Please take a British Isles map. Complete it by labeling and color coding the following: Ireland...

Please take a British Isles map. Complete it by labeling and color coding the following:

Ireland United Kingdom English Channel

Irish Sea North Sea

Thames River England

Great Britain Northern Ireland

Wales Scotland Dublin London

MAP pg. 72:

Miss Bonner

High and Late Middle Ages

1050-1450

3 Parts of Great Britain

2 British Isle Countries

1 Definition of what the United Kingdom is.

2 Capitol Cities

3 Important bodies of water

3, 2, 1, 2, 3 top of page 72

Make a timeline at the bottom of your page using the information below.

1066- Norman conquest1086- Domesday Book1160’s-1180’s- Common Law1215- Magna Carta1295- Model Parliament

Evolution of British and Government: bottom of page 72

WHO ARE YOU? British and French Monarchs of the High and Late Middle Ages

The Rest of pg. 73

Holding your notebook landscape style, above the red line write down the names of the following monarchs.

King John Henry IIWilliam the ConquerorEdward IHugh CapetPhillip IILouis IX Phillip IV

How to set up page 73

On the lined part of the page, Make the chart that you will fill out matching the correct royal with the actions that he took during his rule.

Please make sure that you leave enough space under the notable action column.

Please see next slide….

More for Page 73

Top of pg. 74

With rulers fighting for more power, explosive conflicts erupted between monarchs and the Church

After the death of Charlemagne, the Holy Roman Empire dissolved into a number of separate states

German emperors claimed authority over much of Europe, France, and Italy

It was called the Holy Roman Empire because: They were crowned by the pope“Roman” because they saw themselves as heirs to

the emperors of ancient Rome.

Paste the guided notes half sheet:

Bottom of Pg. 74

Working with a partner, Use the following pages 251-254 to completeYour guided notes sheet . Then using that information, complete the Lay investiture chronology.

Chronology for Lay Investiture: Bottom of pg 74

Using the textbook and what you have learned today in class, do your best to put the following chronology in order:

____The struggle for investiture lasted for almost 50 years.

____In 1122, both sides accepted a treaty called the Concordat of Worms- stated that only the Church could appoint bishops.

____Popes, like Gregory VII, tried to end lay investiture, which they saw as outside interference from secular rulers

____The Holy Roman emperors and other monarchs often appointed Church officials for their land, lay investiture

Documents Influencing Early Government

Magna Carta: 1215

Barons vs. King John

Petition of Right: 1628

Parliament and Charles I

English Bill of Rights: 1688

Parliament and Will/Mary of Orange

·Trial by jury for political critics

·Can’t rule by force

·No quartering of soldiers

·Monarchs must obey law of land (Constitution)

·Trial by jury

·Due process of law

·Later, All people, not just privileged protected

·Power of monarch not absolute (limited by the Constitution and it’s Articles)

·Fair Speedy Trial

·Parliament approves changes to laws

·Freedom from excessive bail

·No cruel and unusual punishment

·Free elections

The English Bill of Rights: 1688In 1688, after years of revolt and turmoil,

Parliament offered the crown to William and Mary of Orange during the Glorious Rebellion. To prevent William and Mary misusing their powers, Parliament, in 1689, drew up a Bill of Rights they had to agree to.

The English Bill of Rights prohibited a standing army in peacetime (except with Parliaments permission) and required that all elections be free. It also declared that laws could not be changed without consent of the parliament. Also included the right to a fair and speedy trial, freedom from excessive bail, and protection from cruel and unusual punishment.

Documents Influencing Early Government

Magna Carta: 1215

Barons vs. King John

Petition of Right: 1628

Parliament and Charles I

English Bill of Rights: 1688

Parliament and Will/Mary of Orange

·Trial by jury for political critics

·Can’t rule by force

·No quartering of soldiers

·Monarchs must obey law of land (Constitution)

·Trial by jury

·Due process of law

·Later, All people, not just privileged protected

·Power of monarch not absolute (limited by the Constitution and it’s Articles)

·Fair Speedy Trial

·Parliament approves changes to laws

·Freedom from excessive bail

·No cruel and unusual punishment

·Free elections

Wrap-Up What are the similarities of these documents?What are the differences?What is similar between these documents and the American Constitution?

What else was going on in the world at 1050?All of pg. 76

Islamic civilization spread from Spain to India.

Islamic traders went as far as West Africa.

Cities thrived, despite political division.

Hinduism and Buddhism flourished.

Culture flourished under Tang and Song dynasties.

Chinese made advances in technology.

The Sonike people built the great trading empire of Ghana.

Merchants traded gold all over the world.

Mayas cleared rain forests to build cities.

Native Americans in Peru built empires.

Scholars studied Greek and Roman writings.

Merchants mingled with traders from the Italian states.

ISLAMIC EMPIRE INDIA CHINA

WEST AFRICA AMERICAS BYZANTINE EMPIRE

We will also watch a clip from Mankind: The Story of All of Us. It will reinforce the information from the guided notes.

Pg. 77 Crusades Guided Notes Sheet.

A Little Background…The outside world in 1050-

While Europe was stuck in the Dark Ages, the rest of the world was booming with cultural, political and Economic Advancements.

 + IncludingIslamic World, India, China, W.

Africa, American Civilizations, and the Byzantines.

A little Background:

Remember feudalism was a result of the need for Protection. Now that the need for knights and warrior culture has declined feudalism is breaking down.

What is a bored young knight supposed to do? Find a new cause The Crusades.

A Little Background Cont.

Crusades are a HOLY WAR

Their goal was TO DRIVE MUSLIMS OUT OF THE HOLY LAND (JERUSALEM)

1071 Turks take Jerusalem and part of the Byzantine Empire in the COUNCIL OF CLAIRMONT

It was there that Pope Urban II asked for CHRISTAIN WARRIORS

Rallying cry “GOD WILLS IT!”

Launching the Crusades

Fighting the Crusades1096 First Crusade

Group A: PEASANTS AND TO GAIN MONEY

 Group B: KNIGHTS TO CAPTURE

JERUSALEM AND DIVIDE IT INTO 4 PARTS

Fighting the Crusades:

1144 Second Crusade-*MUSLIMS BEGIN TAKING THE HOLY LAND

BACK1175 SALADIN (Muslim leader) drove all of the

Christians out of Jerusalem.

A draw was declared by KING RICHARD THE LIONHEART who rode back to England.

1201-1291 * 4TH -9TH CRUSADES – DISORGANIZED AND

UNSUCCESSFUL.

* MUSLIMS DRIVEN OUT OF THE HOLY LAND

Fighting the Crusades:

 Effects of the Crusades on Feudal Europe*Economic TRADE GOES UP- EUROPE

GETS NEW PRODUCTS- (SPICES)

*Political POWER OF NOBILITY WENT DOWN AND POWER OF THE MONARCHS WENT UP.

*Social PERSECUTION OF JEWS AND MUSLIMS

Effects of Crusades on Feudal Europe

3, 2, 1-

3- reasons people went on crusades-

2- Important people

1- Holy city that was captured.

Mankind Episode Crusades Topof 78

___Saladin drove the Christians out of the Holy Land.

___Pope Urban II sent the Christians to fight Muslims at the Council of Claremont.

___Feudal Society begins to break down. Knights are bored.

___Christian Knights Capture the holy land and divided it into 4 sections.

Crusades Chronology: Bottom of pg 78

Using the three documents in the folders, at your table on pg. 79 holding your notebook landscape style,

Make three equal size columns title each column Column 1 is Document A Column 2 is Document B Column 3 is Document C

When done, use the A.R.T.I.S.T format for understanding primary sources to decipher each document.

The first document is from the perspective of a crusader

The second is from a Muslim living in the Jerusalem

The third- will be up to you to decipher. Using previous knowledge and the document

Reading like a Historian Artist Activity pg.79

Assignment- using the templates and the information provided, create a historical head for a crusader knight and a Muslim most likely a Selijuk Turk living in Jerusalem at that time.

What would each be thinking regarding the crusades, the ownership of the “Holy Land” and of each other?

See instructions for exact directions

At the end of the activity on the back of the sheet have an explanation for each of the items/images used and what there meanings are.

Crusades- Historical Heads pg. 80

When you bite/break a YORK Peppermint Patty, what COLOR do you see?

Wars, Conflict, and Candy?

EQ: What caused war and conflict in the late Middle Ages:

Religious Crises:

Rise in Heresy:

Inquisitions: *

*

What Caused War and Conflict in the Middle Ages?

Wars and Conflict: 100 Years War: *Joan of Arc- War of the Roses: ***War ended when

___________________ took over the thrown

Why did it lead to peace?

Wars, Conflict, and Candy?

Learning and Culture Flourish

Section 8-4

pp. 262-268

Preview QuestionsHow did medieval universities advance

learning?

How did “new” learning affect medieval thought?

What styles of art, literature, and architecture developed in the High Middle Ages?

Medieval UniversitiesEarly Universities

Evolved from cathedral schools established to train clergy members

Organized like guilds Charters protected rights

of membersStandards for training

Medieval UniversitiesStudent Life

Long hours and harsh conditions

Focused on memorization

Studied several liberal arts

Could eventually become a “master” of the arts

Medieval Universities Women and Education

Women were not allowed to attend universities, which greatly limited their opportunities

Christine de Pizan: Famous author who wrote The City of Ladies about the capabilities of women

Women were expected to remain at home and use their “natural gifts”

Europeans Acquire “New” LearningSpread of Learning

Muslim scholars preserved “classic” works of Greece

Jews in Spain translated these works into Latin, sparking a new interest in learning

Europeans Acquire “New” Learning

Philosophy Christians struggled to

adopt Aristotle’s teachings of truth based on reason.

Scholasticism Using reason to

support religious beliefs

Popularized by St. Thomas Aquinas’ Summa Theologica

Europeans Acquire “New” LearningScience and Math

Scientific progress was slow because some knowledge conflicted with Church teachings

Mathematic advances were adopted from Arabic culture

Europeans Acquire “New” LearningMedieval Literature

New writings appeared in the vernacular, or everyday languages of ordinary people

Epics told stories of heroic deeds Ex: Song of Roland and El Cid

Dante’s Divine ComedyImaginary journey into hell and purgatory Idea: Actions in this life determine fate in afterlife

Chaucer’s Canterbury TalesTale of Christians on a pilgrimage Characters represent different medieval social

roles

Architecture and Art Romanesque Style

Thick Walls Semi-circular arches Towers Dark and gloomy

Romanesque Cathedral in Lisbon,

Portugal

Architecture and Art Gothic Style

Higher wallsStained glass windows Tall Spires Supported by flying

buttresses Intricate carvings Gargoyles

Reims Cathedral in France

Flying Buttresses of Cathedral Notre Dame de Chartres

East View of Notre Dame de Paris and Its Flying Buttresses

Gargoyles outside of Notre Dame de Paris

North Rose Window Inside Notre Dame de Paris

Illuminated Manuscripts Illumination: Artistic

decoration of books

Illustration of the Annunciation from the

Book of Hours

What can you infer about the Black Death/Life in the Middle Ages from the following quote-

“Victims of the plague ate lunch with a friend, and dinner with their ancestors in paradise.”

Quote Interpretation: The Black Plague