302. All of the following statements about the knight are true, except:
a. In French, cheval means “horse.”
b. In French, chevalier means “horse soldier.”
c. Knights rode horses into battle.
d. Knights formed the cavalry.
e. A knight was also trained to fight in the infantry.
303. All of the following statements about English knights are true, except:
a. In England, the first knights arrived in 1066.
b. William the Conqueror introduced knights to England.
c. The knight was the vassal of a lord.
d. The lord provided armor and horses for all of his knights.
e. A knight is not a member of the nobility.
304. Who
a.
b.
c.
d.
e.
provided the knight with his armor, weapons, and horse?
The King
The Lord
The Knight
The Church
The Serf
305. The feudal knight was a member of the
a. infantry
b. cavalry
306. The feudal knight used all of these weapons, except:
a. dagger
b. sword
c. mace
d. battle-axe
e. bows and arrows
307. If a European knight dishonored himself in battle,
a. he fell on his sword.
b. his sword was broken.
308. True or False: Each knight wore his family crest on his shield.
a. True
b. False
309. True or False: The knight’s face was covered, so only his coat of arms identifies him.
a. True
b. False
310. True or False: After a great battle, minstrels sang about the heroic deeds of
the knights.
a. True
b. False
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302. e
303. e
304. b
305. b
306. e
The European knight was not
an archer. The Japanese samurai warrior was. He did archery
and archery on horseback.
307. b
The Japanese samurai fell on
his sword.
308. a
309. a
310. a
Who
311. Who
a.
b.
c.
d.
could become a knight?
the son of a nobleman
the son of a peasant
Both
Neither
311. a
312. c
313. a
314. a
312. A man became a knight by
a. birth
b. bravery on the battlefield
c. Both
d. Neither
315. b
Training
313. True or False: A child who wanted to become a knight had to leave home
and go live with a nobleman.
a. True
b. False
314. At _______ you were a page; at _______, you were a squire.
a. 7; 14
b. 14; 21
315. Put the terms in the correct order.
A. Knight
B. Page
C. Squire
a.
b.
c.
d.
e.
A, B, C
B, C, A
C, B, A
C, A, B
B, A, C
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316. At what point did a person begin to learn about chivalry?
a. as a page
b. as a squire
c. as a knight
316. b
A page did learn about etiquette. The full chivalry thing
was learned by the squire.
317. a
317. True or False: A squire is an apprentice knight.
a. True
b. False
318. As a squire, you ride into battle with your master.
a. True
b. False
319. True or False: In feudal wars, there were 14-year-olds on the battlefield.
a. True
b. False
320. True or False: A squire could be knighted on the battlefield.
a. True
b. False
321. A man became a knight
a. at a ceremony.
b. on the battlefield.
c. Both
d. Neither
The Ceremony
322. The night before, the knight held a _______ at Church, praying that he would
use his weapons in an honorable manner.
a. vigil
c. interdiction
b. investiture
d. deposition
323. The knighthood ceremony was known as
a. vigil
c. interdiction
b. investiture
d. deposition
324. He knelt, was tapped on the shoulder with a sword, and was told : “I dub you
knight.” This ceremony was known as the
a. vigil
c. interdiction
b. investiture
d. deposition
325. True or False: The ceremony for knighthood was expensive; only sons of
very wealthy nobles could afford to become knights.
a. True
b. False
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318. a
Amazing, eh?
319. a
Squires were on the battlefield
and the youngest squires were
14.
320. a
321. c
322. a
323. b
324. b
325. a
Jousts & Tournaments
326. Knights participated in jousts and tournaments in ________.
a. wartime
b. peacetime
326. b
327. c
328. d
327. The primary purpose of jousts and tournaments was to
a. entertain the nobles.
b. provide recreation for the knights.
c. prepare for war
d. decide who would be elevated in social rank.
e. win favor from the ladies.
328. Who
a.
b.
c.
d.
e.
329. d
330. e
331. a
set standards of behavior for a knight?
His lord
The Church
The Lord
The code of chivalry
The King
329. A teenager who was an apprentice knight was known as a
a. baron
b. duke
c. count
d. squire
e. page
330. The training for a knight included all of the following, except:
a. hunting
b. horsemanship
c. jousts and tournaments
d. chivalry and etiquette
e. Latin and the liberal arts
331. When two knights on horseback practice combat, it is a _____________;
When two groups on horseback practice combat, it is a ____________.
a. joust; tournament
b. tournament; joust
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Chivalry
332. True or False: A knight pledged to use his weapons for only sacred causes
and ideals.
a. True
b. False
332. a
333. a
334. a
333. True or False: A knight pledged to protect defenseless women, children, and
old people.
a. True
b. False
335. b
The Crusades were called by
the Pope.
334. True or False: A knight pledged to die for the Church and its religious beliefs.
a. True
b. False
336. e
335. The knight actually died for the Church during the
a. Norman Invasion
b. Crusades
c. Black Death
d. Hundred Years’ War
e. All of the above
338. a
It was a set of ideals. Not
everybody could live up to
them.
336. The word chivalry comes from cheval, which means
a. sword
c. helmet
e. horse
b. armor
d. shield
337. b
339. d
This was a no-brainer.
340. a
341. a
342. b
337. The code of chivalry defined behavior for the
a. king
c. peasant
b. knight
d. merchant
338. Chivalry was the ________ behavior of the knight.
a. expected
b. actual
339. Chivalry meant that the ideal knight should be all of the following, except:
a. courageous
b. loyal
c. honorable
d. discourteous
e. gallant
340. True or False: Chivalry meant that the ideal knight should defend the Church.
a. True
b. False
341. True or False: Chivalry meant that the ideal knight should be gentlemanly
toward women.
a. True
b. False
342. According to chivalry, the Knight made war
a. for his own personal gain.
b. to defend others.
c. Both
d. Neither
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343. The Knight was supposed to defend
a. his lord
b. the Church
c. the weak and defenseless
d. All of the above
e. Only A and B
343. d
344. The Knight was supposed to defend
a. his lord
b. the Church
c. the honor of ladies
d. All of the above
e. Only A and B
347. c
344. d
345. c
His lord and his Lord.
346. d
348. a
349. e
350. e
345. The Knight served as a vassal of
a. his lord.
b. the Lord.
c. Both
d. Neither
346. All of the following statements about knights are true, except:
a. A true knight had to undertake a difficult quest.
b. Some knights searched for the Holy Grail.
c. Some knights travelled to the Holy Land and tried to recapture
Jerusalem from the Muslims.
d. All of the above
e. None of the above
347. All of the following statements about knights are true, except:
a. A knight defended the defenseless.
b. A true knight could never fight with a peasant.
c. A true knight must show mercy to peasants.
d. All of the above
e. Only A and C
348. True or False: A true knight sought out adventures in which he could fight
evil-doers, right wrongs, and defend the helpless.
a. True
b. False
349. According to chivalry, a knight was to be all of the following, except:
a. Follow the rules of warfare and fight fair.
b. Keep his promises, even if it took a lifetime.
c. Love honor for honor’s sake.
d. Behave like a gentleman toward women.
e. Risk his life to protect towns and townsmen.
350. All of the following statements about knights are true, except:
a. Knights engaged in courtly love.
b. When just a squire, he learned music and poetry.
c. When a knight fell in love with a lady, he sang to her.
d. A knight gave presents to his lady.
e. Knights did not invent modern romance.
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Literature
351. d
351. Who
a.
b.
c.
d.
e.
defined, explained and popularized chivalry?
The nobility
The Church
The knights themselves
Minstrels and troubadours
Ladies
352. What book told of the heroic deeds of Anglo-Saxon warriors?
a. Beowulf
b. The Song of Roland
c. El Cid
d. The Divine Comedy
e. The Canterbury Tales
353. What book told of the heroic deeds of French knights?
a. Beowulf
b. The Song of Roland
c. El Cid
d. The Divine Comedy
e. The Canterbury Tales
354. Why
a.
b.
c.
d.
e.
f.
g.
page 294
did troubadours sing about knights and battles?
People could not read.
It was the only way that the average person learned about events.
Oral history is a way of transmitting history and culture
from one generation to the next.
The minstrels were like the griots of West Africa.
The barbarian tribes had a history of storytelling and singing their
history.
All of the statements are true.
None of the statements are true.
352. a
353. b
354. f
Results
355. In medieval Europe, what was the single biggest influence on people?
a. chivalry
c. religion
b. warfare
d. the lord of the manor
355. c
356. a
357. b
356. True or False: Chivalry softened the brutal feudal system.
a. True
b. False
357. True or False: Knights always lived up to the ideals of chivalry.
a. True
b. False
358. e
359. a
360. c
Just the reverse.
358. All of the following were the result of chivalry, except:
a. A new relationship arose between men and women.
b. Gallantry changed the the relationship between men and women.
c. For the first time, men were attentive and polite to women.
d. The “Knight in Shining Armor” became the woman’s ideal.
e. Medieval men always lived up to the ideals of chivalry.
359. True or False: Chivalry was a common theme in medieval literature.
a. True
b. False
360. Knights and chivalry died out for all of the following reasons, except:
a. New technology for warfare arose during the Hundred Years’ War.
b. Crossbows pierced armor and put an end to knights.
c. The cavalry put an end to the infantry.
d. Peasants with pikes put an end to horses.
e. Gunpowder and cannons put an end to castles.
page 295
Manorialism
Definition
361. Manorialism is primarily a(n) _________ system.
a. political
c. social
e. military
b. economic
d. religious
362. True or False: The inhabitants of a manor produced almost everything they
needed.
a. True
b. False
363. True or False: A manor was a self-sufficient economic unit.
a. True
b. False
361. b
362. a
363. a
364. b
365. a
366. a
367. a
368. a
364. A manor _______ on trade with other manors.
a. depended
b. did not depend
Causes
365. True or False: When Rome fell, Europe’s economic system disintegrated.
a. True
b. False
366. True or False: When Rome fell, trade ended.
a. True
b. False
367. True or False: When Rome fell, business and industry came to a halt.
a. True
b. False
368. True or False: When Rome fell, people stopped using money.
a. True
b. False
369. The manor provided its inhabitants with
a. food
b. clothing
c. shelter
d. All of the above
e. None of the above
370. The manor provided
a. safety
b. justice
c. jobs
d. social life
e. All of the above
page 296
369. d
370. e
How it worked
371. c
371. The manorial system depended upon
a. Fishing
b. Hunting
c. Farming
d. Trade
e. Industry
372. a
373. b
There was no money.
374. a
375. a
372. Who
a.
b.
c.
d.
was the landholder?
the nobility
commoners
both
neither
373. True or False: Under feudalism, peasants were paid wages to work the land.
a. True
b. False
376. a
377. e
378. e
There was trade in the town,
not on the manor.
379. a
374. True or False: The peasants were dependent on the lord for military protection and land to grow food.
a. True
b. False
375. True or False: The lord’s power and wealth depended on the peasants who
worked his land.
a. True
b. False
376. True or False: Peasants had to pay the lord for using his mill, oven, winery
and brewery. They paid in food.
a. True
b. False
377. Who
a.
b.
c.
d.
e.
paid rent for their lands?
Knights
Clergy
Peasants
Serfs
Freemen
378. On the feudal manor, who ran the marketplace and engaged in trade?
a. Nobility
b. Clergy
c. Peasants
d. All of the above
e. None of the above
379. A person who travels about selling things from his backpack is a
a. peddler
b. merchant
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380. The manorial system provided military protection and a cultural life. Where?
a. manor house
b. church
c. farmland
d. pasture
e. forests
f. rivers
g. village
381. The manorial system provided food for livestock. Everyone was allowed to
use this part of the manor to feed their livestock.
a. manor house
b. church
c. farmland
d. pasture
e. forests
f. rivers
g. village
382. The manorial system provided crafts and services. Where would you find
them?
a. manor house
b. church
c. farmland
d. pasture
e. forests
f. rivers
g. village
383. Which were for the exclusive use of the nobility?
a. manor house and church
b. farmland
c. pasture
d. forests and rivers
e. village
page 298
380. a
381. c
382. g
383. d
Farming
384. Where did the peasants live?
a. manor
c. village
b. castle
d. town
385. True or False: Peasants walked to the fields outside the village.
a. True
b. False
386. All of the following statements about peasants are true, except:
a. They grew grain - oats, barley, rye.
b. They worked the lord’s fields and gave him the full harvest.
c. They worked their own fields and reaped the harvest.
d. They had their own gardens and raised chickens for meat and eggs.
e. They fished and hunted for wild game.
387. Which statement best describes farming on the manor?
a. The peasant worked his own plot of land.
b. The peasant worked the lord’s farmland.
c. The lord worked his own domain.
d. All the statements are true.
e. Only A and B
384. c
385. a
386. e
Fishing and hunting were only
for the nobility.
387. d
388. a
389. c
390. e
The ox was Old School. The
horse was new.
391. b
392. d
393. b
388. Fallow land is land that is not ___________.
a. planted to grow crops
b. suitable for farming.
389. In the three-field system, why was one field left fallow?
a. There was a shortage of peasants.
b. There was a shortage of work animals to pull the plow.
c. There was no fertilizer.
390. All of the following improvements were made in farm technology, except:
a. water power to drive mills
b the horse collar and harness
c. horseshoes
d. draining swamps and clearing forests
e. the use of oxen
391. True or False: The peasant gave 10% of his harvest to the Church. This was
known as the
a. fief
c. license
e. demesne
b. tithe
d. vigil
392. Livestock graze in the _______.
a. woodlands
c. forest
b. wetlands
d. pasture
393. When the crops are collected, this is known as
a. planting
b. harvest
page 299
394. All of the following increased food production, except:
a. The 3-field system
b. the harness
c. the horse
d. the ox and oxen
e. the Guernsey cow
395. For the first time in history, ________ were used for farmwork.
a. ox
c. horses
b. sheep
d. elephants
396. All of the following statements are true, except:
a. For centuries, oxen were used to plow the fields.
b. In the 900s, a new type of harness was introduced.
c. For the first time, horses could be used to plow the fields.
d. A horse can pull a plow 3 or 4 times faster than an ox.
e. All of the statements are true.
397. Under feudalism, which statement is true?
a. Food production increased.
b. The population increased.
c. Both
d. Neither
398. All of the following statements are true, except:
a. People ate better, so they lived longer.
b. Families could feed their children, so they had more children.
c. Europe’s population took a big leap.
d. As the manor got crowded, peasants moved to the towns.
e. Towns decreased in population.
399. A serf is another name for a
a. nobleman
c. peasant
b. clergyman
d. merchant
400. Which story describes the life of a medieval peasant?
a. Everyman
b. Piers Plowman
c. Robin Hood
d. William Tell
e. Joan of Arc
401. Which farm animal greatly increased the production of food during the Middle
Ages?
a. the cow
c. the ox
e. the horse
b. the pig
d. the sheep
page 300
394. d
An ox could not pull as much as
a horse.
395. c
396. e
397. c
398. e
399. c
400. b
The key word is plow.
401. e
Cloth production
402. True or False: Farm animals lived indoors, along with the peasant family.
a. True
b. False
402. a
403. All of the following statements about English peasants are true, except:
a. They raised sheep.
b. They spun the wool into thread.
c. They wove the thread into woolen blankets.
d. They wore sheepskin in winter.
e. No peasant was allowed to own a spinning wheel.
404. e
Everybody could use the pasture.
404. All of the following statements about English peasants are true, except:
a. Sheep grazed on the pasture land.
b. In winter, sheep slept inside the peasant’s hut.
c. When a sheep got old, they killed it.
d. Meat from an old sheep is called mutton.
e. No peasant was allowed to graze sheep on the pasture lands
of the manor.
403. e
405. d
406. e
407. e
408. f
405. All of the following statements about English peasants are true, except:
a. They raised flax in the field.
b. They spun the thread into cloth.
c. The cloth was turned into scratchy shirts.
d. No peasant was allowed to own a spinning wheel.
e. A shirt made of flax feels a lot like burlap.
406. Every home, no matter how poor, had a
a. bed
c. chair
b. table
d. mantle
e. spinning wheel
Administration of the manor
407. How
a.
b.
c.
d.
e.
did peasants paid for things?
food
goods and services
money
All of the above
Both A and B
408. Peasants were required to do all of the following, except:
a. perform manual labor for their lords - like repairing bridges and roads.
b. to grind grain into meal, they had to pay to use the lord’s grain mill
c. to bake bread, they had to pay to use the lord’s oven.
d. to make wine, they had to pay to use the lord’s wine press.
e. to make beer, they had to pay to use the lord’s brewery.
f. All of the statements are true.
g. None of the statements are true.
page 301
409. Who
a.
b.
c.
d.
e.
managed the daily affairs of the manor?
The noble (or his wife)
The steward, bailiff, or reeve
The freemen
The peasants
The serfs
410. He was the highest official on the manor. Who was he?
a. steward
c. reeve
e. serf
b. bailiff
d. freeman
411. He was the supervisor; he directed farming, and collected feudal rents and
taxes.
a. steward
c. reeve
e. serf
b. bailiff
d. freeman
412. He was a foreman, he oversaw the work of peasants. He helped the bailiff.
a. steward
c. reeve
e. serf
b. bailiff
d. freeman
413. True or False: In England, the reeve of the shire (county) became known as
the sheriff.
a. True
b. False
414. Who
a.
b.
c.
d.
e.
administered justice on the manor?
At first, it was the nobleman who held court.
Later, it became the noble’s man, the sheriff.
Both are true
Neither are true
Only A is true
415. True or False: Law and justice varied from manor to manor.
a. True
b. False
Women’s Rights
416. True or False: The lady of the manor had no legal rights.
a. True
b. False
417. The property that a woman brought to her husband at marriage was known
as a
a. tithe
c. investiture
b. dowry
d. spinning wheel
418. True or False: If a noblewoman did not bear a son, her husband could
divorce her.
a. True
b. False
page 302
409. b
410. a
411. b
412. c
413. a
414. c
415. a
416. a
417. b
418. a
Serfdom
419. True or False: The serf had no rights that the lord was bound to obey.
a. True
b. False
420. Who
a.
c.
d.
d.
e.
believed peasants had certain God-given rights?
St. Augustine
Gregory VII
Urban II
St. Francis of Assisi
St. Thomas Aquinas
419. a
420. e
He believed in “Natural Law.”
421. e
422. d
Peasants were strongly
Christian.
423. a
421. All of the following statements about serfs are true, except:
a. A serf had a job for life.
b. He had no rights and could not leave.
c. He was bound to the soil.
d. He could not leave the manor.
e. The nobles regarded him as citizen who was entitled to rights.
422. Which best describes the serf?
a. educated
b. unemployed
c. superstitious
d. pagan
e. dependent
424. a
425. e
426. a
Lords and vassals were part of
the feudal system.
427. b
423. True or False: Nobles regarded serfs as property.
a. True
b. False
424. True or False: Nobles regarded serfs as they would livestock.
a. True
b. False
425. During the early Middle Ages, peasants were ______ of the population.
a. 25%
c. 50%
e. over 90%
b. 33%
d. 75%
426. True or False: Peasants had no role in the feudal system.
a. True
b. False
427. True or False: Nobles were usually humane toward peasants on the manor.
a. True
b. False
page 303
Life on the Manor
Shelter
428. True or False: A manor is the exact same thing as a castle.
a. True
b. False
428. b
429. a
429. True or False: A manor was a fortified structure.
a. True
b. False
430. b
430. Peasants lived in the
a. manor house
b. village
432. e
431. The manor house was not
a. big
b. damp
c. drafty
d. lighted by candles
e. heated by furnaces
431. e
433. a
434. b
435. b
436. e
Merchants were considered to
be VERY lowly.
437. c
432. A tapestry was not
a. a rug
b. decoration
c. insulation
d. textile art
e. put on the floor
433. A tapestry kept the _______ warm.
a. walls
b. floors
434. The average peasant home was made out of
a. stone
c. straw
e. adobe
b. wood
d. brick
435. The material used to cover the roof of a peasant’s home was
a. flax
c. wood
b. thatch
d. burlap
436. Even in dull times, the manor was loaded with people. Who did not stay at
the manor house?
a. several generations of family
b. live-in priests
c. a company of soldiers
d. a number of visitors
e. travelling merchants
437. Who
a.
b.
c.
d.
e.
page 304
lived in the peasant’s home?
several generations of family
farm animals
Both
Neither
Only A
438. All of the following statements about the peasant’s home are true, except:
a. It was a wooden hut.
b. It had a thatched roof.
c. Thatch is straw.
d. It had a dirt floor.
e. It had a fireplace with a chimney.
439. Which item in a peasant home was uniquely medieval?
a. table
c. sofa
b. chair
d. spinning wheel
438. e
Not necessarily. The hut often
had a hole in the roof for the
smoke to go out. A hole is not a
chimney.
439. d
440. c
That scratchy shirt.
441. e
442. a
Clothing
440. In summer, peasants wore clothing made out of
a. silk
b. cotton
c. flax
d. linen
e. wool
443. b
After Crusaders went to the
Middle East, traders brought
back silk from the Far East =
China.
444. d
Grains for bread, beer, porridge.
441. In winter, peasants wore clothing made out of
a. silk
b. cotton
c. flax
d. linen
e. wool
445. c
446. a
442. True or False: Noblemen wore stockings.
a. True
b. False
443. After
a.
b.
c.
d.
e.
the _________, nobles wore silk.
Norman Conquest
Crusades
Black Death
Hundred Years’ War
Reconquista
Food
444. What was the peasant’s main food?
a. fish
c. potatoes
b. game
d. grain
e. corn
445. Which statement is true?
a. On the manor, all of the game belonged to the lord.
b. A peasant needed permission (a license) from the lord
to go hunting or fishing.
c. Both
d. Neither
446. Who
a.
b.
c.
d.
went hunting in the lord’s forest?
nobles
peasants
Both
Neither
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447. Who
a.
b.
c.
d.
went fishing in the lord’s stream?
nobles
peasants
Both
Neither
447. a
448. c
449. e
450. a
448. In the castle's great hall, they held gigantic feasts. Who was not invited?
a. nobility
b. clergy
c. peasantry
d. All of the above
e. only A and C
Entertainment
449. At a medieval feast, people were entertained by everyone except:
a. troubadours
b. minstrels
c. jugglers
d. jesters
e. dancers
450. True or False: A jester was a medieval comedian.
a. True
b. False
451. A poet-musician who composed and sang love songs was a
a. troubadour
b. minstrel
452. A man who travelled from place to place, entertaining people was a
a. troubadour
b. minstrel
453. True or False: During the 1100s, troubadours arose in France and the tradition spread to England.
a. True
b. False
454. True or False: Nobles were the first to write poetry and sing songs that did
not deal with religion.
a. True
b. False
455. Which musical instrument was not played in medieval Europe?
a. lute
b. flute
c. fiddle
d. zither
e. dulcimer
f. bagpipe
g. piano
456. Which board game was the favorite game of knights?
a. checkers
c. Go
b. chess
d. parchesi
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451. a
452. b
453. a
454. a
455. g
456. b
457. Which musical instrument was the favorite of minstrels and troubadours?
a. lute
b. flute
c. fiddle
d. zither
e. dulcimer
f. bagpipe
g. piano
457. b
458. On a winter’s day, where would you find the noble woman?
a. reading a book
b. at her spinning wheel
462. a
458. b
Most nobles could not read.
459. b
460. b
461. a
463. a
464. a
459. In the late Middle Ages, who educated the children of the nobility?
a. the village school
b. a governess
465. a
460. On a winter’s day, where would you find the peasant woman?
a. in the fields
b. at her spinning wheel
461. True or False: Using a spinning wheel was considered women’s work.
a. True
b. False
462. True or False: For the peasants, life was drudgery, except for holidays.
a. True
b. False
463. True or False: Harvest-time was the biggest holiday.
a. True
b. False
Travel
464. True or False: Great lords and ladies spent a lot of time travelling to visit
each other.
a. True
b. False
465. True or False: Peasants rarely left the manor.
a. True
b. False
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Results
466. Feudal Europe was ______.
a. urban
b. rural
466. b
467. a
468. b
467. Under feudalism, what was the center of economic life?
a. Manor
c. Castle
b. Town
d. Cathedral
468. Which aspect of feudalism and manorialism stunted human progress?
a. The lord-vassal system
b. serfdom
c. homage
d. chivalry
e. investiture
469. All of the following statements about manorialism are true, except:
a. It was an economic system.
b. It established the methods of agriculture.
c. It governed the lives of peasants.
d. It governed the relationship between peasants and the lord.
e. It governed the relationship between the lord and his vassals.
470 True or False: Peasants from the manor eventually migrated to the towns.
a. True
b. False
471. During the Middle Ages, the amount of food _________.
a. increased
b. decreased
472. True or False: As time passed, not as many peasants were needed to work
the fields.
a. True
b. False
473. True or False: As the Middle Ages progressed, fewer and fewer people were
needed to work the manors.
a. True
b. False
474. What were the benefits of manorialism?
a. It benefitted only the nobles
b. It benefitted only the peasants
c. Both
d. Neither
475. Manorialism did what?
a. It provided a livelihood and protection for the peasants.
b. It enriched the nobility.
c. Both
d. Neither
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469. e
Feudalism governed the relationship between lord and vassal.
470. a
471. a
472. a
473. a
Using technology (horse, windmill, etc), a few farmers could
produce a lot of food.
474. c
475. c
476. What did the nobility gain from manorialism?
a. land
b. wealth
c. Both
d. Neither
476. c
477. a
478. a
479. a
477. True or False: Feudalism provided government for everyone.
a. True
b. False
480. b
481. b
478. True or False: Feudalism provided everyone with political order.
a. True
b. False
482. c
479. True or False: Everyone, from serf to lord, benefitted from manorialism.
a. True
b. False
480. True or False: Feudalism provided freedom for everyone.
a. True
b. False
481. True or False: Manorialism provided freedom for everyone.
a. True
b. False
482. What was a freeman?
a. A man who bought his freedom from the feudal lord.
b. A man who ran away to a town and lived there for a year and a day.
c. Both
d. Neither
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Social Classes on the Manor
Social Status
483. In feudal Europe, what determined a person’s class status?
a. money
b. land
483. b
484. c
485. a
484. Place the social classes in order, from highest ranking to lowest:
A. Clergy
B. Peasantry
C. Nobility
a.
b.
c.
d.
e.
A, B, C
B, C, A
C, A, B
B, A, C
A, C, B
485. True or False: Under feudalism, the warrior held the highest social status.
a. True
b. False
486. True or False: Feudal Europe was full of continuous warfare, so the highest
honor went to the man with the sword.
a. True
b. False
487. King,
A.
B.
C.
duke, baron, count, knight. All of these are members of the
Clergy
Peasantry
Nobility
Social Classes
488. Peasants were ________ of the population.
a. less than 10%
b. 25%
c. 50%
d. 75%
e. over 90%
489. Peasants ________ part of the lord-vassal system.
a. were
b. were not
490. A serf was attached to the ______ .
a. lord
b. land
491. True or False: The village priest had the same standard of living as a peasant.
a. True
b. False
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486. a
487. c
488. e
489. b
490. b
491. a
492. The only educated people in medieval Europe were the ________.
a. clergy
b. peasantry
c. nobility
492. a
493. True or False: Under feudalism the king existed, but he was not powerful.
a. True
b. False
495. b
494. True or False: In feudal Europe, a peasant could own land.
a. True
b. False
497. a
495. In feudal Europe, who ruled the land?
a. the king
c. the clergy
b. the nobility
d. the peasantry
499. a
493. a
494. b
496. b
498. a
e. the merchant class
496. Barons, dukes, counts, knights were all members of
a. the king
c. the clergy
e. the merchant class
b. the nobility
d. the peasantry
500. a
501. a
502. b
497. True or False: Bishops and archbishops lived like the nobility.
a. True
b. False
Social Mobility
498. Medieval Europe was a society of
a. fixed classes.
b. social mobility.
499. True or False: In medieval society, you were born into your social class and
remained there all your life.
a. True
b. False
500. True or False: The nobility was hereditary.
a. True
b. False
501 True or False: A peasant could become a member of the clergy.
a. True
b. False
502. True or False: A peasant could become a member of the nobility.
a. True
b. False
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The Rise of Towns
The Causes
503. True or False: The revival of international trade caused the rise of towns.
a. True
b. False
504. What revived international trade?
a. feudalism
b. the manor
c. the Crusades
d. the Church
e. the Black Death
503. a
504. c
505. d
506. e
507. a
508. a
509. e
505. Which city became the center of trade between Europe and the Middle East?
a. London
b. Paris
c. Rome
d. Venice
e. Constantinople
506. All of the following statements about trade are true, except:
a. Peasants sold their surplus food and crafts at the marketplace.
b. Peasants made money.
c. Merchants began selling foreign goods at the marketplace.
d. Once a year, they held an international fair at the marketplace.
e. All of the statements are true.
507. A(n) ________ in population caused the rise of towns.
a. increase
b. decrease
508. During the Middle Ages, serfs migrated
a. from the manor to the town.
b. from the town to the manor.
509. Why
a.
b.
c.
d.
e.
did towns rise? For all of these reasons, except:
The feudal system provided peace, order, and stable local government.
Merchants felt safe to travel along the rivers and roadways.
Merchants and craftsmen began to live in the town permanently.
The population increased and folks moved into towns to get jobs.
All of the statements are true.
510. What did serfs begin to do in the 1100s?
a. They ran away from the manor.
b. They moved into the town.
c. Both
d. Neither
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510. c
511. Serfs left the manor for ________ reasons.
a. economic
b. political
c. social
d. All of the above
e. None of the above
512. All of the following were economic reasons for the peasant to leave the
manor, except:
a. High feudal rents and taxes
b. This left them penniless.
c. Turned over their best food (grain, wine) to the lord.
d. Paid rents and taxes in food
e. High taxes meant less food to eat
511. d
512. b
They paid in food and services.
513. c
He always shared.
514. c
515. b
516. a
517. b
513. All of the following were economic reasons for the peasant to leave the
manor, except:
a. The lord required them to bake their bread in his ovens.
b. The lord required them to make wine in his presses.
c. The lord never charged peasants for using his ovens and presses.
d. They lived in crude huts and slept on straw, while the lord lived in a
grand manor.
e. All the fish and game belonged to the lord.
514. Which statement best describes the political position of the serf?
a. On the manor, he was not a free man and had no political rights.
b. In the town, he was a free man and had political rights.
c. Both
d. Neither
515. Which statement best describes the social life of the peasant?
a. The lords and ladies welcomed him to all feasts and entertainments
of the manor.
b. Except for a few festivals, living on a manor was boring.
c. Both
d. Neither
516. If you wanted to go to school, the town was the place to be. Who set up
schools?
a. The Church
b. The guild
517. True or False: If you wanted a job, the town was the place to be. Who set up
job training programs with apprenticeships?
a. The Church
b. The guild
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518. What motivated the serf to leave the manor?
a. economic opportunity
b. personal freedom
c. improved social status
d. only A and B
e. All of the above
519. Put these events into chronological order:
A. trading centers grew into towns
B. towns became chartered as independent
C. The Crusades
D. the revival of international trade
E. trading centers were established
a.
b.
c.
d.
e.
A, B, C, D, E
B, C, D, E, A
C, D, E, A, B
D, E, A, B, C
E, A, B, C, D
The Town Site
520. Medieval towns usually arose
a. as seaports along the coast.
b. at the foot of a castle.
c. on the bank of a major river.
d. near the capital city.
e. along a trade route of the old Roman Empire.
521. True or False: Medieval towns were surrounded by walls.
a. True
b. False
522. All of the following statements about medieval towns are true, except:
a. Towns first arose in the 1100s.
b. Towns arose outside the walls of castles.
c. Craftsmen and merchants lived in the towns.
d. Peasants left the manor and moved to town.
e. Merchants travelled from town to town with ease.
523. Where did towns arise? At all the following places, except:
a. Castles became castle towns.
b. Castles were built as forts to guard geographic spots.
c. At a narrow spot at a river, where folks crossed the river.
d. At a narrow mountain pass, where invaders might march through.
e. On a mountain peak overlooking the valley.
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518. e
He made money.
He became a freeman.
He joined the new middle class.
519. c
It started with the Crusades.
520. b
521. a
522. e
It was dangerous on the roads.
This is where we get the phrase
“highway robbery.”
523. e
Nope. The villagers have to get
inside the castle in a hurry.
They don’t have time to climb
up a mountain peak.
What the town looked like
524. All of the following statements about medieval towns are true, except:
a. It was surrounded by a wall.
b. It was about one square mile.
c. It was crowded.
d. It began at the center and just spread outward.
e. It was a planned city.
525. True or False: When the city became too crowded, the city fathers knocked
down the city walls and expanded the city.
a. True
b. False
526. What lies in the center of town? All of these things, except:
a. The cathedral
b. The government building
c. Homes of the wealthiest merchants
d. Homes of the poorest craftsmen
e. The marketplace
524. e
525. a
526. d
Poor people lived on the fringe
of the city.
527. d
528. e
529. a
530. a
531. b
527. Which was not a feature of streets in a medieval town?
a. narrow
b. crooked
c. dark
d. clean
e. crowded
528. Which was not a feature of houses in a medieval town?
a. tall
b. attached
c. built in rows
d. close to the street
e. fire-proof
529. What natural hazard befell many medieval towns and cities?
a. fires
b. hurricanes
c. earthquakes
d. tornadoes
e. volcanoes
530. True or False: Wealthy merchants travelled with their servants.
a. True
b. False
531. Which was not an attractive feature of the town?
a. recreation
b. sanitation
c. education
d. occupations
e. opportunity
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532. All of the following statements about buildings in town were true, except:
a. There was limited space inside the walled city.
b. Buildings and houses were tall - up to five stories high.
c. Buildings were close to one another and close to the street.
d. Poor people lived in wooden homes.
e. Rich merchants lived in homes made of thatch.
533. All of the following statements about merchants’ homes were true, except:
a. They were one-story high.
b. They were made of brick, stone, and cement.
c. A store, office or workshop was on the first floor.
d. The merchants’ family lived on the second and third floors.
e. Household servants lived in the attic or top floor.
534. True or False: The poorest people always lived on the top floors; there were
no elevators so people had to walk up several flights of stairs.
a. True
b. False
535. True or False: It was dangerous to live in a medieval town.
a. True
b. False
536. Why
a.
b.
c.
d.
e.
did so many towns burn down? All the reasons are true, except:
Many buildings were made of wood.
They were heated by fireplaces.
They were lighted by candles.
Streets were lighted by gaslight.
Fire departments were not efficient.
537. Which killed more people?
a. Fires
b. Disease
538. During the Black Death, the bubonic plague killed what % of people in the
cities?
a. less than 10%
c. 50%
b. 25%
d. over 90%
539. Which was hit harder by the Black Death?
a. towns
b. manors
540. When the Black Death hit, where did the rich people go?
a. towns
b. manors
page 316
532. e
533. a
534. a
535. a
536. d
Natural gas came later.
537. b
538. c
539. a
540. b
Entertainment in Town
541. Towns were full of entertainment because townsmen had
a. more money
b. more leisure time
c. Both
d. Neither
541. c
542. d
Tournaments were on the
manor or at the castle.
543. a
542. Which was not an entertainment in a medieval town?
a. bear baiting
c. plays
b. puppet shows
d. tournaments
543. The first plays were put on by the ________; later, plays were put on by the
guilds.
a. church; guilds
b. guilds; church
544. Towns were full of entertainment. How could townsmen afford that?
Which statement is not true:
a. A craftsman made money.
b. Peasants never made a dime.
c. Townsmen had leisure time.
d. Peasants worked from dawn to dusk.
e. Peasants were not interested in having fun.
544. e
545. a
546. b
547. a
548. e
549. a
545. True or False: Once an apprentice finished his work for the day, he went out
on the town for entertainment.
a. True
b. False
Economics of the Town
546. Medieval towns were bustling centers of _________ activity.
a. agricultural
b. commercial
547. Before the rise of towns, people used _______; after the rise of towns, people
used _______.
a. barter; money
b. money; barter
548. All of the following statements about money in medieval Europe are true,
except:
a. Before the rise of towns, people used barter.
b. After the rise of towns, people used money.
c. At first, the Catholic Church banned Christians from lending money.
d. For centuries, the only money lenders in Europe were Jews.
e. All of the statements are true.
f. None of the statements are true.
549. Who
a.
b.
c.
d.
made the goods? The producers were _______ .
craftsmen
merchants
Both
Neither
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550. Who
a.
b.
c.
d.
bought the goods? The consumers were ________.
craftsmen
merchants
Both
Neither
550. c
551. b
552. b
553. a
551. Who
a.
b.
c.
d.
sold the goods? The __________ sold goods at stalls in the market.
craftsmen
merchants
Both
Neither
554. a
555. e
556. e
557. a
552. All of the following statements about guilds are true, except:
a. A guild was exclusive.
b. Anyone could join a guild.
c. If you did not belong the craft guild, you could not engage in that craft.
d. If you did not belong to the shoemakers’ guild, you could not make
shoes.
e. A guild limited the number of people in a craft.
553. Bakers, brewers, goldsmiths, tailors, weavers, and hatmakers are all
a. craftsmen
b. merchants
c. Both
d. Neither
554. Who
a.
b.
c.
d.
worked in the workshops?
craftsmen
merchants
Both
Neither
555. All of the following statements about becoming a shoemaker are true, except:
a. You had to join the guild.
b. They would not admit you if they already had too many shoemakers.
c. If you were admitted, they sent you to the guild school to learn
the craft.
d. All of the statements are true.
e. Only A and B are true.
556. All of the following statements about the apprentice are true, except:
a. You had to live in the master craftsman’s house.
b. You had to spend 5-10 years learning the craft.
c. You were paid no wages.
d. You were given food and clothing.
e. The master was usually kind to the apprentice.
557. Which statement is not true?
a. After your apprenticeship, you automatically became a shoemaker.
b. You had to exhibit a sample of your work in front of the guild.
c. It was called your master piece.
d. If it was a great pair of shoes, they let you into the guild.
e. You then became a master shoemaker.
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558. All of the following statements about an apprentice are true, except:
a. He had to live in the master craftsman’s house.
b. He spent many years learning the craft.
c. He was paid no wages.
d. He was given food and clothing.
e. He was treated very nicely.
559. All of the following statements about a master craftsman are true, except:
a. After a certain number of years, the craftsman automatically became
a member of the guild.
b. He exhibited a sample of his work.
c. This was often called his “master piece.”
d. He opened up his own workshop.
e. He took on new apprentices.
558. e
559. a
560. a
561. d
562. a
563. c
564. b
560. Before the rise of towns, people used _____; after the rise of towns, people
used _____.
a. barter; money
b. money; barter
561. Put these events in chronological order:
A. With the rise of towns, the Church changed its policy.
B. Banks began to open in European towns.
C. Some of the biggest banks were in Italian cities.
D. The Catholic Church banned Christians from lending money.
E. The only money lenders in Europe were Jews.
a.
b.
c.
d.
e.
A, B, C, D, E
B, C, D, E, A
C, D, E, A, B
D, E, A, B, C
E, A, B, C, D
Social Classes in the Town
562. If you lived in a town for a year and a day, you would become a(n)
a. freeman
b. apprentice
c. journeyman
d. master craftsmen
e. merchant
563. Which new class arose in medieval towns?
a. The aristocracy
c. The middle class
b. The papacy
d. The class of serfs
564. The middle class arose during the ________________.
a. ancient civilizations
b. Middle Ages
c. Renaissance
d. Age of Exploration
e. after the French Revolution
page 319
565. The middle class arose as a result of ___________.
a. farming
b. trade and industry
565. b
566. b
567. a
566. The middle class arose as a result of ___________.
a. feudal manors
b. medieval towns
571. b
572. b
e. restaurant
569. Which is not a name for the middle class?
a. villagers on the manor
b. merchants and craftsmen
c. In Germany, it was burghers.
d. In England, it was burgess.
e. In France, the middle class was called the bourgeoisie.
570. Who
a.
b.
c.
d.
e.
were the wealthiest people in town?
peasants and serfs
barons and dukes
merchants and bankers
bishops and archbishops
artisans and craftsmen
571. While the main interest of the nobility was _______, the main interest of the
middle class was _________.
a. business; war
b. war; business
572. True or False: Feudal lords respected the middle class.
a. True
b. False
573. True or False: Wealthy merchants respected craftsmen.
a. True
b. False
574. On the manor, your class rank depended on your ________; in town, your
class rank depended on your _________.
a. wealth; birth
b. birth; wealth
575. Merchants became so wealthy that they lived in mansions and rivaled the
wealth of the feudal nobility.
a. True
b. False
page 320
569. a
570. c
567. True or False: A burg is a town.
a. True
b. False
568. A burgher is one who lives in the
a. castle
c. village
b. manor
d. town
568. d
573. b
574. b
575. a
Politics in the Town
576. All of the following statements about the early towns are true, except:
a. At first, the town was built on land owned by the feudal lord.
b. Townspeople were subject to the control of feudal lords.
c. Townspeople had to pay feudal taxes to the feudal lords.
d. Townsmen enjoyed being dependent on the lord.
e. Townsmen were rich merchants who refused to bow down to the lord.
577. All of the following statements about towns are true, except:
a. The town sat on land owned by a feudal lord.
b. Towns became independent of feudal control.
c. Each town eventually won or bought a charter to become independent.
d. Medieval towns practiced self-government.
e. The noble, however, was always the mayor of the town.
578. All of the following statements about towns are true, except:
a. A town often bought its freedom from the King.
b. The town paid taxes to the King.
c. The King signed the town’s charter.
d. The King became wealthy.
e. The King’s representative became the mayor of the town.
576. d
577. e
The town always elected its
government.
578. e
The town always elected its
government.
579. a
They were very clever.
They were the only ones with
self-government!
580. d
581. b
582. a
583. a
579. All of the following statements about the town are true, except:
a. Merchants were not clever in politics.
b. They went all out for political power:
c. The guilds banded together and raised money.
d. They bought their freedom.
e. They bought a charter from the feudal lord who owned the land
that the town sat on.
580. All of the following statements about the town are true, except:
a. Towns organized their own governments.
b. They had self government.
c. This was a BIG step forward for the common man.
d. The village governed itself.
e. The town governed itself.
581. A town with a ______ was an independent town.
a. mayor
b. charter
c. guild
d. bank
e. university
582. True or False: Who ruled the town? The townsmen.
a. True
b. False
583. True or False: Who was elected to run the town? Members of the guilds.
a. True
b. False
page 321
584 Who ran the government in a medieval town?
a. The monarchy
b. The aristocracy
c. The guilds
d. The clergy
e. The peasantry
585. True or False: Medieval towns practiced self-government.
a. True
b. False
586. Where did people practice self-government?
a. The Manor
b. The Village
c. The Town
d. The Church
587. Who
a.
b.
c.
d.
e.
page 322
ran the government in a medieval town?
The King
The Nobles
Merchants and craftsmen
Bankers
Church officials
584. c
585. a
586. c
587. c
The guilds = craftsmen and
merchants.
Kings made an alliance with towns
588. All of the following statements about kings are true, except:
a. The King was always in need of money.
b. At first, his only source of money was the nobles.
c. He became dependent on the nobles for money.
d. Later, he got tax money from the towns.
e. But he never made an alliance with the middle class.
588. e
Yes, he did.
589. True or False: What did kings and towns have in common? Both wanted to
become independent of the nobility
a. True
b. False
592. a
589. a
590. d
591. a
593. c
594. a
590. Which statement is true?
a. The King got tax money from the towns.
b. Towns got a charter.
c. Both became independent of the nobility.
d. All the statements are true.
e. C is not true.
595. c
591. When the kings and towns made an alliance, who lost power?
a. nobility
c. peasantry
b. clergy
d. middle class
592. True or False: A strong king meant a weak nobility.
a. True
b. False
593. What did the king do with his new tax money?
a. Created a strong central government.
b. Built up his army.
c. Both
d. Neither
e. Only A
594. True or False: The rise of towns helped cause the fall of feudalism.
a. True
b. False
595. Which statement is true?
a. People, money, and political power flowed to the towns.
b. People, money, and political power flowed out of the manor.
c. Both
d. Neither
e. Only A
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The Consequences of Towns
596. The rise of towns _________ feudalism.
a. strengthened
b. weakened
596. b
597. a
598. d
597. True or False: During the Middle Ages, the town replaced the manor as the
center of economic, social, and cultural life.
a. True
b. False
598. During the Middle Ages, the town replaced the manor as the center of
_______ life.
a. economic
b. social
c. cultural
d. all of the above
e. none of the above
599. During the Middle Ages, merchants became as wealthy as nobles.
a. True
b. False
600. For the first time in world history, towns gave rise to a new class. It was the
a. nobility
c. peasantry
b. clergy
d. middle class
601. During the late Middle Ages, merchants rivaled nobles in wealth and power.
a. True
b. False
602. True or False: Towns gave people experience in self-government.
a. True
b. False
603. All of the following statements about medieval towns are true, except:
a. Each craft had its own guild.
b. The guilds banded together and got a charter.
c. The charter made the town politically independent:
d. Each town elected its own government.
e. Guild members were not elected to town government.
604. How
a.
b.
c.
d.
e.
did trade affect life in the Middle Ages? In all these ways, except:
Use money
Travel
Think about the larger world
Exchange new ideas
Practice self-government.
605. True or False: Eventually, the middle class will challenge the political power
of the nobility.
a. True
b. False
606. True or False: Towns increased a King’s power and wealth.
a. True
b. False
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599. a
600. d
601. a
602. a
603. e
Yes, they wee.
604. e
Trade did not automatically lead
to selfgovernment.
605. a
606. a
The Pope
The Church was feudal
607. True or False: The average person in medieval Europe swore loyalty to the
Catholic Church.
a. True
b. False
607. a
608. a
609. a
608. True or False: The Catholic Church was extremely wealthy.
a. True
b. False
610. a
611. c
609. True or False: In medieval Europe, land was power.
a. True
b. False
610. True or False: The Catholic Church was the biggest landowner in Europe.
a. True
b. False
612. b
613. d
611. The Catholic Church became wealthy because of
a. grants of land from the nobility.
b. tithes from peasants.
c. Both
d. Neither
The definition
612. The Pope was the bishop of what city?
a. Jerusalem
b. Rome
c. London
d. Venice
e. Constantinople
613. Who
a.
b.
c.
d.
e.
chose the Pope?
the Roman mob
the King of Italy
the King of Germany
the College of Cardinals
Both B and C
page 325
Popes and Kings cooperated
614. By what right did the King rule the country?
a. Might makes right.
b. Divine right
615. All of the following statements about the Church are true, except:
a. Barbarian kings ruled by military might.
b. Barbarian tribes converted to Christianity.
c. A new custom arose: Coronation of the king.
d. The Pope crowned the king.
e. The king was higher than the Church.
616. Who
a.
b.
c.
d.
e.
was the first king to cooperate with the Pope?
Charlemagne
Emperor Henry IV
William the Conqueror
King John
Ferdinand & Isabella
617. The first barbarian kings to embrace Christianity were the
a. Anglo-Saxons
b. Franks
c. Vikings
618. The first barbarian king to be crowned by the Pope was
a. Charlemagne
b. William the Conqueror
c. Henry II
d. King John
e. Elizabeth I
619. All of the following statements about Charlemagne are true, except:
a. He cooperated with the Church
b. He protected the Church and extended its power.
c. He allowed priests to accompany his armies as they swept through
Europe.
d. He encouraged priests to convert everyone along the way.
e. He did not want his enemies to become Christians.
620. Which statement about Charlemagne is true?
a. The Pope and King worked together.
b. There was no separation of Church and State
c. Both
d. Neither
e. Only A is true.
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614. b
615. e
The Pope crowned the King. In
a certain sense, the Pope controls who wears the crown.
616. a
617. b
Charlemagne was King of the
Franks.
618. a
619. e
Yes, he did!
620. c
621. By crowning the king, the Church supported all of these ideas, except:
a. The king had the right to rule because God wanted him to rule.
b. Only God (or the Church) could punish a king.
c. Both
d. Neither
622. The coronation of Charlemagne symbolized all of the following, except:
a. The divine right of kings.
b. He was King by the grace of God.
c. He had the Church on his side.
d. The cooperation of Church and State.
e. It did not set a precedent for all future kings.
623. All of the following statements about the Pope are true, except:
a. From then on, the Pope claimed to be supreme over Kings.
b. It was the Pope who made kings.
c. If the Pope refused to crown you, you were not king.
d. That is, folks did not regard you as king.
e. From then on, kings were independent of the Pope.
621. c
622. e
Yes, it did. Ever since, kings
and queens are crowned by the
head of the Church.
623. e
Just the reverse.
624. a
625. a
626. e
We couldn’t resist.
627. a
The last time this happened
was in 1952 when Queen
Elizabeth II was crowned.
624. True or False: The Church made a king the legitimate ruler.
a. True
b. False
625. True or False: The Church recognized William the Conqueror as the King of
England.
a. True
b. False
626. All of the following statements about coronations are true, except:
a. The coronation tradition continued right up to Napoleon in 1800.
b. He insisted that the Pope must crown him.
c. The Pope was about to put the crown on Napoleon’s head.
d. Napoleon grabbed the crown and crowned himself!.
e. Napoleon was a humble guy.
627. True or False: Even today, it is the Archbishop of Canterbury who crowns the
King or Queen of England.
a. True
b. False
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Popes and Kings clashed
628. All of the following statements about the Pope are true, except:
a. The Church was highly organized in every country.
b. From the archbishop to the local priest in the village,
everybody listened to the Pope.
c. The Pope had a power base in the king’s country.
d. As head of the Church, the Pope could challenge the power of a king.
e. The Pope never used his power to challenge the power of a king.
628. e
Yes, he did.
629. a
630. a
631. e
632. a
629. True or False: During the late Middle Ages, Kings tried to act independently
of the Pope.
a. True
b. False
630. True or False: Why did kings clash with popes? Nationalism: Kingdoms
were becoming nations and the King was becoming the symbol of the nation.
a. True
b. False
631. Kings usually clashed with Popes over the issue of church ___________.
a. rules
b. doctrines
c. teachings
d. sacraments
e. appointments
632. True or False: If you could appoint bishops and archbishops, you had control
over the Church.
a. True
b. False
Punishing the King
633. In 1073, which King clashed with the Pope?
a. Charlemagne
b. Emperor Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
634. In 1073, the Pope and the Emperor of the Holy Roman Empire clashed over
what issue?
a. rules
b. doctrines
c. teachings
d. sacraments
e. appointments
635. Which King was excommunicated and deposed by the Pope?
a. Charlemagne
b. Emperor Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
page 328
633. b
Emperor of the “Holy Roman
Empire.” In short, he ruled over
Germany. We don’t mention it
much because it was not holy, it
was not Roman, and it was not
an empire.
634. e
Whoever can appoint bishops
and archbishops can control the
Church.
635. b
636. True or False: When the King was excommunicated and deposed by the
Pope, the King’s vassals rebelled against him.
a. True
b. False
636. a
637. The Pope used all of the following against kings, except:
a. excommunication
c. deposition
b. interdiction
d. inquisition
638. b
That emperor again.
638. Which King had to stand in the snow for days before the Pope pardoned him?
a. Charlemagne
b. Emperor Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
639. Which Pope made the King stand in the snow for three days?
a. St. Augustine
b. Gregory VII
c. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
637. d
Inquisition was for heretics.
639. b
Gregory was a real hard-liner.
He stuck to his beliefs no matter what.
640. c
641. a
642. a
643. a
Whenever the Church believed
it was right, it took action.
640. When a King rebelled against the Church, the Church announced that all the
subjects in his country no longer had to be obedient to him. This was known
as
a. excommunication
b. interdiction
c. deposition
d. being burned at the stake
e. all of the above
641. True or False: When the Pope punished a King, his noble vassals would
revolt against the the King.
a. True
b. False
642. True or False: The Catholic Church banned all knights who raided churches.
a. True
b. False
643. True or False: The Catholic Church banned all knights who attacked civilians
in wartime.
a. True
b. False
page 329
644. When a noble rebelled against the Church, the Church closed all the churches on his lands. Babies could not be baptized, weddings could not be per
formed, the dead could not be buried. In medieval terms, this meant that
every soul in your jurisdiction was going to burn in hell. The people rose up
against the political leader. This was known as
a. excommunication
c. deposition
e. heresy
b. interdiction
d. inquisition
645 True or False: When the churches were closed, peasants would revolt against
the nobleman.
a. True
b. False
644. b
645. a
646. c
647. a
They held a funeral for you. You
were dead in the eyes of the
Church.
648. d
649. b
646. When the Pope deposed a King, he was no longer King. People in his kingdom were no longer obedient to his commands. This was known as
a. excommunication
c. deposition
e. heresy
b. interdiction
d. inquisition
650. a
647. True or False: When a King was excommunicated, people would not talk to
him.
a. True
b. False
653. e
648. A heretic was punished by which methods?
a. excommunication
b. the interdict
c. deposition
d. burn at the stake
e. all of the above
649. A heretic is a person who ________ the teachings of the Church.
a. supports
b. is opposed to
650. The Inquisition was active in all of these countries, except:
a. England
c. Italy
e. Spain
b. France
d. Germany
651. Most people remember the ________ Inquisition which was launched by
_________.
a. English; Bad King John
b. French; Charlemagne
c. Italian; Pope Gregory
d. German; Holy Roman Emperor
e. Spanish; Ferdinand and Isabella
652. During the Inquisition, people were ________ to extract confessions.
a. imprisoned
c. excommunicated
e. burned at the stake
b. tortured
d. deposed
653. During the Inquisition, people who refused to confess were ________.
a. imprisoned
c. excommunicated
e. burned at the stake
b. tortured
d. deposed
page 330
651. e
652. b
Results
654. The political power of the Catholic Church was sealed by which event?
a. Coronation of Charlemagne, 800
b. The Norman Invasion, 1066
c. The First Crusade, 1095
d. The Magna Carta, 1215
e. Coronation of Ferdinand and Isabella, 1492
654. a
655. e
656. c
655. All of the following statements about the medieval Church are true, except:
a. Everyone was deeply religious.
b. The Church was the largest landowner in Western Europe.
c. The Church punished religious offenders.
d. The Pope clashed with kings.
e. Religious leaders stayed out of politics.
656. Which statement is true?
a. Popes challenged the power of kings.
b. Kings challenged the power of popes.
c. Both
d. Neither
page 331
The English legal system
Definition
657. A legal system involves
a. the three branches of government.
b. laws, judges, and courts.
c. Parliament.
d. the executive, legislature, and judiciary.
e. separation of Church and State.
657. b
658. e
Nope, it varied from place to
place.
659. c
660. e
Too many courts
658. All of the following statements are true, except:
a. Under feudalism, there were a zillion courts.
b. Nobles on each manor made different decisions on legal matters.
c. Church courts often let criminals go free.
d. Towns ran their own courts.
e. From place to place, justice was always the same.
659. Which statement is true?
a. Church courts were allowing criminals to go free.
b. This was the dispute between Henry II and Thomas Becket.
c. Both
d. Neither
Too many laws
660. Which statement is not true?
a. Roman law ruled most of Europe.
b. Canon law ruled the Church
c. Feudal law ruled the nobility.
d. Common law began with the Anglo-Saxons.
e. Most laws were made by the king.
661. True or False: Roman law is what governed France, Italy, and most of
Europe.
a. True
b. False
662. When it came to England, Henry II ________ Roman law.
a. accepted
b. rejected
663. When it came to England, Henry II chose
a. Roman law ruled most of Europe.
b. Canon law ruled the Church
c. Feudal law ruled the nobility.
d. Common law began with the Anglo-Saxons.
e. Royal law was made by the king.
664. All of the following statements are true, except:
a. Henry II decided to use Roman law in England.
b. Roman law was one set of written laws.
c. It was used throughout Europe, especially France and Italy.
d. Universities in France and Italy trained lawyers in Roman law.
e. He chose the Anglo-Saxon tradition, common law,
as the law of the land.
page 332
661. a
662. b
663. d
664. a
It is ironic
665. Who
a.
b.
c.
d.
e.
established England’s legal system?
William the Conqueror
Henry II
Richard the Lion-hearted
King John
Elizabeth I
666. All of the following statements about Thomas Becket are true, except:
a. Henry II and Thomas Becket were best friends.
b. Henry II appointed Becket to be Archbishop of Canterbury.
c. The two men split over royal courts and church courts.
d. Henry II denounced Becket.
e. Henry II was murdered in the cathedral.
665. b
Do not confuse him with Henry
IV, Emperor of the Holy Roman
Empire.
666. e
Nope, Becket was murdered in
the cathedral. This was horrible
for many reasons:
1. A church is a sanctuary,
where people are safe.
2. Becket was the Archbishop
of Canterbury.
667. a
667. True or False: A cathedral is a sanctuary for people in danger.
a. True
b. False
668. Who was murdered in a cathedral?
a. Henry II
b. Becket
668. b
669. a
This is what King Henry II said,
so his knights killed the “pest” Becket.
670. a
669. True or False: A King (or President) must be careful about what he says.
He must never say: “Will no one rid me of this pest?”
a. True
b. False
671. c
It is ironic, no?
672. c
670. All the King’s men are obedient. When they hear a King make an offhand
remark, they regard it as a command.
a. True
b. False
673. e
671. Which statement about Henry II is true?
a. He established England’s legal system.
b. He caused the death of the Archbishop of Canterbury.
c. Both
d. Neither
672. Which statement about Henry II is true?
a. He established England’s legal system.
b. His son Bad King John broke every law on the books.
c. Both
d. Neither
673. Who
a.
b.
c.
d.
e.
rebelled against Henry II, the King of England?
his wife
his sons
the nobility
the Church
all of the above
page 333
Common Law
674. All of the following statements about common law are true, except:
a. It was uniform.
b. It was made by judges.
c. It violated England traditions.
d. It applied to the whole country.
e. It is used today in the United States.
675. Common law is a body of rulings made by _______ based on community
________.
a. judges; traditions
b. traditions; judges
674. c
675. a
676. b
677. b
678. a
679. b
680. a
The central court rode on
horseback from place to place.
676. When making a decision, a judge consults
a. no one
b. what past judges have ruled in a similar situation.
681. a
677. An English judge, based on local standards, ruled that killing a person in selfdefense is not murder. Ever after, judges in that community followed that
a. one-time decision
b. precedent
683. a
678. True or False: When many judges ruled the same thing, it became the law of
the land.
a. True
b. False
679. Common law is a law that
a. varies from manor to manor.
b. is universal throughout England.
680. It is called “common law" because it was a law common to all of England and
was administered by
a. a central court.
b. feudal courts at 1,000 manors.
681. Common law is made by
a. judges
b. Parliament
682. Common law is law which exists on the basis of precedents developed over
______.
a. decades
b. centuries
683. True or False: Common law is different from civil law, in which all laws are
written down.
a. True
b. False
684. Common law is the common sense of the community, crystallized and formulated over centuries.
a. True
b. False
page 334
682. b
This is why lawyers and judges
have whole walls of law books.
684. a
685. True or False: American law is based on English Common Law.
a. True
b. False
685. a
686. Lawyers have law books. What is in those law books?
a. A written set of laws.
b. Past legal cases.
687. d
Circuit Courts
687. All of the following statements about circuit courts are true, except:
a. Judges made regular tours all over the country.
b. Judges made their rulings based on past precedent.
c. Judges were strangers to the district where they held court.
d. Judges were easily pressured by the locals.
e. We use circuit courts today in the United States.
688. All of the following statements about circuit courts are true, except:
a. These were royal courts.
b. Judges rode on horseback from place to place.
c. At each place, they held trials.
d. Trials involved misdemeanors.
e. A felony is a major crime, such as murder, robbery, forgery, and arson.
686. b
688. d
Royal courts always dealt with
major crimes - felonies.
689. e
The King’s courts became the
main courts of the country.
690. a
691. c
Both are very important.
A hearing is just as important as
a trial.
692. a
693. a
689. All of the following statements about circuit courts are true, except:
a. Royal courts were regularly held at certain times and places.
b. They reduced the power of the nobles.
c. The lord no longer dispensed justice on his manor.
d. They reduced the power of the Church.
e. They reduced the power of the King.
Habeas Corpus
690. True or False: Habeas corpus was a freedom won in the Magna Carta.
a. True
b. False
691. Due process means which?
a. A hearing at the time of arrest
b. A trial to decide guilt or innocence
c. Both
d. Neither
692. Habeas corpus means which?
a. A hearing at the time of arrest
b. A trial to decide guilt or innocence
c. Both
d. Neither
693. True or False: Habeas corpus protects the individual against arbitrary arrest
and imprisonment.
a. True
b. False
page 335
694. In England, the King could have a man arrested, throw him in the dungeon,
and never bring him to trial.
a. Habeas corpus solves that problem.
b. Habeas corpus does not solve that problem.
695. In Latin, habeas corpus means “Bring me the _____.”
a. hearing
c. law
e. body
b. trial
d. jury
696. A write of habeas corpus allows
a. a judge to over-rule the King.
b. a King to over-rule the judge.
697. Habeas corpus decides whether the man should have been ________.
a. arrested in the first place
b. put on trial
698. All of the following statements about habeas corpus are true, except:
a. A judge orders the government to bring the prisoner before the court.
b. The judge decides whether or not there is sufficient evidence to
hold the man for trial.
c. If yes, he is given a trial.
d. If not, he is set free.
e. Habeas is power for the judge, not freedom for the individual.
699. True or False: Arbitrary means at the whim of the King or King’s men.
a. True
b. False
700. A write of habeas corpus allows a judge to over-rule a
a. sheriff
b. lord of the manor
c. King
d. All of the above
e. None of the above
701. True or False: The authority of the court was paramount (superior) to any
order of the King.
a. True
b. False
page 336
694. a
695. e
If you were languishing in
a dungeon, you would
very much want your
body brought before a
judge!
696. a
The King puts a guy in
the dungeon, but the
judge can release him,
saying: “King, you do not
have enough evidence to
hold him for trial.”
697. a
698. e
It is very much freedom
for the individual.
699. a
Arbitrary is a bad thing.
700. d
701. a
An Independent Judiciary
702. Habeas corpus meant that
a. judges acted independently of the King.
b. judges went along with every decision of the King.
703. What is an independent judiciary? It is all of the following, except:
a. It is a branch of government.
b. It is independent of the King and Parliament.
c. It is a system of judges.
d. Judges uphold the rule of law.
e. An independent judiciary is a bad thing.
702. a
703. e
It is a good thing. Judges
should be independent
folks who just consider
the law. The rest of the
government should not
be able to put pressure
on a judge.
704. True or False: On legal issues, the judge is superior to and independent of
the King.
a. True
b. False
704. a
705. When judges ignore the King and uphold the law, you have
a. a dependent judiciary.
b. an independent judiciary.
706. b
706. Judges are 100% independent when they
a. are paid by the King.
b. are appointed for life.
708. f
The legal system is
courts, judges, lawyers.
707. True or False: In the U.S., we have an independent judiciary.
a. True
b. False
Parliament is not part of
the legal system.
708. Which was not part of England’s legal system?
a. common law
b. trial by jury
c. circuit courts
d. habeas corpus
e. an independent judiciary
f. Parliament
Parliament makes the
law; it does not enforce it.
705. b
707. a
page 337
Trials
709. What is a duel?
a. trial by combat
b. trial by ordeal
c. trial by jury
709. a
710. The duel is the _______.
a. trial
b. punishment
712. a
711. This trial was invented by the barbarian Saxons. The accused was harmed
using fire or water - to see whether he was guilty. Back then, folks believed
that God would heal the innocent man. If his wounds disappeared within three
days, he was allowed to live. What is it?
a. trial by combat
b. trial by ordeal
c. trial by jury
714. a
712. The fire or water was the _______.
a. trial
b. punishment
713. William the Conqueror introduced this trial to England. The accused person
had to fight his accuser. Back then, folks believed that God would help the
innocent man win. What is it?
a. trial by combat
b. trial by ordeal
c. trial by jury
714. The fight is the _______.
a. trial
b. punishment
715. The accused would hold a red-hot poker or put his hand into a pot of boiling
water. If the hand healed in three days, the man was innocent. If not, he was
guilty. What is this?
a. trial by combat
b. trial by ordeal
c. trial by jury
716. The red-hot poker or the boiling water is the _______.
a. trial
b. punishment
717. The accused was thrown in a pond. If he sank, he was guilty. If he floated, he
was innocent. What was this?
a. trial by combat
b. trial by ordeal
c. trial by jury
page 338
710. a
711. b
713. a
715. b
716. a
717. b
718. Henry II introduced this trial to England. A group of locals testified at a trial.
Twelve people from the community were questioned by the judge. Their testimony (events of the crime, traditions in the community, the character of both
parties) helped the judge make his ruling. What is it?
a. trial by combat
b. trial by ordeal
c. trial by jury
719. All of the following statements about jury trials are true, except:
a. By 1300, jury trials became universal in England.
b. By 1500, a jury listened to the testimony of others.
c. They determined who was telling the truth - the accuser or the accused.
d. They decided whether the accused man was guilty or innocent.
e. The twelve jurors did not have to be unanimous that the man was guilty.
720. Which statement is true?
a. At first, a jury testified for or against a man accused of a crime.
b. Later, a jury listened to the testimony of others and decided the man’s
guilt or innocence.
c. Both
d. Neither
718. c
719. e
The jury did have to be unanimous. If there was doubt, the
man was innocent.
720. c
The jury evolved into what it is
today.
721. e
It is only recently that women
have been treated as equals.
722. b
Only a noble could judge a
noble.
723. b
721. In England, women were not allowed to sit on juries until the _____ century.
a. 16th
b. 17th
c. 18th
d. 19th
e. 20th
722. A jury of commoners _______ sit in judgement of a nobleman.
a. could
b. could not
723. Commoners sit in judgment of commoners; nobles sit in judgment of nobles.
This is known as
a. class justice.
b. a jury of your peers.
page 339
Punishments
724. A fair trial was necessary because
a. fairness is a good abstract principle.
b. if found guilty, the punishments were horrible!
724. b
725. b
726. a
725. During the Middle Ages, criminals _____ put in prison.
a. were
b. were not
726. What was the punishment for nagging your husband?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
727. What was the punishment for fighting?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
728. What was the punishment for selling rotten meat?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
729. What was the punishment for cheating a customer?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
page 340
727. b
728. c
729. d
730. What was the punishment for stealing?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
730. e
731. f
732. g
733. h
734. i
731. What was the punishment for attacking someone?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
732. What was the punishment for forgery?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
733. What was the punishment for murder?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
734. What was the punishment for rebellion against the King?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
page 341
735. What was the punishment for treason?
a. wear an iron mask
b. a fine
c. dragged through the streets
d. be put in the stocks or pillory
e. have your hand cut off
f. have your eyes gouged out
g. castration
h. hung from a tree
i. beheaded
735. i
The English Legal System
736. When a judge listens to the testimony of local people, this is known as
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
742. c
737. When judges follow precedents, this is known as __________.
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
745. d
736. c
737. a
738. d
739. b
740. b
741. e
738. When a judge holds a hearing to see why the man was arrested, this is
known as
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
739. When trials are hold at regular places and times, this is known as
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
740. When judges rode on horseback from town to town, this is known as
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
741. When judges become independent of nobles and the manor, this is known as
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
742. When a judge lets local people decide guilt or innocence, this is known as
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
743. When judges become independent of the king, this is known as
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
744. When judges make law, this is known as
a. common law
c. trial by jury
b. circuit courts
d. habeas corpus
e. independent judiciary
745. The Magna Carta gave judges the power to over-rule the king in a writ of
a. common law
c. trial by jury
e. independent judiciary
b. circuit courts
d. habeas corpus
page 342
743. e
744. a
Results
746. In England, trial courts replaced
a. feudal courts run by the nobility.
b. Church courts.
c. Both
d. Neither
747. In England, common law replaced
a. feudal law
b. canon law
c. Both
d. Neither
748. The English legal system made the English king _____ powerful.
a. more
b. less
749. A uniform set of laws and one court system made the ________ powerful.
a. King
b. Nobility
750. True or False: From the 12th century onward, the English people looked to
the king and the national government for protection and justice.
a. True
b. False
751. English justice was ________ to the Inquisition.
a. similar to
b. the opposite of
746. c
747. c
748. a
The royal courts ran the legal
system.
749. a
750. a
751. b
752. a
Henry II set up the legal system. His son, Bad King John,
broke all the laws and was
forced to sign the Magna Carta.
753. a
754. b
This is why lawyers are such a
big deal. If you lawyer does not
study past legal cases, he cannot help you at trial.
A good lawyer is a person who
hits the books!
752. True or False: England’s legal system was established before the Magna
Carta was signed.
a. True
b. False
753. True or False: The United States inherited the English legal system.
a. True
b. False
754. In the U.S., we use _______ law.
a. Roman
b. common
page 343
The Magna Carta
Definition
755. True or False: The Magna Carta marks the beginning of constitutional government in England.
a. True
b. False
756. The Magna Carta was signed during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
757. What year was the Magna Carta signed?
a. 800
b. 1066
c. 1095
d. 1215
e. 1350
f. 1453
g. 1492
758. True or False: The Magna Carta consists of seven principles of government.
a. True
b. False
759. True or False: A constitution is a system of fundamental principles of the government.
a. True
b. False
760. England’s constitutional system of government
a. was fixed forever by the Magna Carta.
b. evolved over centuries.
page 344
755. a
756. e
1215 = 13th century
757. d
758. a
759. a
760. b
Causes
761. Which King of England followed English laws and traditions?
a. William the Conqueror
b. Henry II, the great-grandson of William the Conqueror
c. King John, the son of Henry II
d. All of the above
e. Only A and B
762. “I am above the law. I ignore it and do whatever I please.” Who said this?
a. William the Conqueror
b. Henry II, the great-grandson of William the Conqueror
c. King John, the son of Henry II
d. All of the above
e. Only A and B
761. e
762. c
763. e
764. a
765. d
766. d
767. d
768. c
763. Richard the Lion-Hearted was the King of England; he spent most of his time
in __________.
a. England
c. Germany
e. the Holy Land
b. France
d. Italy
764. What happened to Richard the Lion-Hearted?
a. He died during the Crusades.
b. He captured Jerusalem from the Muslims.
765. Which English king had a reputation for being unfair?
a. William the Conqueror
b. Henry II
c. Richard the Lion-Hearted
d. King John
e. Elizabeth I
766. Who
a.
b.
c.
d.
e.
indirectly caused the Magna Carta to come into being?
William the Conqueror
Henry II
Richard the Lionheart
King John
Elizabeth I
767. King
a.
b.
c.
d.
e.
John of England did all of the following, except:
When he confiscated Church property, he broke Church law.
When he confiscated barons’ property, he broke feudal law.
When he ignored centuries of law, he broke Common Law.
All of the statements are true.
None of the statements are true.
768. To stop King John’s abuse of power, the English barons
a. drew up a list of grievances
b. made war on him
c. tried to overthrow him.
d. All of the above
e. None of the above
page 345
769. Before the Magna Carta, King John was all of the following, except:
a. an absolute monarch
b. a tyrant
c. arbitrary
d. he ruled according to the law
e. he did whatever he pleased
769. d
770. d
R is for rascal.
(Bad King John)
770. The Magna Carta was signed after which battle?
a. Battle of Tours
b. Battle of Hastings
c. Battle for Jerusalem
d. Battle of Runnymede
e. Battle of Agincourt
771. d
771. Who
a.
b.
c.
d.
e.
signed the Magna Carta?
William the Conqueror
Henry II
Richard the Lionheart
King John
Elizabeth I
775. d
R is for rascal
(Bad King John)
772. Who
a.
b.
c.
d.
e.
wrote the Magna Carta?
William the Conqueror
Henry II
Richard the Lionheart
King John
none of the above
773. Who drew up the Magna Carta?
a. The English nobility
b. The people of England
774. The Magna Carta was originally a list of _______ by the English barons.
a. rights
b. grievances
775. Where was the Magna Carta signed?
a. London
b. Hastings
c. Canterbury
d. Runnymede
e. Oxford
776. All of the following statements are true, except:
a. King John trampled on the rights of the barons.
b. Their rights had been granted by William the Conqueror in 1066.
c. The barons made war on King John; they captured the city of London.
d. King John retreated to a spot southwest of London.
e. King John willingly signed the Magna Carta.
777. To make sure that every person understood what was in the Magna Carta, it
was read in every _______ in England.
a. town hall
c. manor
e. village
b. guild
d. church
page 346
772. e
The English barons
773. a
774. b
776. e
He signed it, but not willingly.
He was forced to. He intended
to break it as soon as he signed
it.
777. d
In medieval society, the only
place that everyone went to
was the Church!
Seven Principles in the Magna Carta
778. The King has confiscated castles, lands, forests. He and his men regularly
take property and do not reimburse the people.
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
778. e
779. f
Right to a hearing.
Habeas corpus.
780. g
781. b
782. c
779. The King arbitrarily arrests people. People are arrested without a warrant
(complaint by someone), without evidence, and without witnesses. Some are
sent into exile, others just languish in prison.
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
780. The King acts as both the judge and jury. From now on, twelve honest men
will be chosen from the county to sit on the jury. The twelve must be social
equals of the accused man.
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
781. The King ignores the law of the land. The King’s men (justices, constables,
sheriffs, bailiffs) do not know, understand, or uphold the law of the land.
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
782. From now on, the barons will elect 25 barons who represent the people. If the
King violates the charter, the barons will overthrow him.
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
page 347
783. The King arbitrarily raises taxes. From now on, he cannot raise taxes unless
he consults the barons and they give their consent.
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
784. The Council of 25 Barons represents which of the Magna Carta’s seven
principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
785. Trial
a.
b.
c.
d.
e.
f.
g.
by jury represents which of the Magna Carta’s seven principles?
Limited Government
The Rule of Law
The Balance of Power
Power of the Purse
Private Property
Due Process
Judgment by Your Peers
786. Government cannot arrest you without a hearing. This represents which of the
Magna Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
787. Habeas corpus represents which of the Magna Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
page 348
783. d
Relates to money.
784. c
785. g
786. f
Habeas corpus
787. f
A hearing
788. Government cannot take your land or possessions. This represents which of
the Magna Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
788. e
789. b
790. b
791. d
relates to money
792. b
789. The King is not above the law. This represents which of the Magna Carta’s
seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
790. The President is not above the law. This represents which of the Magna
Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
791. No taxation without representation. This represents which of the Magna
Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
792. Everyone must follow the law. This represents which of the Magna Carta’s
seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
page 349
793. There are certain things a government cannot do. This represents which of
the Magna Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
794. The House of Commons represents which of the Magna Carta’s seven
principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
795. If the executive (King, President) violates his contract with the people, the
legislature will remove him from power. This represents which of the Magna
Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
796. Only a representative body can raise taxes and spend money. This
represents which of the Magna Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
797. A constitution spells out what government can and cannot do. This
represents which of the Magna Carta’s seven principles?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
page 350
793. a
794. c
795. c
796. d
797. a
Limited government:
You have rights.
So government is limited in
what it can do.
798. Power of the Purse means
a. The King must respect peoples’ rights.
b. The King must obey the law.
c. The King must share power with a Council of Barons.
d. The King cannot raise taxes without the consent of the Council of
Barons.
e. The King cannot seize a person’s land or possessions.
f. The King cannot put a person in prison for slight offenses.
g. You are entitled to a trial by jury.
799. “We are a government of laws, not men.” This quotation refers to which principle?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
798. d
799. b
No matter how great or popular
the guy is, he still must obey
the law.
800. c
801. f
802. a
Your rights limit what government can do.
800. Balance of Power means
a. The King must respect peoples’ rights.
b. The King must obey the law.
c. The King must share power with a Council of Barons.
d. The King cannot raise taxes without the consent of the Council of
Barons.
e. The King cannot seize a person’s land or possessions.
f. The King cannot put a person in prison for slight offenses.
g. You are entitled to a trial by jury.
801. Due Process means
a. The King must respect peoples’ rights.
b. The King must obey the law.
c. The King must share power with a Council of Barons.
d. The King cannot raise taxes without the consent of the Council of
Barons.
e. The King cannot seize a person’s land or possessions.
f. The King cannot put a person in prison for slight offenses.
g. You are entitled to a trial by jury.
802. Limited government means
a. The King must respect peoples’ rights.
b. The King must obey the law.
c. The King must share power with a Council of Barons.
d. The King cannot raise taxes without the consent of the Council of
Barons.
e. The King cannot seize a person’s land or possessions.
f. The King cannot put a person in prison for slight offenses.
g. You are entitled to a trial by jury.
page 351
803. The Rule of Law means
a. The King must respect peoples’ rights.
b. The King must obey the law.
c. The King must share power with a Council of Barons.
d. The King cannot raise taxes without the consent of the Council of
Barons.
e. The King cannot seize a person’s land or possessions.
f. The King cannot put a person in prison for slight offenses.
g. You are entitled to a trial by jury.
804. Judgment By Your Peers means
a. The King must respect peoples’ rights.
b. The King must obey the law.
c. The King must share power with a Council of Barons.
d. The King cannot raise taxes without the consent of the
Council of Barons.
e. The King cannot seize a person’s land or possessions.
f. The King cannot put a person in prison for slight offenses.
g. You are entitled to a trial by jury.
805. Private Property means
a. The King must respect peoples’ rights.
b. The King must obey the law.
c. The King must share power with a Council of Barons.
d. The King cannot raise taxes without the consent of the
Council of Barons.
e. The King cannot seize a person’s land or possessions.
f. The King cannot put a person in prison for slight offenses.
g. You are entitled to a trial by jury.
806. Over centuries, there developed a body of law in England. According to the
Magna Carta, which laws was the King bound to respect?
a. There was canon law (church laws)
b. There was feudal law (for the nobility)
c. There was common law
d. There was town law
e. All of the above
807. The Magna Carta is historic: For the first time in English history, the King was
made subject to the ____ of England.
a. laws
b. people
808. If the King breaks the Magna Carta, the Barons have the right to overthrow
him.
a. True
b. False
809. The only right guaranteed to individuals in the Magna Carta was the right to
a. a trial
b. freedom of speech
c. freedom of religion
d. freedom of the press
e. freedom of assembly.
page 352
803. b
804. g
805. e
806. e
If there’s a law, the King must
respect it.
807. a
“The people” is too vague. The
King had to obey the law.
808. a
809. a
The right to a trial is a basic
freedom. Our Bill of Rights
spends a lot of time on an
accused person’s rights.
810. The Magna Carta did what?
a. limited the king’s power
b. enforced the nobles’ rights
c. Both
d. Neither
810. c
811. c
812. c
813. c
811. The Magna Carta did what?
a. established a Council of Nobles
b. forced the king to share power with the nobles
c. Both
d. Neither
814. c
815. c
816. c
817. c
812. The Magna Carta did what?
a. said the king had to consult nobles before raising taxes
b. said the king had to consult nobles before making law
c. Both
d. Neither
813. The Magna Carta did what?
a. took the first steps toward representative government
b. created a balance of power between the king and nobles
c. Both
d. Neither
814. The Magna Carta did what?
a. guaranteed the right of habeas corpus
b. insisted that an arrested man was entitled to a hearing
c. Both
d. Neither
815. The Magna Carta did what?
a. prevented the king from being judge and jury
b. said a free man is entitled to a jury of his peers
c. Both
d. Neither
816. The Magna Carta did what?
a. protected private property
b. prohibited the king from seizing nobles’ property
c. Both
d. Neither
817. The Magna Carta did what?
a. established the principle of “No taxation without representation”
b. the king could not raise taxes without the agreement of the people
through their representatives
c. Both
d. Neither
page 353
818. The Magna Carta did what?
a. established a Council of Barons
b. the Council had power of the purse
c. Both
d. Neither
818. c
819. a
820. a
821. a
The Results
819. True or False: The Magna Carta marks the beginning of constitutional government in England.
a. True
b. False
820. True or False: The Magna Carta formed the basis of the English Constitution.
a. True
b. False
821. True or False: The Magna Carta is the first document in what is known as the
English Constitution.
a. True
b. False
822. True or False: When the barons fought to preserve their rights, this was first
constitutional struggle in English history.
a. True
b. False
823. Which statement is true?
a. A constitution establishes the rights and duties of government and its
citizens.
b. A constitution is a contract between the people and their government.
c. When government breaks the contract, the people have the right to
overthrow their government.
d. All of the statements are true.
e. None of the statements are true.
824. Which statement is true?
a. The feudal contract established the rights and duties of the lord and
vassal.
b. When the lord broke the contract, the vassal was no longer bound to it.
c. A constitution is similar to the feudal contract.
d. All of the statements are true.
e. None of the statements are true.
825. All of the following statements about the Magna Carta are true, except:
a. English democracy took centuries to build.
b. One of the first cornerstones was the Magna Carta.
c. The Magna Carta contains many democratic principles.
d. Throughout history, people who have fought for liberty and justice
against tyrants have used the Magna Carta as a model.
e. Overnight, the Magna Carta gave England complete democracy.
page 354
822. a
823. d
824. d
825. e
Full democracy evolved slowly
over centuries.
826. True or False: The Magna Carta established a constitutional principle: When
a King abused his power, something could be done. You could overthrow
him.
a. True
b. False
827. The Magna Carta was all of the following, except:
a. It was the beginning of representative government.
b. It was England’s first step toward representative government.
c. The Council of 25 Barons eventually became the Parliament.
d. From then on, no laws could be made (or taxes raised)
without the consent of Parliament.
e. It formally established “Parliament.”
828. The Magna Carta was a symbol of all of these things, except:
a. the struggle for liberty
b. the struggle against tyranny
c. the struggle for justice in the legal system
d. the struggle for constitutional government
e. the struggle for absolutely monarchy
826. a
This was a revelation, a real
eye-opener for people. You do
not have to live with a tyrant.
There is something you can DO
to solve the problems.
827. e
Nope, the word “Parliament” is
nowhere in the Magna Carta.
But the idea is.
828. e
The opposite:
The struggle against absolute
monarchy.
829. a
830. d
831. a
832. h
829. True or False: British political traditions have played a central role in the
development of our democratic ideals.
a. True
b. False
830. The Magna Carta served as a model for the
a. U.S. Declaration of Independence
b. U.S. Constitution
c. U.S. Bill of Rights
d. All of the above
e. Only A and B
831. True or False: The Magna Carta shaped the English legal system. For
starters, it established the legal principle of habeas corpus,
a. True
b. False
832. Which principle from the Magna Carta exists in the U.S. Constitution?
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
h. All of the above
i. None of the above
page 355
833. True or False: Before the Magna Carta, King John was an absolute monarch.
a. True
b. False
834. True or False: After the Magna Carta, King John was an absolute monarch.
a. True
b. False
835. True or False: Before the Magna Carta, government was unlimited.
a. True
b. False
836. True or False: After the Magna Carta, government was unlimited.
a. True
b. False
837. True or False: Before the Magna Carta, the king was above the law.
a. True
b. False
838. True or False: After the Magna Carta, the king was above the law.
a. True
b. False
page 356
833. a
Her certainly acted like one.
834. b
835. a
836. b
837. a
He certainly acted that way.
838. b
Parliament
Definition
839. Which country invented Parliament?
a. England
c. Italy
b. France
d. Germany
839. a
e. Spain
840. a
841. a
840. True or False: Parliament means “Great Council.”
a. True
b. False
842. a
841. True or False: Parliament was the world's first elected congress.
a. True
b. False
843. a
It was not the world’s first representative assembly. Ancient
Rome had the Roman Senate
and the Roman Assembly.
842. True or False: Parliament is representative government.
a. True
b. False
844. b
843. True or False: Parliament was England’s first representative assembly.
a. True
b. False
844. Parliament represents which branch of government?
a. executive
b. legislature
c. judiciary
845. Parliament was a ________ body.
a. executive
b. legislative
c. judicial
845. b
846. a
847. e
The Model Parliament was
called in 1295 =
13th century.
848. e
The ancient Romans invented
representative government. It
had the Roman Senate and
Assembly.
846. True or False: Parliament was a lawmaking body.
a. True
b. False
847. Parliament came into being during which century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
f. 14th
g. 15th
848. All of the following statements about Parliament are true, except:
a. Parliament is the same thing as our “Congress.”
b. England created the modern world’s first parliament.
c. It is sometimes called the “Mother Parliament” of the world.
d. The British called it Parliament.
e. The ancient Romans did not have representative government.
page 357
The purpose of Parliament
849. a
849. The purpose of Parliament is to _____ the power of the King.
a. check
b. enhance
850. Parliament means that the King must share power with Congress. This is the
principle of
a. Limited Government
b. The Rule of Law
c. The Balance of Power
d. Power of the Purse
e. Private Property
f. Due Process
g. Judgment by Your Peers
Causes
851. Parliament was born out of which event?
a. Charlemagne
b. Norman Invasion
c. The Crusades
d. The Rise of Towns
e. The Magna Carta
f. The Black Death
g. Hundred Years’ War
h. The Reconquista
852. All of the following statements are true, except:
a. Before 1215, there was no way to prevent the King of England from
abusing his power.
b. A ruler who abuses his power is a tyrant.
c. From 1215 onward, Englishmen forced the King to share power.
d. From then on, political power was spread among more people.
e. When the power is spread among all the people, you have democracy.
f. All the statements are true.
g. None of the statements are true.
853. Before 1215, the King could do what?
a. Executive - He carried out the laws.
b. Legislative - He made the laws.
c. Both
d. Neither
854. After
a.
b.
c.
d.
page 358
1215, the King could do what?
Executive - He carried out the laws.
Legislative - He made the laws.
Both
Neither
850. c
851. e
The Magna Carta set up a
Council of 25 Barons. This
evolved into Parliament.
852. f
853. c
854. a
Changes over time
855. True or False: It took centuries for Parliament to evolve into what it is today.
a. True
b. False
855. a
856. At first, Parliament was a
a. Council of Barons
b. Council of Townsmen
857. a
857. At first, Parliament represented only the ________; today, it represents
________.
a. nobles; all the people
b. all the people; nobles
858. In 1295, for the first time, _________ became members of Parliament.
a. nobles
b. townsmen
859. In 1295 Parliament included
a. nobles
b. townsmen
c. Both
d. Neither
860. The big change came in 1295 when the King called the ________ Parliament
into session.
a. Ideal
c. Democratic
b. Model
d. Egalitarian
861. In 1295, Parliament became
a. a formal institution
b, with regularly appointed meetings
c. definite duties
d. definite privileges
e. a totally democratic institution
856. a
858. b
Only men. It would take until
the 20th century, for women to
be represented in Parliament.
Same thing in the U.S.
859. c
860. b
It was a model for the future.
From then on, townsmen were
represented in Parliament.
861. e
Democracy evolves over centuries.
862. e
Nope. Nobles were the FIRST
members of Parliament.
863. c
But you never hear much about
the House of Lords. Today, the
House of Commons runs the
show in Parliament.
864. a
862. All of the following statements about Parliament are true, except:
a. The king called it into session in 1295.
b. Representatives from the towns became members of Parliament!
c. For the first time, commoners became part of the government.
d. This is the beginning of the House of Commons.
e. Later, nobles would be admitted and form the House of Lords.
863. Today, Parliament includes
a. the House of Lords
b. the House of Commons
c. Both
d. Neither
864. Nobles belong to the _________; townsmen belong to the __________.
a. House of Lords; House of Commons
b. House of Commons; House of Lords
page 359
865. Which house represented the middle class?
a. House of Lords
b. House of Commons
Why Parliament was called into session
866. Who called Parliament into session?
a. the king
b. the nobles
867. The king wanted Parliament to ________; Parliament wanted to _________.
a. raise taxes; make law
b. make law; raise taxes
868. Why did kings call Parliament into session?
a. To make law
b. To raise taxes
869. Why did English kings need money?
a. To make war
b. To improve the country
870. In order to ________, Parliament held up the king’s _______.
a. raise taxes, right to make law
b. make law; tax money
871. True or False: The King signed Parliament’s laws because he needed
Parliament’s money.
a. True
b. False
872. True or False: Ever since the Magna Carta, laws were signed by the King.
a. True
b. False
873. True or False: No taxation without representation refers to Parliament.
a. True
b. False
874. All of the following statements about Parliament are true, except:
a. The King can make law.
b. Only Parliament can make law.
c. In French, parler means “to speak”
d. Politicians spend their lives talking in Parliament.
e. They talk about laws - the pro’s and con’s of each law.
875. All of the following statements about Parliament are true, except:
a. The King can raise taxes.
b. Only Parliament can raise taxes.
c. If the King wants money, he has to go to Parliament.
d. Only Parliament has the power of the purse.
e. The King cannot spend taxes without the consent of Parliament.
page 360
865. b
866. a
Even today, it is Queen
Elizabeth II who calls
Parliament into session.
It’s a formality today.
867. a
868. b
869. a
During the Middle Ages,
English kings made war
a lot. Think how many
English kings must have
been involved in the
Crusades (200 years)
and the Hundred Years’
War!
870. b
871. a
To this day, the President
signs each law.
872. a
873. a
You cannot tax a man
unless he is represented
by some guy in
Parliament.
874. a
875. a
Results
876. True or False: Ever since King John was forced to sign the Magna Carta, the
king has had to share power with the congress.
a. True
b. False
877. True or False: Today, Parliament is more powerful than the Queen of
England.
a. True
b. False
876. a
877. a
She is a figurehead.
878. a
879. b
878. True or False: Parliament marks the beginning of the representative government in England.
a. True
b. False
880. a
879. In the U.S., our system is based on an executive known as the _________
and the legislature known as the _________.
a. King; Parliament
b. President; Congress
880. True or False: Our idea of sharing political power between the President and
Congress came from Parliament in London.
a. True
b. False
page 361
The Crusades
Definition
881. The Crusades began in what century?
a. 9th
b. 10th
c. 11th
d. 12th
e. 13th
882. When did the Crusades begin?
a. 800
b. 1066
c. 1095
d. 1215
e. 1350
f. 1453
g. 1492
883. How
a.
b.
c.
884. b
Not a pilgrimage to the Holy
Land. A pilgrim goes to visit the
religious shrine or spot. The
Crusader went to make war.
887. a
888. a
A war that lasted 200 years!
889. a
Scary, eh?
c. a commercial venture
d. a political journey
were the Crusades conducted? What was the original purpose?
religion
politics
economics
887. True or False: Crusader means one who is “marked with the Cross.”
a. True
b. False
888. True or False: The Crusades was a holy war.
a. True
b. False
889. True or False: During the Middle Ages, people regarded a holy war as
normal and logical.
a. True
b. False
page 362
883. b
886. a
885. The Crusaders were knights from
a. the Holy Land
c. Western Europe
b. the Middle East
d. Eastern Europe
886. Why
a.
b.
c.
882. c
885. c
long did the Crusades last?
100 years
200 years
300 years
884. What were the Crusades?
a. a religious pilgrimage
b. a military expedition
881. c
1095 = 11th century
890. In the main, who were the Crusaders?
a. Nobles
c. Merchants
b. Clergy
d. Peasants
e. Children
891. c
Often called the Near East
891. Where is the Holy Land?
a. Western Europe
c. The Middle East
b. Eastern Europe
d. The Far East
892. Which city lies in the Holy Land?
a. Rome
c. London
b. Constantinople
d. Paris
890. a
Mostly knights
892. e
893. b
894. c
e. Jerusalem
f. Venice
895. d
896. a
893. Which city stood as a fortress to prevent Muslims from conquering Europe?
a. Rome
c. London
e. Jerusalem
b. Constantinople
d. Paris
f. Venice
894. How
a.
b.
c.
d.
did the Crusaders get from Europe to the Holy Land?
Overland
By sea
Both
Neither
895. Crusader means
a. “soldier on horseback”
b. “soldier with sword””
c. “soldier with shield”
d. “marked with the cross”
e. “take up the cross”
896. The knights travelled from
a. east to west
b. west to east
page 363
Causes
897. Before the Crusades, Europe experienced an era of _________.
a. relative peace
b. continuous warfare
897. b
898. a
899. b
898. True or False: For centuries, Christians made pilgrimages to religious sites in
the Holy Land.
a. True
b. False
899. When the Muslim Turks captured Jerusalem, they _______ allow Christians
to visit religious sites in the Holy Land.
a. did
b. did not
900. e
901. d
Urban means “city.”
He sent knights to the city of
Jerusalem.
902. b
903. d
900. Who first urged knights to go on the Crusades?
a. The King
c. The Peasants
b. The Nobility
d. The Merchants
e. The Pope
901. Which Pope called for the First Crusade?
a. St. Augustine
b. Gregory VII
c. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
902. The stated goal of the Crusades was to
a. persecute the Jews in Europe.
b. drive the Muslims out of the Holy Land.
c. capture seaports and increase trade.
d. carve the Middle East into feudal estates.
e. increase the political power of the Pope.
903. The Pope promised all of the following to Crusaders, except:
a. forgiveness of their sins
b. conquered lands in the Middle East
c. freedom from their creditors
d. All of the above
e. Only A
904. The Crusaders were motivated by what?
a. religious zeal
b. adventure
c. escaping debts
d. material gain
e. all of the above
905. Which was not a cause of the Crusades?
a. The Pope ordered knights to liberate the Holy Land.
b. The Pope wanted to stop feudal wars in Europe.
c. Jews in Europe were persecuted by the Crusaders.
page 364
904. e
905. c
The persecution of Jews was a
result (not a cause) of the
Crusades.
906. True or False: The Pope promised that those who died would be forgiven of
their sins and go directly to heaven.
a. True
b. False
907. All of the following statements about the Crusades are true, except:
a. The kings of Europe called the first Crusade.
b. Nobles wanted to carve out estates for themselves in the Middle East.
c. Merchants wanted to set up trade with the Middle East.
d. Clergymen wanted to reclaim sacred relics from the Holy Land.
e. Peasants wanted to escape the drudgery of their daily lives.
908. Which statement about the Pope is true?
a. He sent knights overseas in order to bring peace to Europe.
b. He figured a foreign war would prevent nobles from making war
on each other back home.
c. He said: “Stop fighting among yourselves. Go fight in the Holy Land!”
d. All of the statements are true.
e. None of the statements are true.
909. Which was not a cause of the Crusades?
a. For centuries, Christians visited Jerusalem and other religious sites
in the Holy Land.
b. In 1089, the Muslim Turks captured Jerusalem and refused to allow
Christians to visit the shrines.
c. The head of the Christian church in Constantinople asked the Pope
for help.
d. In 1095, the Pope commanded European knights to recapture
Jerusalem.
e. In 1192, Saladin and Richard the Lion-hearted agreed to allow Christian
pilgrims to visit the Holy Land.
906. a
He truly believed this.
907. a
No, the Pope called it.
908. d
909. e
This was a result (not a cause)
of the Crusades.
910. c
Besides Rome, these were the
most important Christian cities
in the world.
911. c
Constantinople was the center
of Christianity for the Eastern
Orthodox Church.
912. e
Yes, he did.
Constantinople
910. What sparked the first Crusade? The Muslim Turks captured __________ and
threatened _________.
a. Jerusalem; Rome
b. Rome; Jerusalem
c. Jerusalem; Constantinople
d. Constantinople; Jerusalem
e. Antioch; Jerusalem
911. During the Middle Ages, Constantinople was all of the following, except:
a. Heart of the eastern part of the old Roman Empire.
b. Capital of the Byzantine Empire.
c. Not part of the Christian Church.
d. Stood between the Christian Europe and the Muslim world.
e. Threatened by Muslim attacks.
912. All of the following statements about Constantinople are true, except:
a. It was the capital of the Byzantine Empire.
b. It was the eastern part of the Roman Empire.
c. The Byzantine Empire was Christian.
d. It was threatened by the Muslims.
e. The Byzantine emperor never asked the Pope for help.
page 365
The actual Crusades
913. During the First Crusade, peasants did all of the following, except:
a. slaughtered Jews in Western Europe
b. slaughtered Jews in Eastern Europe
c. slaughtered Christians in Constantinople
d. All of the above
e. None of the above
914. True or False: During the First Crusade, knights recaptured Jerusalem.
a. True
b. False
915. True or False: The Crusaders carved up the Holy Land into feudal estates.
a. True
b. False
916. Which King of England fought in the Crusades?
a. William the Conqueror
b. Henry II
c. Richard the Lionheart
d. King John
e. Henry VIII
917. Which Crusaders were sold into slavery?
a. Nobles
c. Merchants
b. Clergy
d. Peasants
e. Children
918. During the Crusades, which religious groups were killed?
a. Jews
b. Muslims
c. Both
d. Neither
919. In 1187, many European kings went to the Holy Land. Who won the battle
and ended up with Jerusalem?
a. King of France
b. King of Germany
c. King of England.
d. Saladin, Muslim sultan
e. None of the above
page 366
913. d
914. a
915. a
916. c
917. e
918. c
919. d
Results
920. By the end of the Middle Ages, who controlled the Holy Land?
a. The Christians
b. The Muslims
921. True or False: After the Crusades, Christian pilgrims _____ allowed to visit
religious sites in the Holy Land.
a. were
b. were not
922. Who benefitted the most from the Crusades?
a. Nobles
c. Merchants
b. Clergy
d. Peasants
e. Children
923. True or False: The Crusades weakened feudalism.
a. True
b. False
924. True or False: The Crusades helped the growth of seaports and cities.
a. True
b. False
925. What happened to Constantinople in 1453?
a. It replaced Rome as the center of the Christian Church.
b. It fell to the Muslim Turks.
c. It became the center of the Holy Roman Empire.
d. It became the capital of the Byzantine Empire.
e. It controlled the Holy Land for the first time.
920. b
921. a
922. c
The Crusades revived international trade.
923. a
The knights lost the wars of the
Crusades.
924. a
Europeans never went anywhere before the Crusades.
During the Crusades, they
sailed to Asia!
925. b
Today, it is in the country of
Turkey.
926. b
Nope, the reverse. Europeans
wanted to buy goods from Asia.
927. c
928. b
929. a
926. Which was not a result of the Crusades?
a. They spurred international trade.
b. Asians wanted to buy goods from Europe.
c. International trade fairs were held in towns throughout Europe.
d. Money came back into use.
e. The revival of trade caused the rise of towns.
927. In the long run, how did the Crusades benefit Europe?
a. The Holy Land was restored to Christian control.
b. European nobles gained feudal estates in the Middle East.
c. The Crusades spurred international trade.
d. The Catholic Church became more powerful.
e. The Byzantine Empire was preserved as a Christian bulwark against
Muslim attacks.
928. Which statement is true?
a. The knights were great on the battlefield,
so the Crusades strengthened feudalism.
b. The knights were not so hot on the battlefield,
so the Crusades weakened feudalism.
929. Which statement is true?
a. Constantinople fell to the Muslims, so the Eastern Orthodox Church
was not happy with the Roman Catholic Church.
b. Constantinople was saved by the Crusaders, so the Eastern Orthodox
Church was happy with the Roman Catholic Church.
page 367
930. As a result of the Crusades, the Pope’s prestige _______.
a. rose
b. fell
930. b
The popes had motives (political power) that were not always
religious.
931. At the end of the Crusades, ________ who criticized the Pope?
a. Dante wrote The Divine Comedy
b. Chaucer wrote The Canterbury Tales
931. a
Dante lived in Italy.
932. True or False: Ever since the Crusades, the Jews have been victimized in
Europe.
a. True
b. False
932. a
The Crusades was a shameful
period in World History.
933. a
934. b
933. As a result of the Crusades, trade _______ in Europe.
a. increased
b. decreased
934. During the Crusades, contact with the Middle East _____ the isolation of
Europeans.
a. began
b. ended
935. During the Crusades, Europeans were exposed to cultures that were _____
advanced than Europe.
a. more
b. less
936. All of the following statements about the Crusades are true, except:
a. Crusaders brought back spices and silk.
b. Europeans demanded more spices and silk.
c. International fairs were held in European towns.
d. Small towns grew into big trading cities.
e. Europeans wanted nothing to do with goods from the Middle East.
937. All of the following statements about the Crusades are true, except:
a. Shipping expanded on the Mediterranean Sea.
b. Seaports and a merchant class arose in Venice, Florence, and Genoa.
c. Navigation and geography became very important.
d. Ships began to use magnetic compasses and astrolabes from Islam.
e. Probably the single biggest winner of the Crusades was Rome.
938. Which statement is true?
a. The magnetic compass came from China.
b. The astrolabe came from Islam.
c. Both are true
d. Neither are true
page 368
935. a
The Islamic world, plus new
contact with China.
936. e
937. e
No. The original goal of the
Crusades was to recapture the
city of Jerusalem. This was not
the result.
938. c
The Black Death
Definition
939. When did the Black Death occur?
a. 800
b. 1066
c. 1095
d. 1215
e. 1350
f. 1453
g. 1492
940. When did the Black Death hit Europe?
a. 1150
b. 1250
c. 1350
d. 1450
e. 1550
939. e
940. c
941. e
Not hit the Americas
942. e
Not hit the Americas.
The U.S. did not exist in 1350.
943. e
944. e
941. What was the Black Death? It was all of the following, except:
a. The bubonic plague
b. A contagious disease that was deadly
c. An epidemic
d. Spread rapidly among many people in a community at the same time
e. Hit every continent in the world
942. Which country was not hit by the Black Death?
a. China
b. Iran and Afghanistan
c. France and Germany
d. Spain and Italy
e. United States
f. England
g. Norway and Sweden
h. Turkey
i. Russia and Eastern Europe
943. Which region was not hit by the Black Death?
a. Central Asia
b. China
c. the Middle East
d. Eastern Europe
e. the Americas
944. The Black Death affected people in
a. Europe
b. The Middle East
c. Central Asia
d. China
e. All of the above
page 369
945. Which first had the disease?
a. Fleas
b. Rats
c. Both
d. Neither
945. a
946. b
947. e
948. a
946. Which was the carrier of the disease?
a. Fleas
b. Rats
c. Both
d. Neither
949. a
950. b
951. a
952. a
947. What were the symptoms of the Black Death? All of the following, except:
a. chills
b. fever
c. delirium
d. swelling of the lymph glands
e. chicken pox
948. What does bubonic mean?
a. Red sores that turn black
b. Measles
949. Which statement is true?
a. The disease was fatal.
b. An apothecary could cure the disease.
950. Bad ________ in the cities helped spread the disease.
a. education
b. sanitation
c. transportation
d. administration
Causes
951. Where did the Black Death begin?
a. Central Asia
b. China
c. the Middle East
d. Eastern Europe
e. the Americas
952. The Black Death began around what sea?
a. Black Sea
b. North Sea
c. English Channel
d. Mediterranean Sea
e. East China Sea
page 370
953. All of the following statements about the Black Death are true, except:
a. The disease began in Central Asia.
b. Infected rats travelled by ship.
c. The disease followed the trade routes.
d. The disease travelled from west to east.
e. The disease travelled from Asia to Europe.
954. Eventually, the Black Death travelled by
a. sea
b. land
c. Both
d. Neither
953. d
Just the reverse: From east to
west.
954. c
955. b
956. c
957. a
958. a
959. e
It took centuries.
The Results
955. How
a.
b.
c.
d.
e.
long did the Black Death last?
1 year
3 years
13 years
30 years
100 years
956. As a
a.
b.
c.
d.
e.
result of the Black death, the world’s population dropped by _____.
10%
20%
30%
40%
50%
957. What was the hardest hit?
a. The cities
b. The countryside
958. True or False: Cities lost up to 50% of their population.
a. True
b. False
959. After
a.
b.
c.
d.
e.
the Black Death, all of the following happened to Europe, except:
30% of the people died.
25 million people died.
One out of every 3 people died.
There was a severe labor shortage.
It took decades before the population returned to pre-plague levels.
page 371
The Catholic Church
960. All of the following statements about the Church are true, except:
a. When Rome fell, civilized life disintegrated in Western Europe.
b. There were no cities, no government, no nothing!
c. The Church was the only institution left standing in Western Europe.
d. It was the main civilizing force during the Middle Ages.
e. Everybody respected the Church, except the barbarians.
Organization
961. True or False: The Catholic Church had a strong, tightly-knit organization.
a. True
b. False
960. e
The barbarians respected the
Church so much that they converted to Christianity!
961. a
962. a
The Church had a central government in Rome, which was
run by the Pope.
963. a
964. a
962. While feudalism was a system of _________ government,
the Catholic Church was a highly __________ organization.
a. local; centralized
b. centralized; local
965. a
966. a
967. a
963. The Catholic Church was modeled after the government of the
____________.
a. Roman Empire
b. Teutonic tribes
c. Frankish kingdoms
d. Anglo-Saxon kingdom
e. Vikings
964. True or False: The Catholic Church crossed national boundaries.
a. True
b. False
965. True or False: The Catholic Church was the chief unifying force in medieval
Europe.
a. True
b. False
966. True or False: The Catholic Church performed many government functions,
such as administering justice in its courts and collecting taxes.
a. True
b. False
967. True or False: The Catholic Church reached into every manor and village.
a. True
b. False
968. Which statement is true?
a. The Catholic Church did not cross into feudal estates.
b. The Catholic Church operated inside the feudal estate.
969. Which statement is true?
a. The Catholic Church did not cross national boundaries.
b. The Catholic Church did not pay attention to national borders.
page 372
968. b
969. b
The Church did not care about
political borders. It cared about
each individual’s soul.
970. All of the following statements are true, except:
a. Under feudalism, Europe was splintered into local units.
b. Europe was full of a zillion manors; each operated like a world
unto itself.
c. The Church was not ruled by barons on the feudal manor.
d. The Church was the only thing that ran throughout Europe.
e. The Church unified Europe.
970. c
971. Where did the Church not exist?
a. On the manor
b. In the village
c. In the town
d. In the forest
e. Wherever you went, the Church was there.
975. h
971. e
972. a
973. c
974. c
976. a
972. The Church was the _____ organized institution in the Middle Ages.
a. best
b. worst
973. Which statement is true?
a. Feudalism was local.
b. The Church was both local and international.
c. Both
d. Neither
974. Which statement is true?
a. Feudalism was loosely organized.
b. The Church was highly organized.
c. Both
d. Neither
975. Which person was not a member of the clergy?
a. Pope
b. cardinal
c. archbishop
d. bishop
e. priest
f. friar
g. monk
h. They are all clergymen.
976. Who
a.
b.
c.
d.
e.
f.
g.
was the head of the Church?
Pope
cardinal
archbishop
bishop
priest
friar
monk
page 373
977. Who
a.
b.
c.
d.
e.
f.
g.
was the church leader of a city - the man who built cathedrals?
pope
cardinal
archbishop
bishop
priest
friar
monk
978. Who
a.
b.
c.
d.
e.
f.
g.
lived in a monastery?
pope
cardinal
archbishop
bishop
priest
friar
monk
979. Who
a.
b.
c.
d.
e.
f.
g.
controlled the countryside, including its monasteries and church lands?
pope
cardinal
archbishop
bishop
priest
friar
monk
980. Who
a.
b.
c.
d.
e.
f.
g.
elected the Pope?
pope
cardinal
archbishop
bishop
priest
friar
monk
981. Who
a.
b.
c.
d.
e.
f.
g.
was the minister of one church in the village?
pope
cardinal
archbishop
bishop
priest
friar
monk
982. Who
a.
b.
c.
d.
e.
f.
g.
travelled from village to village?
pope
cardinal
archbishop
bishop
priest
friar
monk
page 374
977. c
978. g
979. d
980. b
981. e
982. f
983. All of the following statements are true, except:
a. The Pope was in Rome.
b. A bishop lived like a member of the nobility.
c. The monastery was high on a distant hill.
d. The local priest lived in the village.
e. The local priest lived like the lords on the manor.
984. Which statement best describes religion in the Middle Ages?
a. People went to church occasionally.
b. The Church touched every person’s life.
c. Both
d. Neither
983. e
He came from the peasantry
and lived like a peasant.
984. b
985. a
986. a
They had to fit the masses.
985. During the Middle Ages, _______ went to church.
a. everybody
b. some people
c. few people
986. Medieval churches were ____________.
a. big
b. small
c. medium-sized
page 375
Spiritual Salvation
987. The Middle Ages is known as the Age of
a. Faith
b. Reason
c. Rebirth
d. Exploration
e. Enlightenment
988. True or False: During the Middle Ages, people looked to the Catholic Church
for salvation.
a. True
b. False
989. In order to achieve salvation, a person had to go through the seven ______
performed by priests in the Catholic Church.
a. commandments
b. sacraments
990. True or False: The Catholic Church was part of the daily lives of people.
a. True
b. False
991. True or False: All babies had to be baptized in the Catholic Church.
a. True
b. False
992. True or False: Every child had to be confirmed in the Catholic Church.
a. True
b. False
987. a
988. a
Yes: The only way to get to
Heaven was through the
Church. EVERYONE believed
this.
989. b
The Catholic Church and the
Eastern Orthodox Church recognize seven sacraments:
baptism
confirmation (join church)
Eucharist (communion)
penance (confession)
anointing of the sick
holy orders (be priest)
matrimony (wedding)
Ever since Martin Luther
(1517), Protestants believe in
only two:
baptism
communion
990. a
991. a
993. When you were born, the Church baptized you. When you got married, the
Church performed the wedding ceremony. In the Catholic Church, these are
known as the
a. sacraments
b. commandments
994. In medieval Europe, people believed that receiving the sacraments ____
necessary for your own personal salvation.
a. was
b. was not
992. a
993. a
994. a
995. a
996. a
997. a
998. a
995. True or False: Every week, every adult had to confess his/her sins to a priest
in the Catholic Church.
a. True
b. False
996. True or False: All marriages had to be performed in the Catholic Church.
a. True
b. False
997. True or False: All funeral services had to be performed in the Catholic
Church.
a. True
b. False
998. True or False: Only a priest in the Catholic church could absolve a person of
his/her sins.
a. True
b. False
page 376
999. True or False: A person could achieve salvation only by participating in the
sacraments of the Catholic Church.
a. True
b. False
1000. True or False: Only a Catholic priest could administer the sacraments.
a. True
b. False
999. a
1000. a
1001. e
Yes, they were!
1002. a
1001. All of the following statements about medieval religion are true, except:
a. Peasants were consumed by religion; the average person died at 30.
b. Knights were consumed by religion; they went on the Crusades to the
Holy Land.
c. Artists created religious art that would glorify God.
d. Architects built cathedrals.
e. University scholars were not concerned about religion.
1003. a
1002. True or False: The Church wielded the single most important influence on
the people.
a. True
b. False
1007. a
1004. d
Only 25 or 30.
1005. e
Good grief, no.
1006. d
1003. True or False: When push came to shove, people listened only to the
Church because it held their spiritual fate.
a. True
b. False
1004. All of the following statements are true, except:
a. Medieval people were concerned about death.
b. In medieval Europe, death was near.
c. The Middle Ages was full of local wars, the Crusades, and
the Black Death.
d. The average person lived to be only 40.
e. A serf’s life was horrible, so he looked forward to the next world.
1005. All of the following statements are true, except:
a. The Church was very clear: The only way to get into Heaven was
through the Church.
b. If you received the sacraments, you would eventually make it to
Heaven.
c. If you crossed a King, you could end up in the dungeon for your lifetime.
d. If you crossed the Church, you could end up in Hell for all eternity.
e. You could get to heaven simply by being a good person.
1006. The average person in medieval Europe believed in
a. Heaven
b. Hell
c. Purgatory
d. All of the above
e. Only A and B
1007. Who described Hell in great detail?
a. Dante
b. St. Augustine
c. St. Thomas Aquinas
d. Gregory VII
e. Urban II
page 377
Church courts
1008. True or False: Church law is known as canon law.
a. True
b. False
1008. a
1009. True or False: Ever since the fall of Rome, the Church had its own courts.
a. True
b. False
1010. e
No, those were the royal courts.
1010. The Catholic Church maintained courts of justice which handled all of the
following legal cases, except:
a. Protected the weak - peasants, widows, orphans.
b. Punished those who preyed on the weak.
c. Put clergymen on trial - for buying and selling jobs in the Church.
d. Punished those who were guilty of heresy.
e. Held royal circuit courts, where judges rode on horseback.
1011. You were thrown out of the church. You were DEAD in the eyes of the
church. They actually held a funeral service for you. “Bell, Book, and
Candle”: At the service, they rang a bell, closed a book, and snuffed out a
candle. This was known as
a. excommunication
c. deposition
e. heresy
b. interdiction
d. inquisition
1012. In 1231, the Pope created a special Church court to investigate and punish
heretics. It was known as the
a. excommunication
c. deposition
e. heresy
b. interdiction
d. inquisition
1013. Heresy is all of the following, except:
a. a religious crime
b. the worst crime
c. a crime against God
d. disagreeing with the teachings of the Church
e. was only applied to women who practiced witchcraft
1014. A heretic was a person who
a. disagreed with the Church
b. opposed the Church
c. Both
d. Neither
page 378
1009. a
1011. a
1012. d
1013. e
Nope, witches were done away
with, but then so were other
people.
1014. c
Joan of Arc did not oppose the
Church. She simply said she
had visions.
Politics
1015. Which best describes the Catholic Church during the Middle Ages?
a. In medieval Europe, land was power.
b. The Church was the largest landholder in Europe.
c. The Church had political power.
d. All of the statements are true.
e. None of the statements are true.
1016. Nobles gave land to the Church. When a clergyman died, what happened to
the land?
a. The land went back to the noble.
b. The land went to the minister’s first-born son.
c. The land went back to the Church.
1015. d
1016. c
1017. b
1018. d
1019. e
This is a tough one.
The inquisition had more to do
with religion than politics.
1017. What was the tithe? Each peasant gave 10% of his produce to the
a. lord of the manor
b. church on the manor
1018. Which statement is true?
a. The Pope had tremendous political power.
b. The people were the Pope’s power base.
c. When the Pope spoke, the people followed.
d. All of the statements are true.
e. None of the statements are true.
1019. Which was not an example of the Pope’s political power?
a. coronation
c. interdiction
e. inquisition
b. excommunication
d. deposition
page 379
Medieval art, architecture, music, drama, literature
Architecture
1020. True or False: During the Middle Ages, the purpose of architecture was to
glorify God.
a. True
b. False
1020. a
1021. c
1022. a
1021. Which cathedrals were built during the Middle Ages?
a. Notre Dame
b. Chartres
c. Both
d. Neither
1022. Canterbury Cathedral is in ______; Notre Dame is in ______.
a. England; France
b. France; England
1023. Who built Canterbury Cathedral?
a. St. Augustine
b. St. Thomas Aquinas
c. Gregory VII
d. Urban II
1024. True or False: During the 1200s, every major town in Europe was building a
cathedral.
a. True
b. False
1025. From the 1100s to the 1400s, what was the style of architecture in Europe?
a. classical
c. rococco
b. romanesque
d. gothic
1026. All of the following statements about medieval architecture are true, except:
a. Roman Catholicism became the state religion of the Roman Empire
in 353 A.D.
b. The state religion required large churches for the masses large numbers of worshippers.
c. A whole industry of church architecture flourished.
d. All the statements are true.
e. None of the statements are true.
1027. Which is not a feature of a Gothic cathedral?
a. giant in size
b. dark inside
c. soaring upward
d. stained glass
e. flying buttresses
page 380
1023. a
Augustine = england
1024. a
1025. d
1026. d
1027. b
Big windows, lots of sunshine.
1028. Which is not a feature of a Gothic cathedral?
a. Giant in size.
b. Simple in its design.
c. Open to light
d. Stained-glass windows.
e. Soaring upward toward the sky.
1028. b
A complicated design.
1029. b
1030. b
1029. When people make a trip to a religious site, the trip is known as a
a. voyage
c. crusade
b. pilgrimage
d. caravan
1030. Which book is about people making a religious trip to a church in England?
a. The Divine Comedy
b. The Canterbury Tales
page 381
Medieval Art
1031. Which became a fine art during the Middle Ages?
a. painting
c. stained glass
b. sculpture
d. pottery
1031. c
1032. c
1033. b
1032. Most medieval art was produced for the
a. castle
c. church
b. manor
d. town
1033. Most paintings and sculptures dealt with _______ topics.
a. feudal
c. war
b. religious
d. chivalry
1034. In the medieval church, who was portrayed in paintings and sculpture?
a. Jesus
b. the Virgin Mary
c. lives of the saints
d. stories from the Bible
e. All of the above
1035. True or False: The medieval Church used art and plays to teach religion
because the people could not read.
a. True
b. False
1036. True or False: The stained-glass window is considered one of the greatest
medieval art forms.
a. True
b. False
1037. Who was portrayed in stained-glass windows?
a. Jesus
b. the Virgin Mary
c. lives of the saints
d. stories from the Bible
e. All of the above
1038. The Church provided religious instruction in many forms. Which did not
provide religious instruction to peasants?
a. plays
b. music
c. the Bible
d. sculpture
e. stained-glass windows
1039. How did the Roman Catholic Church influence life in the Middle Ages?
a. art
b. music
c. drama
d. literature
e. architecture
f. All of the above
g. None of the above
page 382
1034. e
1035. a
1036. a
1037. e
1038. c
Folks could not read.
Even if they could, it was written in Latin. YOU could not
read it!
1039. f
1040. True or False: For centuries, almost all medieval artwork was based on religion.
a. True
b. False
1041. Which statement best describes paintings during the Middle Ages?
a. The purpose of art was to glorify God.
b. The Church hired artists to decorate churches and cathedrals.
c. Both
d. Neither
1042. Medieval paintings were all of the following, except:
a. The main topics were Jesus, the Virgin Mary, and the saints.
b. Very colorful
c. Very complicated
d. Flat and one-dimensional.
e. The people look real.
1043. During the Middle Ages, which religion forbade religious images?
a. Judaism
c. Islam
b. Catholic Church
d. Eastern Orthodox Church
1044. Which statement best describes sculpture during the Middle Ages?
a. The purpose of sculpture was to glorify God.
b. The Church hired sculptors to decorate churches and cathedrals.
c. Both
d. Neither
1040. a
1041. c
1042. e
In paintings, people don’t look
real until the Renaissance.
That’s one reason why the
Renaissance is such a big deal!
1043. c
1044. c
1045. a
1046. d
Two famous books showed
daily life:
The Domesday Book
The Book of Hours
1047. a
1048. c
These rugs were hung on the
walls.
1045. True or False: Medieval sculptures were predominantly about Jesus, the
Virgin Mary, and the saints.
a. True
b. False
1046. All of the following statements about illuminated manuscripts are true,
except:
a. Illuminated means “illustrated.”
b. They were produced by monks in monasteries.
c. They were elaborate, complicated, and colorful.
d. They were always about religious topics, never daily life.
e. Stained-glass windows were modeled after illuminated manuscripts.
1047. True or False: Secular means non-religious.
a. True
b. False
1048. Tapestries were all of the following, except:
a. They were an art form.
b. They were rugs.
c. They were put on the floor.
d. They were used for decoration.
e. They were used for insulation.
page 383
1049. Who is considered to be the greatest European artist of the Middle Ages?
a. Giotto
b. da Vinci
c. Raphael
d. Donatello
e. Michelangelo
1050. In the 1300s, one artist was experimenting with three-dimensional art. In
Florence, Italy (birthplace of the Renaissance), ______ became the founder
of Western painting.
a. Giotto
b. da Vinci
c. Raphael
d. Donatello
e. Michelangelo
1051. Using perspective and shadows, this artist created paintings that looked
realistic. The people’s facial expressions and body language reveal feelings
and emotions. With his paintings, we are headed toward the Renaissance,
the greatest flowering of art in World History. Who was this artist?
a. Giotto
b. da Vinci
c. Raphael
d. Donatello
e. Michelangelo
page 384
1049. a
All the rest are Renaissance
painters.
You can always tell a Ren
painter: He has the name of the
one of the Ninja turtles.
1050. a
1051. a
Medieval Music
1052. Which statement best describes music in medieval Europe?
a. For centuries, almost all music was played in church.
b. The purpose of music was to glorify God.
c. Both
d. Neither
1053. In France, they wrote love poems and sang to the accompaniment of a lute.
They were
a. minstrels
b. troubadours
1054. In England, they were wandering entertainers who travelled from castle to
castle and manor to manor.
a. minstrels
b. troubadours
1052. c
1053. b
Troubadours are serious; minstrels are a bit silly.
1054. a
1055. c
1056. c
1057. b
1058. d
The Song of Roland is the best
example of this.
1059. a
1055. Most of medieval music was produced for the
a. castle
c. church
b. manor
d. town
1060. d
1061. a
1056. Around 600 A.D., this plain song became popular in churches.
During the church service, the choir sang Psalms from the Old Testament.
They sang one melody, unaccompanied by music. This music was the
a. carol
c. Gregorian chant
e. jig
b. ballad
d. chanson de geste
1057. A troubadour sang this love song about knights and their ladies. This music
was the
a. carol
c. Gregorian chant
e. jig
b. ballad
d. chanson de geste
1058. Troubadours and minstrels sang about the heroic deeds of knights. This
music was the
a. carol
c. Gregorian chant
e. jig
b. ballad
d. chanson de geste
1059. This song was sung and danced at fairs. Then the Church ruled that dancing
should be limited to Christmas, Easter, and saints’ days.
a. carol
c. Gregorian chant
e. jig
b. ballad
d. chanson de geste
1060. Which musical instrument was not played during the Middle Ages?
a. lute
b. flute
c. fiddle
d. piano
e. zither
f. dulcimer
g. bagpipe
1061. Minstrels and troubadours usually played the ______.
a. lute
b. fiddle
b. flute
d. dulcimer
page 385
Medieval Plays
1062. Which statement best describes medieval plays in Europe?
a. For centuries, most plays were based on religion.
b. They were held in and around the Church.
c. The purpose of drama was to glorify God.
d. All of the statements are true.
e. None of the statements are true.
1063. The earliest medieval plays were produced for the
a. castle
c. church
b. manor
d. town
1064. During the Middle Ages, the earliest plays told
a. Shakespeare’s tales.
b. medieval folktales.
c. stories from the Bible.
d. Aesop’s fables.
e. about Heaven and Hell.
1065. During the Middle Ages, church services were conducted in
a. Latin
b. the vernacular
1066. True or False: During the Middle Ages, the average person understood
Latin.
a. True
b. False
1067. The church put on plays because
a. the actors were church members.
b. priests liked to encourage the theater.
c. people did not understand Latin.
d. it was the only way to raise church attendance.
e. townspeople preferred plays to church.
1068. By the late Middle Ages, plays were held everywhere except:
a. churches
b. marketplaces
c. fairs
d. guild halls
e. theaters
1069. Which statement about medieval plays is true?
a. People could read stories in the Bible.
b. People could understand church services in Latin.
c. People could understand the choir singing in the cathedral.
d. The Church held short plays during church services.
e. Catholic priests were never actors in medieval plays.
page 386
1062. d
1063. c
1064. c
1065. a
Everything was in Latin, except
the sermon. It was in the vernacular = local language.
1066. b
1067. c
1068. e
Theaters are big during the
Renaissance. That’s when
Shakespeare wrote plays.
1069. d
1070. f
1070. A mystery play was all of the following, except:
a. run by the Church
b. held in a cathedral
c. told in Latin
d. presented stories from the Bible
e. taught Christian principles
f. All of the above
g. None of the above
1071. f
1072. f
1071. In the 1300s, plays were run by the town guilds.
They were all of the following, except:
a. run by the Church
b. held outdoors
c. told in the vernacular
d. presented the whole Christian story, from the Creation to the Final
Judgment
e. combined folk custom, folk drama, folk festivals, and Catholic teachings
f. All of the above
g. None of the above
1073. d
One out of every three people
died. The living were amazed
that they were alive. They
became very thoughtful about
how to live their lives.
1074. f
1075. b
1076. a
A morality play was for every
man. Everyman was the term
for John Doe.
1072. A miracle play was all of the following, except:
a. run by professional acting companies
b. held on a simple stage outside the church, then on travelling wagons
c. told in the vernacular
d. presented the lives of saints
e. each saint performed a miracle
f. All of the above
g. None of the above
1073. In the late Middle Ages, English plays became serious because of what
event?
a. the Norman Invasion
b. the Magna Carta
c. the Crusades
d. the Black Death
e. the Hundred Years’ War
1074. A morality play was all of the following, except:
a. run by towns and guilds
b. A one-act play on a stage
c. told in the vernacular
d. the characters were personifications of virtues or vices
e. Taught about the struggle between good and evil in the human soul.
f. All of the above
g. None of the above
1075. Who are the main characters in a morality play?
a. Jesus, Mary, and the saints
b. Fellowship, Good Deeds, and Death
1076. Which is a morality play?
a. Everyman
b. Piers Plowman
c. Robin Hood
d. William Tell
e. Joan of Arc
page 387
Medieval Language
1077. In medieval Europe, the language of the Church was ________.
a. Latin
b. the local language
1078. In medieval Europe, which language did the people speak?
a. Latin
b. the popular language
1079. The vernacular is ________.
a. Latin
b. the local language
1080. Beowulf and Song of Roland were written in _______.
a. Latin
b. the local language
1081. Which book was written in Latin?
a. Beowulf
b. The Song of Roland
c. The Divine Comedy
d. The Canterbury Tales
e. Summa Theologica
1082. Who influenced the formation of the English language?
a. Abelard
b. Aquinas
c. Chaucer
d. Cervantes
e. Dante
1083. Which describes European books during the Middle Ages?
a. Books about religion were written in Latin.
b. Literature was written in the vernacular.
c. Both
d. Neither
1084. All of the following statements about language are true, except:
a. Latin was the language of the Church.
b. People could speak and understand Latin.
c. The vernacular was the local language - English, German, French,
Spanish, Italian.
d. Literature was written in popular languages.
e. Many books were sung before they were written or read.
1085. Which languages come from the Latin?
a. The Romance languages
b. The Germanic languages
1086. Which are the Romance languages?
a. French, Spanish, and Italian
b. English, Dutch, Danish, Swedish, Norwegian
page 388
1077. a
1078. b
Popular language
Local language
Vernacular
They all mean the same thing.
1079. b
1080. b
How else could a minstrel sing
it?
1081. e
By Thomas Aquinas, a Catholic
priest. Priests know Latin.
1082. c
He wrote the Canterbury Tales
in Middle English.
1083. c
1084. b
1085. a
Latin = Rome/Roman
1086. a
1087. Which book was not written in the vernacular?
a. Beowulf
b. The Song of Roland
c. The Divine Comedy
d. The Canterbury Tales
e. Summa Theologica
1088. Which book was written in Old English?
a. Beowulf
b. The Song of Roland
c. The Divine Comedy
d. The Canterbury Tales
e. Summa Theologica
1087. e
Written by Thomas Aquinas, a
Catholic priest. Priests know
Latin.
1088. a
The oldest book.
1089. d
By Chaucer
1090. b
Roland sounds French, no?
1091. c
Dante’s Divine Comedy
1089. Which book was written in Middle English?
a. Beowulf
b. The Song of Roland
c. The Divine Comedy
d. The Canterbury Tales
e. Summa Theologica
1090. Which book was written in French?
a. Beowulf
b. The Song of Roland
c. The Divine Comedy
d. The Canterbury Tales
e. Summa Theologica
1091. Which book was written in Italian?
a. Beowulf
b. The Song of Roland
c. The Divine Comedy
d. The Canterbury Tales
e. Summa Theologica
page 389
Medieval Literature
1092. Early medieval literature praised the
a. knight
c. merchant
b. clergyman
c. peasant
1093. Which is not an epic poem?
a. Beowulf
b. The Song of Roland
c. El Cid
d. The Divine Comedy
e. The Canterbury Tales
1094. Which stories defined and praised chivalry?
A. Beowulf
B. The Song of Roland
C. El Cid
D. The Divine Comedy
E. The Canterbury Tales
a. A, B, C
b. D and E
1095. Who wrote Beowulf and The Song of Roland?
a. Anonymous (unknown)
b. Aquinas
c. Chaucer
d. Cervantes
e. Dante
1096. Which best describes literature in feudal Europe?
a. When feudalism was big, the main theme was knights and chivalry.
b. Knights were “Defenders of the Church,” so religion was a major theme.
c. Both
d. Neither
1097. Which books are not about knights, chivalry, wars, and warriors?
a. Beowulf, The Song of Roland, El Cid
b. The Divine Comedy, The Canterbury Tales
1098. Thirty people begin in London and walk to a cathedral. Some folks are
feudal: The knight, the priest, the peasant plowman. Some folks are middleclass townsmen. Each person tells two stories. What book is this?
a. Beowulf
b. The Song of Roland
c. El Cid
d. The Divine Comedy
e. The Canterbury Tales
page 390
1092. a
1093. e
A poem is a poem.
A tale is different.
1094. a
These songs about knights
were sung.
1095. a
We’ll never know. They were
sung before they were written
down.
1096. c
1097. b
1098. e
1099. Which stories were sung by troubadours?
A. Beowulf
B. The Song of Roland
C. El Cid
D. The Divine Comedy
E. The Canterbury Tales
a. A, B, C
b. D and E
1100. True or False: The epics were sung by troubadours.
a. True
b. False
1101. Which told the story of a great Anglo-Saxon hero?
A. Beowulf
B. The Song of Roland
C. El Cid
D. The Divine Comedy
E. The Canterbury Tales
1099. a
1100. a
1101. a
Beowulf, the guy who fought
dragons and a monster named
Grendel.
1102. b
Roland and Charlemagne
sound French, no?
1103. c
Dollars to donuts, you’ll never
be asked about El Cid. He
doesn’t get much attention.
1104. e
1105. d
Divine means heavenly.
1102. Which told the story of Charlemagne and his knights?
A. Beowulf
B. The Song of Roland
C. El Cid
D. The Divine Comedy
E. The Canterbury Tales
1103. Which told the story of the war between Christians and Muslims in Spain?
A. Beowulf
B. Song of Roland
C. El Cid
D. The Divine Comedy
E. The Canterbury Tales
1104. Which story described town life in medieval England?
A. Beowulf
B. The Song of Roland
C. El Cid
D. The Divine Comedy
E. The Canterbury Tales
1105. Which story described a mythical journey through heaven and hell?
A. Beowulf
B. The Song of Roland
C. El Cid
D. The Divine Comedy
E. The Canterbury Tales
page 391
1106. Which story told of the plight of the peasants?
A. Beowulf
B. The Song of Roland
C. The Vision of Piers Plowman
D. The Divine Comedy
E. The Canterbury Tales
1106. c
He is a plow man.
1107. Which story reflected the religious spirit of the Middle Ages?
A. Beowulf
B. The Song of Roland
C. The Vision of Piers Plowman
D. The Divine Comedy
E. The Canterbury Tales
1110. c
1108. Who was the author of El Cid?
a. Anonymous (unknown)
b. Aquinas
c. Chaucer
d. Cervantes
e. Dante
1109. Who wrote The Divine Comedy?
a. Anonymous (unknown)
b. Aquinas
c. Chaucer
d. Cervantes
e. Dante
1110. Who wrote The Canterbury Tales?
a. Anonymous (unknown)
b. Aquinas
c. Chaucer
d. Cervantes
e. Dante
1111. Which statement is true?
a. The Divine Comedy tells about different social groups in Italy.
b. The Canterbury Tales tells about different social groups in England.
c. Both
d. Neither
1112. Which statement is not true?
a. Townsmen loved to read about knights and their brave deeds.
b. In the late Middle Ages, authors began to write about town life.
c. Townsmen liked comedy, scandal, and cynical stories about corruption.
d. Middle-class authors were critical of everybody - especially
corrupt clergymen and government officials.
e. Dante and Chaucer wrote for the middle class.
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1107. d
1108. a
1109. e
1111. c
1112. a
Townsmen did not give a hoot
about knights. And vice versa.
1113. All of the following statements about Dante are true, except:
a. Lived around 1000.
b. Born in Florence, the birthplace of the Renaissance.
c. Got involved in politics
d. Was thrown out of his city
e. Got revenge on those who persecuted him
1114. All of the following statements about Dante are true, except:
a. He was trained as a knight - learned chivalry.
b. He was trained in religion - by the Church.
c. He was trained in the liberal arts - and wrote poetry.
d. He was trained in philosophy - read Greek philosophers like Aristotle.
e. He was a learned scholar and a great thinker.
1115. True or False: If Dante returned to Florence, the politicians would put him to
death.
a. True
b. False
1113. a
1000 is early
Dante is late Middle Ages. Lived
in 1300.
1114. a
Nope, Dante was a city guy.
1115. a
1116. a
This is what makes it such a
great book. After all, what book
summarizes your time?
1117. e
1118. b
1119. c
1120. a
1116. True or False: The Divine Comedy is a summary of medieval thinking.
a. True
b. False
1117. All of the following statements are true, except:
a. Medieval folks worried about their salvation in the afterlife.
b. The Divine Comedy is about Hell, Heaven, and Purgatory.
c. The Divine Comedy describes exactly who is in hell.
d. Dante puts real people, including the Pope, in his literary hell.
e. Politicians and church officials really enjoyed Dante’s book.
1118. In The Divine Comedy, it is a place of suffering and despair. It is a horrible
pit beneath the earth. Hell is a very crowded place. There are 9 circles in
Hell: Each is reserved for one group of people! (One for corrupt government
officials, one for corrupt clergymen, including the Pope.) For each circle, the
devil invents specific tortures that fit their specific crimes on earth. What
place is this?
a. Heaven
b. Hell
c. Purgatory
1119. In The Divine Comedy, it is a place of hope. It is where sinners seek forgiveness for their sings. What place is this?
a. Heaven
b. Hell
c. Purgatory
1120. In The Divine Comedy, Dante’s long lost love (Beatrice) takes him through
its 10 spheres, each more wonderful than the next. The people are blessed.
Dante finally arrives at the throne of God, which sits among the angels. Only
there does he discover the true meaning of life. What place is this?
a. Heaven
b. Hell
c. Purgatory
page 393
1121. All of the following statements about The Divine Comedy are true, except:
a. It is about life after death.
b. It is an epic poem.
c. It is about one man’s journey from Hell to Heaven.
d. It is an allegory - a story that has a moral.
e. The main character is Chaucer, the author.
1122. All of the following statements about The Divine Comedy are true, except:
a. The main character is a sinner, like everybody else on earth.
b. The moral of the story is “Be corrupt and cheat others.”
c. It has happy ending - the main character ends up in Heaven.
d. It exposed corruption in politics and the Church.
e. It had a big impact on later writers, including Chaucer.
1123. All of the following statements about Chaucer are true, except:
a. He lived around 1000.
b. He was born in London, England.
c. He was a middle-class guy who saw it all.
d. He wrote about people from all walks of life.
e. His main characters were walking to Canterbury.
1124. All of the following statements about Chaucer are true, except:
a. Economics - He was the son of a wealthy merchant in London.
b. Politics - He became a member of Parliament.
c. Law - He served as a justice of the peace.
d. Nobles - As a boy, he was trained to be a knight.
e. Travel - He loved England and never travelled abroad.
1125. True or False: Chaucer read Dante, who made fun of corruption in government and the Church.
a. True
b. False
1126. Which statement best describes Chaucer?
a. He was fascinated with life and fascinated by people.
b. He made fun of people in all walks of life.
c. Both
d. Neither
1127. Who was the greatest English writer of the Middle Ages?
a. Chaucer
b. Shakespeare
1128. All of the following statements about The Canterbury Tales are true, except:
a. The stories are about everyday life in medieval England.
b. One character is a simple guy who accepts people at face value.
c. The reader, however, discovers the true personality of each character.
d. Each character is a good description of his group in society.
e. The main ideal of the book is chivalry.
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1121. e
The main character is Dante,
the author.
1122. b
Just the opposite.
1123. a
1000 is early
Chaucer was late.
He lived in 1400.
1124. e
d is true. It surprised us.
Dante travelled a lot; he was a
diplomat.
1125. a
1126. c
1127. a
Shakespeare did not live in the
Middle Ages. He lived during
the Renaissance.
1128. e
Chaucer would get a chuckle
out of this. He did not care a fig
about chivalry.
The medieval university
1129. How did the Roman Catholic Church influence intellectual life in the Middle
Ages?
a. They established monasteries.
b. They established universities.
c. Both
d. Neither
1130. During the Middle Ages, which was a center of learning?
a. Monasteries
b. Universities
c. Both
d. Neither
1131. During the early Middle Ages, which preserved learning?
a. the monastery
b. the university
c. Both
d. Neither
1129. c
1130. c
1131. c
1132. e
Nope, they copied books.
1133. a
1134. b
1135. a
St. Francis of Assisi came up
with the idea.
1136. a
Very different, no?
1137. b
Theologian = one who studies
religion.
1132. Which statement about monks is not true?
a. They worked in monasteries.
b. They copied manuscripts.
c. They translated manuscripts into Latin.
d. They illustrated the books.
e. They printed the books.
1133. Which best describes the early monasteries in Europe?
a. They withdrew from society
b. They became an active part of society
The Monastic Orders
1134. Which monastic order became professors at the university?
a. Franciscans
b. Dominicans
1135. Which monastic order begged in the streets?
a. Franciscans
b. Dominicans
1136. The Franciscans wanted to ___________; the Dominicans wanted to
___________.
a. live among the poor; teach theology at the university
b. teach theology at the university; live among the poor
1137. Which were the first to become philosophers and theologians?
a. Franciscans
b. Dominicans
page 395
1138. Which best describes Franciscan and Dominican monks?
a. They withdrew from society
b. They became an active part of society
1139. The Franciscans were founded by
a. St. Augustine
c. Gregory VII
d. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
1140. Who was the most famous Dominican priest?
a. St. Augustine
b. St. Thomas Aquinas
c. Pope Gregory VII
d. Pope Urban II
e. Thomas Becket
1141. Which statement is true?
a. Monks lived in monasteries, renounced society and did not live in it.
b. Some monastic orders lived in society and worked directly with
the people.
c. Both
d. Neither
1142. All of the following statements about St. Francis of Assisi are true, except:
a. He lived in Italy around 1200.
b. He preached the Gospel in the towns and surrounding countryside.
c. He was the son of a rich merchant in Italy.
d. He lived a simple life of poverty.
e. He spent his life helping the poor and healing the sick.
f. All are true
g. None are true
1143. The Franciscans are a mendicant order. That is, they
a. beg for money in the streets.
b. are professors at the university.
1144. All of the following statements about the Dominicans are true, except:
a. The founder was St. Dominic, who lived in Spain around 1200.
b. Dominican monks became professors of theology.
c. They taught at the University of Paris (Sorbonne) and Oxford University.
d. Thomas Aquinas was a Dominican monk.
e. Dominican monks did not study Greek philosophy.
page 396
1138. b
1139. d
Francis founded the
Franciscans
1140. b
Dominican = professor
1141. c
1142. f
1143. a
1144. e
They loved Greek philosophy,
especially Aristotle.
The rise of the university
1145. True or False: The world’s first universities arose during the Middle Ages.
a. True
b. False
1145. a
1146. True or False: Universities did not come into being until the Middle Ages.
a. True
b. False
1147. a
1146. a
1148. b
1147. True or False: In the 1100s, the Church founded the world’s first universities.
a. True
b. False
1148. The first universities arose
a. during ancient times.
b. the Middle Ages.
c. the Renaissance.
d. the Reformation.
e. the Scientistic Revolution.
1149. a
1150. b
1151. c
1152. a
1153. c
1149. True or False: The rise of trade and towns stimulated education and the
arts.
a. True
b. False
1150. What stimulated the rise of universities?
a. the rise of manors
b. the rise of towns
c. Both
d. Neither
1151. The first universities were founded by the
a. King
b. Nobility
c. Church
d. Merchants
e. Peasantry
1152. True or False: The first universities arose from cathedrals and cathedral
schools.
a. True
b. False
1153. During the 1100s, which did not contribute to the rise of universities?
a. the rise of cities
b. a wealthy middle class
c. isolation from other cultures
d. a demand for priests
e. a demand for lawyers
page 397
Purpose
1154. The first universities arose to educate
a. nobles
b. clergy
c. artists
d. scientists
e. teachers
1155. True or False: Medieval universities produced priests, lawyers, and doctors.
a. True
b. False
1156. Which statement is not true?
a. The university was one of the great inventions of the Middle Ages.
b. Europe’s universities were founded by the Church.
c. At first, its sole purpose was theology - the study of religion.
d. Later, it educated men for the professions.
e. In the late Middle Ages, the only courses were about religion.
1157. Which statement is not true?
a. Bishops founded cathedrals.
b. Each cathedral opened a school.
c. Cathedral schools became universities.
d. In the 1100s, the first universities were founded.
e. By 1300, Europe had two universities.
1158. All of the following statements about Oxford University are true, except:
a. It is the oldest university in England.
b. It was founded in the 1100s.
c. It was founded because English students could not attend
the University of Paris.
d. Its first purpose was the study of religion.
e. Its first students were lawyers.
1159. All of the following statements about the University of Paris are true, except:
a. It is nicknamed the Sorbonne.
b. It began as a cathedral school.
c. It was founded by a theologian.
d. Its first purpose was the study of religion.
e. Its first students were doctors.
page 398
1154. b
1155. a
1156. e
By the late Middle Ages, there
were lots of different courses.
1157. e
By 1300, there were a dozen
universities in Europe.
1158. e
Priests
1159. e
Priests
Courses
1160. Which course was not taught at the medieval university?
a. law
b. witchcraft
c. theology
d. medicine
e. Latin
1161. After the _______, European universities taught courses in algebra and
began to use arabic numerals, the zero and the decimal system.
a. Norman Conquest
b. Magna Carta
c. Crusades
d. Black Death
e. Reconquista
1160. b
Duh
1161. c
This math comes from the
Middle East and India.
1162. e
Physics comes later.
1163. d
1164. e
1165. c
1162. Which course was not taught at the medieval university?
a. Greek
b. Latin
c. Logic
d. Philosophy
e. Physics
1163. Which describes the medieval student?
a. The undergraduate studied the liberal arts.
b. The graduate student studied a profession.
c. The professions were theology, medicine, and law.
d. All of the statements are true.
e. None of the statements are true.
1164. All of the following statements about medieval universities are true, except:
a. There were no professors.
b. Students read books.
c. Masters (who held a Master’s degree) explained the books.
d. Exams were oral.
e. Exams were written.
1165. Which best describes the status of women in the medieval university?
a. Women were not allowed to be priests, lawyers or doctors.
b. Universities did not admit women.
c. Both
d. Neither
page 399
How they operated
1166. The first universities were modeled on
a. the manor - with lords and serfs.
b. the guild - with masters and apprentices.
1166. b
1167. All of the following statements about the medieval university are true, except:
a. It was modeled on the guild.
b. There were master teachers.
c. The students were apprentices.
d. The student took a written exam.
e. He became a master and took on students.
1168. c
1168. Who ran the medieval university?
a. town officials
c. the students
b. university officials
d. the King’s representative
1169. In many medieval universities, students did all of the following, except:
a. controlled the administration
b. made the rules
c. chose the courses
d. hired the teachers
e. ran the town government
1170. Which statement about university students is not true? They
a. controlled the administration
b. made the rules
c. chose the courses
d. hired the teachers
e. designed the exams
Town & Gown
1171. True or False: The university was independent of the town.
a. True
b. False
1172. Which statement best describes the medieval university?
a. The university was in the town.
b. The university was independent of the town.
c. Both
d. Neither
1173. A university with a ______ was independent of the town.
a. chancellor
b. charter
c. guild
d. church
e. library
1174. Which statement best describes the medieval town?
a. The town had its own laws and ruled itself.
b. The university had its own rules and governed itself.
c. Both
d. Neither
page 400
1167. d
All exams were oral.
1169. e
1170. e
The exams were oral.
It would not be fair for students
to design them!
That’s going too far.
1171. a
1172. c
1173. b
1174. c
1175. Which statement is true?
a. The town got a charter to govern itself.
b. The university got a charter to govern itself.
c. Both
d. Neither
1175. c
1176. b
1177. a
1178. b
1176. True or False: Town governments had jurisdiction over universities.
a. True
b. False
1179. d
1180. a
1177. True or False: Medieval universities had self-government.
a. True
b. False
1181. b
1178. When university students broke the law, who punished them?
a. the town
b. the university
1179. Which statement best describes the relationship between university students
and town officials?
a. The town liked the university students.
b. The university students liked the townspeople.
c. Both
d. Neither
1180. True or False: University students wore the long black gowns that today’s
students wear on graduation day.
a. True
b. False
1181. How would you describe the relationship between town and gown?
a. friendly
b. hostile
page 401
Scholasticism
1182. The Middle Ages is known as the
a. Age of Faith
b. Age of Reason
c. Age of Exploration
d. The Enlightment
e. The Renaissance
1183. At the beginning of the Middle Ages, people accepted Christianity
_________.
a. on faith
b. based on reason
1182. a
1183. a
1184. b
1185. c
1186. c
1187. b
1188. c
1189. b
1184. At the beginning of the Middle Ages, people ____ study, analyze, or question
Christianity.
a. did
b. did not
1185. Scholastics accepted Christianity _________.
a. on faith
b. based on reason
c. Both
d. Neither
1186. Scholasticism involves studying
a. religion
b. philosophy
c. Both
d. Neither
1187. Which philosophy dominated the universities?
a. Greek philosophy is contrary to the teachings of the Church
b. Greek philosophy can be applied to the Christian religion.
1188. Which Greek philosopher(s) had the greatest impact on medieval scholars?
a. Plato
b. Socrates
c. Aristotle
d. Aristophanes
e. The Stoics
1189. In medieval Europe, _____ was the most popular ancient Greek philosopher
because he used _______.
a. Plato; religion
b. Aristotle; reason
c. Socrates; superstition
page 402
1190. All of the following statements about scholasticism are true, except:
a. Scholars read the works of Greek philosophers.
b. Scholars were impressed by the logic and reasoning of Aristotle.
c. Scholars applied Aristotle’s logic to the Christian religion.
d. By studying Christianity, they came up with democratic ideals.
e. Scholars never analyzed or questioned religion.
1191. From the 1100s onward, followers of scholasticism
a. read, translated, and wrote commentaries on Greek philosophy.
b. used Greek logic to better understand Christianity.
c. Both
d. Neither
1192. During the Middle Ages, scholars examined the conflict between
a. faith and doubt.
b. faith and reason.
1193. Theology is the study of
a. law
b. religion
c. government
d. philosophy
e. geography
1190. e
1191. b
1192. b
1193. b
1194. b
Reason and logic.
Observation and experiments
came during the Scientific
Revolution of the 1600s.
1195. e
of the Middle Ages
1196. e
He loved Aristotle.
1197. e
Nope! He was Italian, but he
became a professor at the
University of Paris.
1194. True or False: Scholars who followed scholasticism believed learning should
be based upon observation and experimentation.
a. True
b. False
1195. All of the following statements about the University of Paris are true, except:
a. It was nicknamed the Sorbonne.
b. It was the center of scholasticism.
c. It was founded by the Church.
d. Its top professor was Thomas Aquinas.
e. Thomas Aquinas was the leading scholar of the Renaissance.
1196. All of the following statements about St. Thomas Aquinas are true, except:
a. He lived around 1250.
b. He was a Catholic priest.
c. He was a theologian.
d. He was a philosopher.
e. He did not admire Aristotle.
1197. All of the following statements about St. Thomas Aquinas are true, except:
a. Thomas Aquinas was born into a noble family in Italy.
b. He attended the University of Naples, which was founded by
the Church.
d. He became a Dominican priest and studied two subjects philosophy and religion.
d. Most of all, he studied Aristotle and how to think logically.
e. He became a professor of religion at the University of Rome.
page 403
1198. Which book was written by St. Thomas Aquinas?
a. Beowulf
b. The Song of Roland
c. Summa Theologica
d. The Divine Comedy
e. The Canterbury Tales
1199. All of the following are beliefs of St. Thomas Aquinas, except:
a. Religion is based on faith.
b. Philosophy is based on reason.
c. No conflict exists between reason and faith.
d. You can use reason to better understand your faith.
e. He used his powers of reasoning to explain Islam.
1200. Thomas Aquinas believed all of the following, except:
a. There is no conflict between faith and reason.
b. Both are gifts from God.
c. Man can use reason to discover all truths.
d. Some truths can be understood by using reasoning.
e. Some truths can be understood only by faith.
f. All the statements are true.
g. None of the statements are true.
1201. St. Thomas Aquinas believed that learning should be based upon
a. reason
b. observation and experimentation
c. Both
d. Neither
page 404
1198. c
1199. e
Christianity
1200. f
1201. a
Observation and experimentation came later - in the 1600s.
Natural Law
1202. Thomas Aquinas wrote
a. Beowulf
b. Song of Roland
c. Domesday Book
d. Canterbury Tales
e. Summa Theologica
1203. In Summa Theologica, Thomas Aquinas explained “Natural Law”:
a. We live in God’s kingdom and man’s kingdom.
b. God’s law is “Natural Law.”
c. Each person is born with certain God-given rights.
d. Governments can violate these God-given rights.
e. Man’s law must never contradict “Natural Law.”
1202. e
1203. d
1204. b
1205. a
1206. a
1207. e
1208. c
1209. d
1210. a
1204. Natural law relates to ______ law.
a. man’s
c. nature’s
b. moral
d. Mother Nature’s
1205. True or False: Natural law refers to man’s God-given rights.
a. True
b. False
1206. True or False: According to St. Thomas Aquinas, man’s law should not deviate from God’s law.
a. True
b. False
1207. All of the following are beliefs of St. Thomas Aquinas, except:
b. A Christians is a citizen of two kingdoms.
b. You live in a kingdom in Europe.
c. You also reside in the Kingdom of God.
d. You must obey God and His Commandments.
e. You can be completely obedient to the King of your country.
1208. Which did St. Thomas Aquinas believe?
a. Everyone is equal before God.
b. Government laws cannot deny you of your God-given rights
c. Both
d. Neither
1209. According to St. Thomas Aquinas, which was a God-given right?
a. the right to life
b. the right to have children
c. freedom of worship
d. All of the above
e. None of the above
1210. “All men are created equal, endowed by their Creator with certain unalienable rights to life, liberty, and the pursuit of happiness.”
This statement _____ express the concept of Natural Law.
a. does
b. does not
page 405
The Reconquista
The Geography
1211. d
1211. Which countries lie on the Iberian Peninsula?
a. England, Scotland, and Wales
b. Sweden and Norway
c. Italy
d. Spain and Portugal
e. Greece
1212. a
1213. d
1214. e
1215. a
1212. Spain lies on which peninsula?
a. Iberian
c. Italian
b. Jutland
d. Peloponnesian
e. Scandinavian
1216. a
In 732 A.D.
1217. e
1213. Which country lies on the Iberian Peninsula?
a. England
c. Italy
e. Switzerland
b. France
d. Spain
The Conquest
1214. Who conquered Spain in the early Middle Ages?
a. England
c. Italy
e. the Muslims
b. France
d. Germany
1215. When did the Moors conquer Spain? Around the year
a. 700
b. 900
c. 1100
d. 1300
e. 1500
1216. The Muslims would have taken all of Europe, but they were stopped at the
a. Battle of Tours
b. Battle of Hastings
c. Battle for Jerusalem
d. Battle of Runnymede
e. Battle of Agincourt
1217. Throughout the Middle Ages, the Muslims ruled what European country?
a. England
c. Italy
e. Spain
b. France
d. Germany
page 406
Spain under the Moors
1218. The Muslims ruled Spain for _______ years.
a. 100
b. 300
c. 500
d. 700
e. 1000
1219. As of 800, where did cities exist in Europe? Only i n
a. England
c. Italy
e. Germany
b. France
d. Spain
1220. During the Middle Ages, what city was the capital of Spain?
a. Madrid
c. Seville
e. Salamanca
b. Barcelona
d. Cordoba
1218. d
1219. d
1220. d
1221. d
1222. d
1223. d
1224. b
1225. d
1226. d
1221. During the Middle Ages, which city was the intellectual center of Europe?
a. Madrid
c. Sevilla
e. Granada
b. Barcelona
d. Cordoba
1222. As of 800, where would you find cities full of scholars, books and libraries?
a. England
c. Italy
e. Switzerland
b. France
d. Spain
1223. As of 800, where did scholars in cities translate the Greek classics into
Latin?
a. England
c. Italy
e. Switzerland
b. France
d. Spain
1224. Who first translated Aristotle from Greek into Latin?
a. Aquinas, a Christian scholar
b. Averroes, a Muslim scholar
1225. During the Middle Ages, where did Jews, Christians, and Muslims live in
peace and harmony?
a. England
c. Italy
e. Switzerland
b. France
d. Spain
1226. During the Middle Ages, which country had a multicultural society?
a. England
c. Italy
e. Switzerland
b. France
d. Spain
page 407
1227. All of the following statements about the Muslims are true, except:
a. The Moors were Muslims who lived in Morocco, North Africa.
b. In 711, they crossed the Strait of Gibraltar and conquered Spain.
c. The Muslims ruled Spain for 700 years.
d. The Muslims ruled Spain from 711 to 1492.
e. Spain was the easternmost part of the Islamic Empire.
1228. True or False: During the Middle Ages, Spain had a more advanced culture
than the rest of Europe.
a. True
b. False
1229. All of the following statements about medieval Spain are true, except:
a. Cordoba was the capital of Muslim Spain.
b. For centuries, Cordoba served as the intellectual center of Europe.
c. It had books, libraries, universities, and scholars.
d. Scholars preserved and translated the classics from ancient
Greece and Rome.
e. Christian monks in monasteries were the first Europeans to
translate the Greek classics.
1230. Which statement is true?
a. Medieval Spain had cities, even when Europe’s cities disappeared.
b. Cities in southern Spain were marvels of Islamic architecture.
c. Both
d. Neither
page 408
1227. e
the westernmost
1228. a
1229. e
Nope, Muslim scholars in Spain
wee the first to translate the
Greek classics.
1230. c
The Reconquest
1231. When did the Christians reconquer Spain?
a. 800
b. 1066
c. 1095
d. 1215
e. 1350
f. 1453
g. 1492
1232. During the Reconquista, the _________ fought the ________.
a. Christians; Christians
b. Catholics; Protestants
c. Christians; Muslims
d. English; French
e. French; Germans
1231. g
1232. c
1233. d
The Muslims lived in southern
Spain.
1234. e
They made war on the Muslims
in Spain.
1235. c
1236. a
1237. a
1238. c
1233. All of the following statements about the Reconquista are true, except:
a. Beginning in the 1100s, the Christians began to take back Spain.
b. El Cid, an epic poem, was about the war in Spain.
c. For centuries, the Christians fought the Muslims.
d. The Muslims lived in northern Spain.
e. The Christians pushed the Muslims further and further south.
1234. All of the following statements about Ferdinand and Isabella are true,
except:
a. She was from Castile - Madrid.
b. He was from Aragon - close to Barcelona.
c. They got married in 1469.
d. They united all the Christians in Spain.
e. They made war on France.
1235. What happened to Ferdinand and Isabella in 1492?
a. They defeated the Muslims.
b. They expelled the Jews.
c. Both
d. Neither
The Expulsion of the Jews
1236. True or False: Most of the Jews in Spain were forced to leave.
a. True
b. False
1237. True or False: In order to remain in Spain, Jews had to convert to the
Catholic Church.
a. True
b. False
1238. Which statement is true?
a. Some Jewish people converted to Catholicism.
b. They continued to practice Judaism in secret.
c. Both
d. Neither
page 409
The Spanish Inquisition
1239. During the Spanish Inquisition, what happened to people who did not follow
the teachings of the Catholic Church?
a. imprisoned
b. tortured
c. killed
d. All of the above
e. None of the above
1239. d
1240. The Inquisition was ________ English justice.
a. similar to
b. the opposite of
1244. a
1241. Who launched the Spanish Inquisition?
a. Ferdinand & Isabella
b. Urban II and Gregory VII
c. Charlemagne and Louis the Fat
d. William the Conqueror and Henry II
e. King John and Richard the Lion-hearted
1242. Which statement is true?
a. Ferdinand and Isabella were very Catholic.
b. From then on, Spain was the most Catholic country in Europe.
c. At times, Spain was more Catholic than Italy, the home of the Pope.
d. All of the above
e. None of the above
1243. Having united Spain into one _______ country, Ferdinand and Isabella
financed the voyages of _________ to the New World.
a. Christian; Columbus
b. Muslim; Magellan
c. Jewish; Henry Hudson
1244. Who financed Christopher Columbus?
a. Ferdinand & Isabella
b. Urban II and Gregory VII
c. Charlemagne and Louis the Fat
d. William the Conqueror and Henry II
e. King John and Richard the Lion-hearted
1245. Which event did not happen in1492?
a. Charlemagne fought the Muslims in Spain.
a. Ferdinand & Isabella completed the Reconquista.
b. The Muslims were expelled from Europe.
c. The Jews were expelled from Spain.
d. The Spanish Inquisition began.
e. The Middle Ages ended.
f. Columbus made his first voyage to the New World.
page 410
1240. b
1241. a
1242. d
1243. a
1245. a
Charlemagne did this around
800 A.D.
The Hundred Years’ War
When
1246. When did the Hundred Years’ War end?
a. 800
b. 1066
c. 1095
d. 1215
e. 1350
f. 1453
g. 1492
1246. f
1247. e
1248. a
1249. c
1250. c
1251. a
1247. The Hundred Years’ War ended during which century?
a. 11th
b. 12th
c. 13th
d. 14th
e. 15th
Where
1248. Which countries fought during the Hundred Years’ War?
a. England and France
b. France and Italy
c. Italy and Germany
d. Austria and Switzerland
e. Germany and England
What
1249. What was the Hundred Years’ War?
a. The last feudal war
b. The first modern war
c. Both
d. Neither
1250. What was the Hundred Years’ War all about?
a. new technology in warfare
b. the rise of nationalism
c. Both
d. Neither
Why
1251. True or False: The Hundred Years’ War determined which was the most
powerful country in Europe.
a. True
b. False
page 411
Causes
1252. a
1252. At the beginning of the Hundred Years’ War, _______ invaded _______.
a. England; France
b. France; England
c. Germany; Italy
d. Germany; France
e. Austria; Switzerland
The events of the war
1253. Which battle took place during the Hundred Years’ War?
a. Battle of Tours
b. Battle of Hastings
c. Battle for Jerusalem
d. Battle of Runnymede
e. Battle of Agincourt
1254. What happened at this battle? All of the following statements are true,
except:
a. The English were outnumbered by the French.
b. The French won.
c. The English won!
d. A modern army with new technology in warfare.
e. A modern army with a new strategy on the battlefield.
1255. Who won the battle?
a. archers with longbows
b. knights with armor
Technology
1256. All of the following statements about the crossbow are true, except:
a. English marksmen used crossbows.
b. An arrow from a crossbow could not pierce armor or chain mail.
c. To protect himself, the French knight wore 70 pounds of steel armor.
d. An arrow from a crossbow could knock the knight off his horse.
e. Weighted down by steel armor, the knight could not get back on his
horse.
1257. All of the following statements about the pike are true, except:
a. A pike is a pole with a sharpened point.
b. Peasants carried pikes into battle.
c. Pikes were used against knights.
d. Pikes were used against horses.
e. English soldiers used sharpened stakes to impale French horses.
1258. Which statement is true?
a. The English had a modern army: Foot soldiers and archers.
b. The French had a feudal army: Knights on horseback.
c. Both
d. Neither
page 412
1253. e
After this battle, the knights
were really aching. (Pun)
1254. b
The English were outnumbered,
but they won.
1255. a
The English won because they
were high-tech.
1256. b
It could!
1257. c
Pikes were meant to hurt horses.
1258. c
This is why we say it was the
last feudal war and the first
modern war.
1259. All of the following statements about gunpowder are true, except:
a. It was invented in China.
b. Cannons were the first European weapons to use gunpowder.
c. Cannon balls could demolish castle walls.
d. Castles were the strongholds of nobles.
e. Using cannons, the King’s army crushed merchants in the towns.
1259. e
Nope, the King used cannonballs to subdue his nobles.
1260. During the late Middle Ages, all of the following weapons came into use for
the first time in Europe, except:
a. battleaxe
b. pike
c. longbow and crossbow
d. cannon
e. musket
1261. a
Since the rise of trade and
towns, there is money in circulation. Soldiers can be paid in
$$$ instead of land.
The new professional army
1263. a
Yes, the humble foot soldier.
1261. A mercenary is a professional soldier who fights wars for _______.
a. money
c. God and Country
b. honor and glory
d. King and Country
1260. a
The battleaxe is the knight’s
weapon. It was used by barbarians early in the Middle Ages.
1262. a
13,000 can beat 50,000 when
they have high-tech weapons.
1264. b
1262. At the Battle of Agincourt, a modern army (13,000 English) _______ a feudal
army (50,000 French).
a. defeated
b. was defeated by
1263. Who replaced the knight in shining armor?
a. the foot soldier in the infantry
b. counts and dukes in the cavalry
1264. The new professional army consisted of the _________.
a. cavalry
b. infantry
page 413
Who
1265. Who was the hero of the Hundred Years’ War?
a. King Arthur
b. Robin Hood
c. Joan of Arc
d. William Tell
e. Richard the Lion-hearted
1266. Who was the symbol of French nationalism?
a. King Arthur
b. Robin Hood
c. Joan of Arc
d. William Tell
e. Richard the Lion-hearted
1267. Who was burned at the stake for heresy?
a. King Arthur
b. Robin Hood
c. Joan of Arc
d. William Tell
e. Richard the Lion-hearted
1268. Who was the symbol of English nationalism?
a. King Arthur
b. Robin Hood
c. Joan of Arc
d. William Tell
e. Richard the Lion-hearted
1269. Who was the symbol of Swiss nationalism?
a. King Arthur
b. Robin Hood
c. Joan of Arc
d. William Tell
e. Richard the Lion-hearted
page 414
1265. c
1266. c
1267. c
1268. a
King Arthur and his Knights of
the Round Table. King Arthur,
with a round table, was somewhat democratic.
1269. d
The Austrians made him shoot
an apple off his son’s head.
Nationalism
1270. Before the Hundred Years War, people regarded themselves as residents of
a _________; after the war, people regarded themselves as residents of a
_________.
a. manor, village, town; nation
b. nation; manor, village; town
1270. a
1271. b
1272. c
1273. a
1271. Before the Hundred Years War, people regarded themselves as followers of
a _________; after the war, people regarded themselves as followers of a
_________.
a. king; noble lord
b. noble lord; king
1274. b
1275. a
1276. a
1277. e
1272. Nationalism is loyalty to one’s _________.
a. church
c. country
b. lord
d. county
1278. a
1279. a
1280. a
1273. A vassal swears allegiance to his
a. feudal lord
b. country
1274. A nationalist swears allegiance to his
a. feudal lord
b. country
1275. “For King and Country!” ________ a slogan of nationalism.
a. is
b. is not
1276. True or False: Nationalism is patriotism.
a. True
b. False
1277. In order to be a nation, you do not need
a. one common language
b. one common set of customs and traditions
c. one strong central government
d. a feeling of loyalty for the country
e. vassals who swear allegiance to a lord
1278. Who built the new nations?
a. King
c. Church
b. nobility
d. merchants
e. peasants
1279. Which country was the first to feel (and act) like a nation?
a. England
c. Italy
e. Spain
b. France
d. Germany
1280. True or False: Before the Hundred Years War, people regarded themselves
as residents of a manor or town.
a. True
b. False
page 415
1281. True or False: After the Hundred Years’ War, people regarded themselves
as citizens of a nation.
a. True
b. False
1281. a
1282. a
1283. a
1282. True or False: Before the Hundred Years’ War, people regarded themselves
as followers of a feudal lord.
a. True
b. False
1283. True or False: After the Hundred Years’ War, people regarded themselves
as followers of a king.
a. True
b. False
1284. a
1285. a
1286. d
1287. b
1288. d
1284. Who built the new nations?
a. King
c. Merchants
b. Nobles
d. Church
1285. True or False: If the King was weak, somebody else symbolized the nation.
You know, like Joan of Arc.
a. True
b. False
1286. In order to be a nation, you need all of these things, except:
a. one common language
b. one set of customs and traditions
c. one strong central government
d. people swear allegiance to the barons, who are the symbols
of the nation
e. a feeling of loyalty for the country
1287. A nation needs one common language. Who helped England develop one
national language?
a. Dante
b. Chaucer
1288. A nation needs one common set of customs and traditions.
How did England develop one set of customs and traditions?
a. William the Conqueror was a Norman, so he followed the French
culture.
b. William the Conqueror conquered the Anglo-Saxon.
c. Over centuries, the two cultures merged.
d. All the statements are true.
e. None of the statements are true.
1289. A nation needs one strong central government.
How did England develop a strong central government?
a. Over centuries, the Kings fought for a strong central government.
b. The middle class townsmen fought for a strong central government.
c. Both are true
d. Neither are true
page 416
1289. c
1290. A nation needs the King to be the symbol of the country.
How did England’s king become a symbol of the nation?
a. Knights swear allegiance to their lords.
b. People swear allegiance to the King.
c. Both
d. Neither
1291. True or False: A nation needs people to have a strong feeling of loyalty for
the country.
a. True
b. False
1292. True or False: If a country has a national song, the country is a nation.
a. True
b. False
1293. If people are singing “God save the Queen,” the country ____ a nation.
a. is
b. is not
1290. b
1291. a
1292. a
1293. a
1294. a
1295. a
1296. b
He is a symbol of English
nationalism.
1297. a
A legend is more like a folktale.
1298. a
1299. a
1294. True or False: If a country has a national hero, the country is a nation.
a. True
b. False
1300. a
1295. True or False: Joan of Arc is a symbol of French nationalism.
a. True
b. False
1296. True or False: King Arthur is a symbol of French nationalism.
a. True
b. False
1297. What is a legend?
All of the following statements are true, except:
a. An epic poem
b. Sometimes it is based on a real person.
c. If the person is real, his or her life is exaggerated.
d. More often, the main character is invented.
e. Legends reflect national values, attitudes, and ideals.
1298. True or False: National legends express the values, attitudes, and ideals of
the whole nation.
a. True
b. False
Monarchy
1299. A monarchy is a government which is headed by a
a. King
b. President
1300. A _________ is a form of government in which one person inherits the
throne and becomes the ruler of a country for life.
a. monarchy
c. tyranny
b. plutocracy
d. democracy
page 417
Strong monarchs
1301. The new professional army strengthened whom?
a. the king
b. the nobility
1301. a
1302. a
1303. e
1302. True or False: The King could hire his own army and no longer be
dependent upon knights and the nobility.
a. True
b. False
1303. After the Hundred Years’ War, the King’s army consisted of all of the
following, except:
a. Peasants as foot soldiers, armed with pikes
b. Archers armed with the English longbow
c. Mercenaries
d. Cannons
e. Knights in armor
1304. True or False: Kings extended their power by using a professional army to
crush the nobility.
a. True
b. False
1305. The rise of powerful kings _________ feudalism.
a. strengthened
b. weakened
1306. Kings replaced the ________ governments of feudalism with a strong
________ government.
a. local; central
b. central; local
1307. Kings became powerful at the expense of whom?
A. Nobles
B. Clergy
C. Merchants
D. Peasants
a.
b.
c.
d.
e.
A and B
B and C
C and D
D and A
A and C
1308. True or False: In the late Middle Ages, the King became more powerful than
the nobility.
a. True
b. False
1309. True or False: In the late Middle Ages, the King became more powerful than
the clergy.
a. True
b. False
page 418
1304. a
1305. b
1306. a
1307. a
1308. a
1309. a
The King was the symbol of the
nation.
Strong central government
1310. How did the English king become a strong monarch?
By doing all of the following, except:
a. The King overpowered the nobility.
b. He collected money from wealthy towns.
c. He bought high-tech weapons.
d. His armies had longbows, pikes, guns, and cannons.
e. Knights in cavalry were superior to peasants in infantry.
1311. All of the following statements about kings are true, except:
a. He set up one powerful central government.
b. He hired professional civil servants to run the central government.
c. They were experts in law, finance, and military affairs.
d. He created one system of laws and one court system.
e. He did not care about towns, merchants, or trade.
1310. e
1311. e
He cared very much about
towns - they paid him taxes!
1312. b
1313. d
Merchants had to travel the
roads more than anyone else.
1314. d
He was the main victim of highway robbery.
1315. d
1316. d
1312. Trade and commerce were difficult in medieval times because _________
central government.
a. there was
b. there was no
1317. b
The merchants!
1318. b
1313. Under feudalism, who disliked the lack of law and order in the countryside?
a. feudal lords
c. peasants
b. knights
d. merchants
1314. Under feudalism, who was the victim of highwaymen and other bandits?
a. feudal lords
c. peasants
b. knights
d. merchants
1315. Under feudalism, who disliked having to cross many political jurisdictions,
each with different laws and courts?
a. feudal lords
c. peasants
b. knights
d. merchants
1316. Under feudalism, who disliked having to pay a toll on every road and
bridge?
a. feudal lords
c. peasants
b. knights
d. merchants
1317. Which class helped kings become powerful?
a. the nobility
c. the clergy
b. the middle class
d. the peasantry
1318. The King became wealthy by collecting taxes from _________.
a. the nobility
c. the clergy
b. the middle class
d. the peasantry
page 419
1319. As of 1500, who was the single most powerful man in Europe?
a. The Pope
c. King of France
b. King of England
d. Emperor of the Holy Roman Empire
1319. b
1320. d
1321. a
1320. As of 1500, which place was run by barons and dukes, and never had a
powerful king?
a. England
c. Italy
e. Spain
b. France
d. Germany
1322. a
1323. a
1324. a
Results of the Hundred Years’ War
1325. b
1321. True or False: The Hundred Years’ War was the deathblow to the knights.
a. True
b. False
1322. Which country won the Hundred Years’ War?
a. England
c. Italy
b. France
d. Germany
Spain
1323. True or False: Mounted knights were the backbone of feudalism.
a. True
b. False
1324. True or False: New weapons and military strategy destroyed the supremacy
of medieval knights.
a. True
b. False
1325. The crossbow and infantry _________ feudalism.
a. strengthened
b. weakened
1326. True or False: A peasant with a pike can stop a mounted knight.
a. True
b. False
page 420
1326. a
Drawing conclusions: The end of feudalism
Why did feudalism end?
1327. b
1327 The Crusades _________ feudalism.
a. strengthened
b. weakened
1328. b
1329. b
1328. The revival of trade _________ feudalism.
a. strengthened
b. weakened
1330. b
1331. b
1332. b
1329. The rise of towns _________ feudalism.
a. strengthened
b. weakened
1333. e
1330. The rise of powerful kings _________ feudalism.
a. strengthened
b. weakened
1331. New technology in warfare _________ feudalism.
a. strengthened
b. weakened
1332. The Hundred Years’ War _________ feudalism.
a. strengthened
b. weakened
1333. What replaced feudalism?
a. socialism
c. anarchy
b. communism
d. oligarchy
e. nationalism
page 421
People & Events
1334. Who conquered Western Europe during the 8th century?
a. Charlemagne
b. Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
1334. a
1335. e
1336. a
1337. a
1338. e
1335. Who defeated the Muslims in Spain?
a. Charlemagne
b. Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
1336. The Song of Roland praises which king?
a. Charlemagne
b. Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
1337. Which King was the first to be crowned by the Pope?
a. Charlemagne
b. Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
1338. Who expelled the Jews from Spain?
a. Charlemagne
b. Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
1339. Who was the most famous medieval scholar?
a. Augustine
c. Gregory VII
d. Urban II
d. Francis of Assisi
e. Thomas Aquinas
page 422
1339. e
1340. He first appeared around 1378. He was a legendary outlaw in England.
Minstrels sang stories about him; troubadours sang ballads about him. He
disliked King John. He was a hero of the common people. Who was he?
a. King Arthur
b. Joan of Arc
c. Robin Hood
d. William Tell
1340. c
1341. He was probably a real person who lived in England around 500 A.D., but
his story did not appear until the 1400s. He was a king who practiced
democracy with his knights. Who was he?
a. King Arthur
b. Joan of Arc
c. Robin Hood
d. William Tell
1345. a
1341. a
1342. a
1343. b
1344. d
1342. Queen Guinivere, Sir Lancelot, Camelot, the Holy Grail and Excalibur.
Whom do you think of?
a. King Arthur
b. Joan of Arc
c. Robin Hood
d. William Tell
1343. She was a real person who lived around 1430. She was a peasant girl who
convinced the King of France to let her lead the French army. She won the
Battle of Orleans and was nicknamed the “Maid of Orleans.” She was
burned at the stake. Who was she?
a. King Arthur
b. Joan of Arc
c. Robin Hood
d. William Tell
1344. In the 1300s, the Swiss wanted their independence from neighboring
Austria.This man was exceedingly skilled with a crossbow. When he refused
to bow down to the Austrians, he was arrested. He was given a trial by
ordeal: To see whether he was guilty or innocent, he was order to shoot an
arrow into an apple on his son’s head. He went on to lead a rebellion
against the Austrians. Who was he?
a. King Arthur
b. Joan of Arc
c. Robin Hood
d. William Tell
1345. The political power of the Catholic Church was sealed by which event?
a. Coronation of Charlemagne
b. The Norman Invasion
c. The First Crusade
d. The Magna Carta
e. Coronation of Ferdinand and Isabella
page 423
1346. What event marked the beginning of constitutional government in England?
a. Coronation of Charlemagne
b. The Norman Invasion
c. The First Crusade
d. The Magna Carta
e. The Hundred Years’ War
1347. Nationalism first arose in medieval Europe during which war?
a. Charlemagne’s wars
b. The Norman Invasion
c. The Crusades
d. The Hundred Years’ War
e. The Reconquista
1348. Which event symbolized the divine right of kings?
a. Coronation of Charlemagne
b. The Norman Invasion
c. The First Crusade
d. The Magna Carta
e. The Black Death
1349. Historians regard this as one of the major battles in World History. It
changed the course of history. It helped England become the first modern
nation in Europe. Which battle was it?
a. Battle of Tours
b. Battle of Hastings
c. Battle for Jerusalem
d. Battle of Runnymede
e. Battle of Agincourt
1350. What happened between 1337 and 1453?
a. Charlemagne’s wars
b. The Norman Invasion
c. The Crusades
d. The Hundred Years’ War
e. The Reconquista
1351. Who were the very Catholic monarchs of Spain?
a. Ferdinand & Isabella
b. Urban II and Gregory VII
c. Charlemagne and Louis the Fat
d. William the Conqueror and Henry II
e. King John and Richard the Lion-hearted
1352. Which King was the first to cooperate with the Church?
a. Charlemagne
b. Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
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1346. d
1347. d
1348. a
1349. b
1350. d
1351. a
1352. a
1353. Who was crowned in Rome on Christmas Day in 800 A.D.?
a. Charlemagne
b. Henry IV
c. William the Conqueror
d. King John
e. Ferdinand & Isabella
1354. Of all the Christian missionaries, who was the most famous?
a. St. Augustine
c. Gregory VII
d. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
1353. a
1354. a
St. Augustine is the only missionary on the list!
1355. d
1356. e
1357. b
1358. c
1359. e
1355. Of all the monks who lived in poverty, who was the most famous?
a. St. Augustine
b. Gregory VII
c. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
1356. Of all the monks who became university professors, who was the most
famous?
a. St. Augustine
c. Gregory VII
d. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
1357. Which Pope was the first to depose (bring down) a king?
a. St. Augustine
b. Gregory VII
c. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
1358. Which Pope launched the Crusades?
a. St. Augustine
b. Gregory VII
c. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
1359. Who was the greatest philosopher of medieval Europe?
a. St. Augustine
b. Gregory VII
c. Urban II
d. St. Francis of Assisi
e. St. Thomas Aquinas
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1360. He gathered a great army of 5,000 French knights, sailed across the English
Channel and invaded England. Who was he?
a. Charlemagne
b. William the Conqueror
c. Henry II
d. King John
e. Ferdinand & Isabella
1361. The Battle of Agincourt took place during what war?
a. Charlemagne’s wars
b. The Norman Invasion
c. The Crusades
d. The Hundred Years’ War
e. The Reconquista
1362. The Battle of Hastings took place during what war?
a. Charlemagne’s wars
b. The Norman Invasion
c. The Crusades
d. The Hundred Years’ War
e. The Reconquista
1363. Where did King John sign the Magna Carta?
a. Hastings
b. Agincourt
c. Runnymede
d. Tours
e. Granada
1364. Who conquered England in 1066?
a. Charlemagne
b. William the Conqueror
c. Henry II
d. King John
e. Ferdinand & Isabella
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1360. b
1361. d
1362. b
1363. c
1364. b