WoHistACh8wohistal.weebly.com/uploads/2/5/0/0/25006786/_wohistach8... · 2018. 9. 9. · Chapter 8, Section 1 Page 244 0244_wh11se_Ch08s1_s.fm Page 244 Saturday, July 30, 2011 10:57

242 The High and Late Middle Ages

Bibliography

CH

APT

ER88Teach With TechnologyPresentationEXPRESS™Premium DVD

! Teach this chapter’s core content using PresentationExpress™ Premium, which includes dynamic lecture notes, interactive game shows, songs, videos, and the ExamView® QuickTake assessment tool.

! To introduce this chapter using PresentationExpress™ Premium, start by asking students Which of the following statements do you most agree with? A) Interaction between different regions of the world benefits everyone. B) Interaction between different regions of the world only benefits some people. C) Interaction between different regions of the world is destructive. D) Interaction between different regions of the world can benefit people if there are rules about how people can act. Take a class poll or record students’ answers using the QuickTake feature and discuss their responses. Point out that in this chapter, they will read about the Crusades, trade, and the Black Death. Continue introducing the chapter using the chapter opener slide show and Witness History audio.

Technology Resources! StudentEXPRESS CD-ROM,

Chapter 8! TeacherEXPRESS CD-ROM,

Chapter 8! PresentationEXPRESS™

Premium DVD, Chapter 8

! WITNESS HISTORYWITNESS HISTORY

Audio CD, Chapter 8

! ExamView Test Bank CD-ROM, English and Spanish, Chapter 8

! Guided Reading Audio, Spanish, Chapter 8

! Student Edition Audio, Chapter 8

! Experience It! Multimedia Pack

For the TeacherKelly, John. The Great Mortality. New York:

HarperCollins, 2005Riley-Smith, Jonathan, ed. The Oxford Illustrated

History of the Crusades. New York: Oxford University Press, 2001.

Rubenstein, Richard E. Aristotle’s Children. Orlando: Harcourt, 2002.

For the Student

L3

Rice, Earle, Jr. Life During the Middle Ages. San Diego: Thomson Gale, 1998

L2

Doherty, Katherine M., and Craig A. Doherty. King Richard the Lionhearted and the Crusades in World History. Berkeley Heights, NJ: Enslow, 2002.

L4

Gordon, Mary. Joan of Arc. New York: Lipper/Viking, 2000

88 1050–1450

The High and Late Middle Ages1050–1450

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Chapter 8 243

Solutions for All Learners

Chapter-Level Resources

Vocabulary Builder; Reading Strategy; Enrichments; Outline Maps; Geography Quiz; Chapter Tests

! Document-Based Assessments! AYP Monitoring Assessments! ExamView Test Bank CD-ROM! Guided Reading Audio (Spanish)! Student Edition Audio

Previewing the Chapter! WITNESS HISTORYWITNESS HISTORY

Tell students that the Hundred Years’ War was an effort by England to gain lands in France. At first, the English seemed to be winning. A French peasant girl, who here calls herself Joan the Maiden, convinced the yet-to-be-crowned king of France that she should lead his army, and began winning victories for France. Here she writes to the English who have occupied Rouen. Read the Witness History selection aloud or play the accompanying audio. Then ask students Where does Joan say her authority comes from? (God) What does she mean by “a disturbance”? (a big, victorious battle) Discuss her attitude towards her own abilities and the right of the English to be in France.

AUDIO

Witness History Audio CD, Joan of Arc Fights for France

! Analyzing the Visuals Tell students that Joan was victorious at Rouen, but was later captured by the English. She was condemned as a heretic and burned at the stake. Ask students to examine the picture and decide whether her legacy is that of a hero or a heretic.

! Focus Write the Chapter Focus Question on the board. Tell students to keep this question in mind as they read the chapter. (Answer appears with the Chapter Assessment answers.) Have students preview the section titles for this chapter.

Note Taking Study Guide With Concept Connector JournalFor online access: Web code: nad-0807For print alternative: Reading and Note Taking Study Guide booklet

L2

Less Proficient Readers, pp. 247, 250, 252, 256, 266, 272 LPR

L4

Gifted and Talented Students, pp. 245, 258, 264, 275 GT

L4

Advanced Readers, pp. 245, 258, 264, 275 AR

The following Teacher’s Edition strategies are suitable for students of varying abilities.

L1

Special Needs Students, pp. 247, 250, 252, 256, 266, 272 SN

L2

English Language Learners, pp. 245, 247, 250, 252, 266, 272 ELL

Joan of Arc Fights for France

May 5, 1429—The French have been trying to drive the English out of France since 1337. Now a new leader, Joan of Arc, is turning the tide of the Hundred Years’ War. She writes a letter to the enemy:

“You, men of England, who have no right to be in this Kingdom of France, the King of Heaven entreats and orders you through me, Joan the Maiden, to abandon your fortresses and go back to your own country; or I will make a disturbance such as will be eternally remembered.”

Listen to the Witness History audio to hear more about the great disturbance she created.

! Joan of Arc enters Orleans.

Chapter PreviewChapter Focus Question How did changing economic and social conditions, wars, and the growing power of monarchs begin to build the framework for the modern nation-state?

Section 1 Royal Power Grows

Section 2 The Holy Roman Empire and the Church

Section 3 The Crusades and the Wider World

Section 4 Learning and Culture Flourish

Section 5 A Time of Crisis

WITNESS HISTORYWITNESS HISTORY AUDIO

Joan of Arc’s coat of arms

ONLINE

To explore Essential Questions related to this chapter, go to PHSchool.com Web Code: nad-0807

Medieval inkwell and pen

German imperial crown

Use the at the end of this chapter to preview chapter events.

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Chapter 8, Section 1

Page 244

244 The High and Late Middle Ages

Vocabulary Builder

11SECTION

Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Learn how monarchs gained power over nobles and the Church.

! Describe how William the Conqueror and Henry II strengthened English royal power.

! Analyze the traditions of government that developed under King John and later English monarchs.

! Explain how strong monarchs unified France.

Prepare to Read

Build Background KnowledgeRemind students that lords and the Church often had more power than mon-archs under feudalism. Ask students to predict what kinds of power struggles might result.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, A Struggle for Royal Authority

Make sure students understand the words homage (respect, honor) and for-sworn (perjured, sworn falsely). Ask Why did King Stephen arrest these men? (they swore allegiance, then turned against him) Why did the king object to their castles? (Castles are seats and symbols of power.) Ask stu-dents to predict how kings will try to strengthen power.

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 1 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

! Reading Skill Have students use the Reading Strategy: Identify Cause and Effect worksheet.

Teaching Resources, Unit 2, p. 27

Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 2, p. 26; Teaching Resources, Skills Handbook, p. 3

High-Use Word Definition and Sample Sentence

domain, p. 248 n. territory under one rulerThe prince controlled all of the land in his domain.

L3

L3

11

Objectives• Learn how monarchs gained power over nobles

and the Church.• Describe how William the Conqueror and

Henry II strengthened English royal power.• Analyze the traditions of government that

developed under King John and later English monarchs.

• Explain how strong monarchs unified France.

Terms, People, and PlacesWilliam the Conquerorcommon lawjuryKing John

Magna Cartadue process of lawhabeas corpusParliamentLouis IX

Royal Power Grows

Reading Skill: Identify Causes Keep track of how royal power increased and decreased by using a cause-effect chart like the one below.

As medieval monarchs struggled to exert royal authority overnobles and churchmen, they slowly built the framework for theEuropean nation-states of today. Nation-states are regions thatshare a government and that are independent of other states.Each of these nations developed differently, and a monarch’s suc-cess in establishing power could have consequences for centuries.

Monarchs, Nobles, and the ChurchDuring the early Middle Ages, as you have read, monarchs inEurope stood at the head of society but had limited power. Noblesand the Church had as much power as monarchs. In some cases,they were more powerful than monarchs. Both nobles and theChurch had their own courts, collected their own taxes, and fieldedtheir own armies. They jealously guarded their rights and privi-leges against any effort by monarchs to increase royal authority.

During the High Middle Ages—about 1000 to 1300—the bal-ance of power started to shift. Monarchs used various means tocentralize power. They expanded the royal domain and set up sys-tems of royal justice that undermined feudal and Church courts.They organized government bureaucracies, developed tax systems,and built standing armies. Monarchs also strengthened ties withthe townspeople of the middle class. Townspeople, in turn, sup-ported royal rulers, who could impose the peace and unity thatwere needed for successful trade.

What groups gained and lost power?

A lord pledges fealty to his king.

A Struggle for Royal AuthorityMedieval monarchs could not always count on the loyalty of their nobles and churchmen.

“A.D. 1137 King Stephen . . . seized Alexander, bishop of Lincoln, and the Chancellor Roger, his nephew, and threw [them] into prison till they gave up their castles. . . . They had done him homage, and sworn oaths, but they no truth maintained. They were all for-sworn, and forgetful of their troth [loyalty]; for every rich man built his castles, which they held against [the king]; and they filled the land full of castles.”—The Anglo-Saxon Chronicle

Focus Question How did monarchs in England and France expand royal authority and lay the foundations for united nation-states?

German imperial crown


Royal Power Increases

William theConqueror

Henry II John

•••

•••

•••

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Chapter 8, Section 1

Page 245

Chapter 8 Section

1

245

Teach

Monarchs, Nobles, and the Church/English Kings

Instruct

!

Introduce: Key Terms

Ask students to find the key term

William the Conqueror

(in blue) in the text and to preview that paragraph and the Biog-raphy feature. Ask why William of Normandy might have acquired that nickname. Ask students to predict how his drive for power will help him strengthen the English monarchy.

!

Teach

Create two lists on the board. In one, record ways that nobles and the Church could have more power than a monarch. In the other, record ways the balance of powers began to shift in the High Middle Ages. Using the Think-Write-Pair-Share strategy (TE, p. T23), have students volunteer answers for the lists. Ask

How did William the Conqueror increase royal power?

(kept land for himself; required first allegiance of barons; took a census, recorded in the Domesday Book, which helped create a tax collection system)

What was the issue between Henry II and Thomas Becket?

(the right to try clergy in royal courts)

Tell students that conflicts between monarchs and the Church will only increase.

!

Quick Activity

Display

Color Trans-parency 45: Scene from the Bayeux (bah

YUH

) Tapestry.

Note that histori-ans use this medieval “document” to learn about the Norman conquest. Use the lesson suggested in the transpar-ency book to guide a discussion on the Norman conquest.

Color Transparencies,

45

!

Have students read this section using the Guided Questioning strategy (TE, p. T20). As they read, have students fill in the chart showing how royal power increased and decreased.

Reading and Note Taking Study Guide,

p. 72

L4

Gifted and Talented L4

Advanced Readers L2

English Language Learners

The Battle of Hastings in 1066 marks the beginning of the British nation and culture that we know today. When the Normans, who spoke a Latin-based French, invaded, their language mixed with the Germanic lan-guage spoken by the native Anglo-Saxons. Today, traces of both influences can be seen in the English

language, which has a Germanic sentence structure and a Latin-based vocabulary. For instance, the French word

baron

, meaning lord, is still used in England today. Ask students for examples of shared vocabulary with other Latin-based languages such as French, Spanish, Italian, and Portuguese.

L3

Answers

Monarchs gained power, while lords and the Church lost power.

BIOGRAPHY

He had to be brave and crafty to survive; he learned how to use alliances and how to gain and wield power over nobles.


BIOGRAPHYBIOGRAPHYEnglish Kings Strengthen Their PowerDuring the 400s and 500s, a group of Germanic tribes known as the Anglesand Saxons, or Anglo-Saxons, conquered most of the Roman colony of Brit-ain. The country became known as England. Despite Viking invasions inthe 800s, a unified English kingdom emerged. In 1066, however, KingEdward of England died without an heir. A council of nobles choseEdward’s brother-in-law Harold to rule. But William, Duke of Normandy,in France, a tough descendant of Vikings, also claimed the English throne.He was related to King Edward, who, William claimed, had promised himthe throne. The answer to the rival claims lay on the battlefield.

William of Normandy Conquers England William raised an armyand won the backing of the pope. He then sailed across the EnglishChannel to England. At the Battle of Hastings, William and his Normanknights triumphed over Harold. William the Conqueror, as he wasnow called, became king of England on Christmas Day 1066.

Although William’s French-speaking nobles dominated England, thecountry’s Anglo-Saxon population survived. Over the next 300 years,there was a gradual blending of Norman French and Anglo-Saxon cus-toms, languages, and traditions.

Expanding Royal Power Now that William had conquered England,he set out to impose his control over the land. Like other feudal mon-archs, he granted fiefs to the Church and to his Norman lords, or barons,but he also kept a large amount of land for himself. He monitored whobuilt castles and where. He required every vassal to swear first alle-giance to him rather than to any other feudal lord.

To learn about his kingdom, William had a complete census taken in1086. The result was the Domesday Book (pronounced “doomsday”),which listed every castle, field, and pigpen in England. As the title sug-gests, the survey was as thorough and inevitable as doomsday, believedto be God’s final day of judgment that no one could escape. Information inthe Domesday Book helped William and later English monarchs build anefficient system of tax collection. William’s successors also created theroyal exchequer, or treasury, to collect taxes, fees, fines, and other dues.

Developing a Unified Legal System In 1154, an energetic, well-educated king, Henry II, inherited the throne. He broadened the systemof royal justice by expanding accepted customs into law. He then sent outtraveling justices to enforce these royal laws. The decisions of the royalcourts became the foundation of English common law, a legal systembased on custom and court rulings. Unlike local feudal laws, common lawapplied to all of England. In time, people brought their disputes to royalcourts rather than to those of nobles or the Church. Because royal courtscharged fees, the exchequer benefited from the growth of royal justice.

Under Henry II, England also developed an early jury system. Whentraveling justices visited an area, local officials collected a jury, or groupof men sworn to speak the truth. These early juries determined whichcases should be brought to trial and were the ancestors of today’s grandjury. Later, another jury evolved that was composed of 12 neighbors of anaccused person. It was the ancestor of today’s trial jury.

Conflict With the Church Henry’s efforts to extend royal power led toa bitter dispute with the Church over the issue of legal authority.

William the ConquerorFrom the time he became Duke ofNormandy at age seven, William theConqueror’s (1028–1087) life andposition were in constant danger, mostlyfrom jealous relatives. Four of hisguardians were murdered—one in thevery room in which William slept.

After William was knighted at theage of 15, he sought the help of his liegelord, Henry I of France, to put downrebellions by his barons. At 20, he led anarmy to defeat a rebellious cousin. Hiscontinuing efforts to gain powerincluded putting pressure on Edward,the English king, to declare him heir tothe English throne. How did William’sexperience as duke prepare him tobe a powerful king of England?

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Chapter 8, Section 1 - Page 246

246

The High and Late Middle Ages

History Background

Independent Practice

Have students make a sports-style “trad-ing card” for either William the Con-queror or Henry II. The front of the card should include the name of the subject and a picture. The back of the card should include name, important dates, and achievements.

Monitor Progress

!

Read the headings aloud and have stu-dents summarize the content under each one. Then ask them to summarize the ways William the Conqueror and Henry II each affected England.

!

As students fill in their charts, circu-late to make sure they understand how royal power increased and decreased. For a completed version of the chart, see

Note Taking Transparencies,

79A

Medieval Justice

Although Henry II used juries to dispense justice, many Western European monarchs and nobles doled out harsh punishments without the benefit of juries. A thief might have his hand cut off. A woman who verbally abused family or friends could be punished by being forced to wear a bridle whose bit held her tongue. Hanging was a common punish-

ment. It was used not only for serious offenses such as murder, but also for rioting and robbery. Public pun-ishments were common. For fighting, a person might be whipped or confined in a stock. A man accused of assault might be ordered to stand for a day in the pil-lory and then be branded on the forehead with a red-hot iron so that he was marked for the rest of his life.

Answers

William kept much land for himself, required first allegiance of all barons, made a detailed census in the Domesday Book, and made tax collection more efficient. Henry II unified and centralized the system of royal justice and sent out royal justices to administer it. Fees went into the royal exchequer. He claimed the right to try clergy in royal courts and eliminated the archbishop Thomas Becket who opposed him, but had to back down when Becket’s murder caused an uproar.

PRIMARY SOURCE

He had lost support of his nobles and feared he would be overthrown.

Henry claimed the right to try clergy in royal courts. Thomas Becket, thearchbishop of Canterbury and once a close friend of Henry, fiercelyopposed the king on this issue. The conflict simmered for years.

At last, Henry’s fury exploded. “What cowards I have brought up in mycourt,” he cried. “Who will rid me of this meddlesome priest?” Four hot-headed knights took Henry at his word. In 1170, they murdered thearchbishop in his own cathedral. Henry denied any part in the attack.Still, to make peace with the Church, he eased his attempts to regulatethe clergy. Meanwhile, Becket was honored as a martyr and declared asaint. Pilgrims flocked to his tomb at Canterbury, where miracles weresaid to occur.

How did William and Henry II increase royal power?

Evolving Traditions of GovernmentLater English rulers repeatedly clashed with nobles and the Church asthey tried to raise taxes or to impose royal authority over traditionalfeudal rights. Out of those struggles evolved traditions of governmentthat would have great influence on the modern world.

King John Makes Powerful Enemies A son of Henry II, King Johnwas a clever, cruel, and untrustworthy ruler. During his reign, he facedthree powerful enemies: King Philip II of France, Pope Innocent III, andhis own English nobles. He lost his struggles with each.

Ever since William the Conqueror, Norman rulers of England had heldvast lands in France. In 1205, John suffered a setback when he lost a warwith Philip II and had to give up lands in Anjou and Normandy.

Next, John battled with Innocent III over selecting a new archbishopof Canterbury. When John rejected the pope’s nominee, the pope excom-municated him. Innocent also placed England under the interdict—thepapal order that forbade Church services in an entire kingdom. Even thestrongest ruler was likely to give in to that pressure. To save himself andhis crown, John had to accept England as a fief of the papacy and pay ayearly fee to Rome.

The Magna Carta Finally, John angered his ownnobles with oppressive taxes and other abuses ofpower. In 1215, a group of rebellious barons corneredJohn and forced him to sign the Magna Carta, orgreat charter. This document contained two veryimportant ideas that would shape English governmentin the future. First, it asserted that the nobles had cer-tain rights. Over time, these rights were extended toall English citizens. Second, the Magna Carta made itclear that the monarch must obey the law.

Besides protecting their own privileges, the bar-ons included provisions that recognized the legalrights of townspeople and the Church. Two of themost significant were in a clause protecting freemenfrom arbitrary arrest, imprisonment, and other legalactions, except “by legal judgment of his peers orby the law of the land.” This clause formed the basisof the right we know today as due process of law.AUDIO

English nobles presented the Magna Carta to King John at Runnymede, a field along the Thames River. Why did King John agree to the Magna Carta?

Primary Source

“King John, when he saw that he was deserted by almost all, so that out of his regal superabundance of followers he scarcely retained seven knights, was much alarmed lest the barons would attack his castles and reduce them without difficulty, as they would find no obstacle to their so doing. . . . Accordingly, at the time and place pre-agreed on [Runnymede], the king and nobles . . . began a long discus-sion about terms of peace and aforesaid liberties. . . . King John, seeing that he was inferior in strength to the barons, without raising any difficulty, granted the underwritten laws and liberties, and confirmed them by his charter.”—Roger of Wendover

Use a Venn diagram like the one below to show the similar and different ways royal power developed in England and France.

England France

Royal Power




Chapter 8 Section

1

247

Evolving Traditions of Government

Instruct

!

Introduce: Key Terms

Have students find the key terms

Magna Carta

and

Parliament

(in blue) and define them. Ask students to predict the long-term effects of the Magna Carta.

!

Teach

Trace the changes in English government. First, look at King John and the Magna Carta. Read the Pri-mary Source aloud or play the accom-panying audio. Ask

Who did the Magna Carta benefit at the time?

(primarily nobles)

Why did it become so important?

(It limited the king’s power and later, the government’s power, and it established that freemen also had some rights.)

Then discuss habeas corpus and due process of law, relating these concepts to modern American law.

AUDIO

Witness History Audio CD,

Roger of Wendover

!

Analyzing the Visuals

Have stu-dents look at the diagram of the Model Parliament on this page. As a class, identify the major figures and their roles in society. Discuss why the Model Parliament was a major step toward modern representative democracy.


Have students suppose they are living in England in 1215. Have them choose one of the following roles: serf, freeman, woman, noble, or King John. Have them write a reaction to the signing of the Magna Carta from that point of view.

Monitor Progress

As students write their reactions, circu-late to ensure they understand whom the Magna Carta immediately affected. Serfs were not affected; freemen may have been pleased by the clauses recognizing the rights of townsmen; nobles were happy with the affirmation of certain rights; the king was probably not happy with his loss of power.

Answers

Chart Skills

The

Domesday Book

and the dev-elopment of common law increased the power of the monarchy. The Magna Carta and Model Parliament limited the power of the monarch.

The Magna Carta asserted that nobles and freemen had rights. Kings had to consult Parlia-ment before levying taxes.

L1

Special Needs L2

Less Proficient Readers L2


Explain that the British model of Parliament was a model for the United States Congress. Ask

What simi-larities can be found between the United States’ legislature and Britain’s Parliament?

(Both pos-sess the exclusive power to tax, and both are bicam-eral with one house smaller and with longer terms than the other).

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

!

Adapted Note Taking Study Guide, p. 72

!

Adapted Section Summary, p. 73

L3


Evolution of English Government1066 Norman Conquest William, Duke of Normandy,

defeats King Harold of the Anglo-Saxons at Hastings.1086 Domesday Book King William uses this census, or

survey of people and property, as a basis for taxation.1160s–1180s Common Law Henry II uses accepted

customs to lay the foundation for the English legal system.

1215 Magna Carta King John approves this document limiting royal power and extending rights to noblesand freemen.

1295 Model Parliament King Edward I expandsParliament to include representatives of common people as well as lords and clergy.

Chart Skills Which of the milestones above increased the power of the monarchy? Which limited the monarch’s power? Explain your answers.

A

B BC C

Model Parliament

The king presides over nobles and clergy, above.Representatives from towns and counties metseparately.

A

B

C

King Edward I

Archbishops

Kings of Scotlandand Wales

Clergy

Barons (Lords)

Judges

D

D

E

E

F

F

It is also seen as the basis for the right of habeas corpus, theprinciple that no person can be held in prison without firstbeing charged with a specific crime. Habeas corpus was laterclarified and defined in the Petition of Right (1628) and theHabeas Corpus Act (1679).

The king also agreed not to raise new taxes without first con-sulting his Great Council of lords and clergy. Many centurieslater, American colonists would claim that those words meantthat any taxation without representation was unjust. In 1215, though,neither the king nor his lords could have imagined such an idea.

The Development of Parliament In keeping with the Magna Carta,English rulers often called on the Great Council for advice. During the1200s, this council evolved into Parliament, which later becameEngland’s legislature. As Parliament acquired a larger role in govern-ment, it helped unify England.

In 1295, King Edward I summoned Parliament to approve money forhis wars in France. “What touches all,” he declared, “should be approvedby all.” He had representatives of the “common people” join with thelords and clergy. The “commons” included two knights from each countyand representatives of the towns. Much later, this assembly becameknown as the Model Parliament because it set up the framework forEngland’s legislature. In time, Parliament developed into a two-housebody: the House of Lords with nobles and high clergy and the House ofCommons with knights and middle-class citizens. Over the centuries,Parliament gained the crucial “power of the purse”: the right to approveany new taxes. With that power, Parliament could insist that the mon-arch meet its demands before voting for taxes. In this way, it could limitthe power of the monarch.

How was the power of the English king limited?




248


Connect to Our World

Successful Monarchs in France

Instruct

!

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Remind students that a king’s

domain

was not a unified nation as we know nations today. Ask students to predict how a king might extend his holdings.

!

Teach

Discuss how the French kings increased their power. Ask

How did Hugh Capet become king?

(elected by nobles who thought he was too weak to be a threat to them)

Point out that hereditary monarchy was new to France in the 1000s.

Why was the Capetian monarchy important?

(eliminated fighting over succession, made the kingdom more stable, increased royal power)

What was the dispute between Philip IV and Pope Boni-face VIII?

(The king wanted to tax clergy and the pope refused.)

!

Quick Activity

Have students evalu-ate how one French monarch strength-ened royal power, whether he was a good monarch in medieval terms, and whether we would have a different opinion of such a leader.


!

Have students access

Web Code nap-0811

to take the

Geography Interac-tive Audio guided tour

and answer the map skills questions in the text.

!

Have students fill in the Venn diagram comparing and contrasting how royal power developed in France and England.


p. 72

Monitor Progress

As students fill in their Venn diagrams, circulate to make sure they understand how royal power developed in France. For a completed Venn diagram, see


79B

Answers

Map Skills

1.

Review locations with students.

2.

Southwestern France around Bordeaux and a small area in the north near Flanders

3.

(a) Royal lands grew during this period. (b) by the English near their holdings; by French nobles from their holdings

Connections to Today

Since Parliament’s first days, it has been a tradition to begin each session with a prayer. In his book

the Great Palace

, BBC corre-spondent Christopher Jones points out that during the prayer, members of Parliament turn their backs to one another and face the walls. According to Jones, the

reason for this curious practice dates back to medieval days when members of Parliament wore swords. If members had faced one another when they kneeled for prayer, their weapons would have become tan-gled. Therefore, members turned and kneeled toward the wall—a tradition that has endured to this day.

L3

Eng lish Channel

B ayof

Bis cay

O c e a n

A t l a n t i c

5° W

10°W

45°N

50°N

5°E

0°

HOLY ROMANEMPIRE

ENGLAND

Avignon

Bordeaux

Lyon

Dijon

Paris

BéziersToulouseGascony

AquitaneAuvergne

Poitou

BurgundyAnjou

BrittanyChampagneMaine

Normandy

Flanders

1000 200 mi

1000 200 km

Conic Projection

N

S

EW

French royal lands, 987Added to French royallands by 1180Added to French royallands by 1328Held by French nobles,1328English holdings inFrance, 1328Route of royal attack onAlbigensians, 1209

Successful Monarchs in FranceUnlike William the Conqueror in England, monarchs in France did notrule over a unified kingdom. The successors to Charlemagne had littlepower over a patchwork of French territories ruled by powerful nobles.

The Capetian Kings In 987, these nobles elected Hugh Capet, thecount of Paris, to fill the vacant French throne. They may have chosen himbecause they thought he was too weak to pose a threat to them. Hugh’sown lands around Paris were smaller than those of many of his vassals.

Nevertheless, Hugh and his heirs slowly increased royal power. First,they made the throne hereditary, passing it from father to son. TheCapetian dynasty lasted for 300 years, making the kingdom more stable.Next, they added to their lands by playing rival nobles against eachother. They also won the support of the Church.

Perhaps most important, the Capetians built an effective bureaucracy.Government officials collected taxes and imposed royal law over theking’s lands. By establishing order, they increased their prestige andgained the backing of the new middle class.

Philip Augustus Extends French Power In 1179, Philip II becameking of France. Called Philip Augustus, he was a shrewd and able ruler.Instead of appointing nobles to fill government positions, Philip paidmiddle-class officials who would owe their loyalty to him. He grantedcharters to many new towns and introduced a new national tax.

Philip also quadrupled royal land holdings. Through trickery, diplo-macy, and war, he gained control of English-ruled lands in Normandy,Anjou, and elsewhere. He then began to take over southern France.When he sent his knights to help the pope suppress a heretical groupcalled the Albigensians (al buh JEN see unz) in the south, he was able toadd this vast area to his domain. Before his death in 1223, Philip hadbecome the most powerful ruler in Europe.

Vocabulary Builderdomain—(doh MAYN) n. territory under one ruler

Royal Lands in France, 987–1328For: Audio guided tourWeb Code: nap-0811

Map Skills From a small area around the city of Paris, Capetian monarchs gradually extended royal control over more than half of France.1. Locate (a) Paris (b) Normandy

(c) Avignon2. Region What territories were

held by the English in 1328?3. Synthesize Information

(a) What overall trend in French royal power does the map show? (b) Where and by whom might that power be challenged after 1328? Explain your answer.



p.249

Chapter 8 Section

1

249

Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.

Teaching Resources, Unit 2,

p. 21

!

To further assess student under-standing, use

Progress Monitoring Transparencies,

31

Reteach

If students need more instruction, have them read the section summary.


p. 73

Adapted Reading and Note Taking Study Guide,

p. 73

Spanish Reading and Note Taking Study Guide,

p. 73

Extend

See this chapter’s Professional Develop-ment pages for the Extend Online on the Domesday Book.

Answers

Caption

mostly hand-to-hand combat; weapons not very advanced

Capetians: made throne hereditary, played nobles off each other, won support of the Church, built bureaucracy; Philip II: paid middle-class officials granted town charters, introduced national tax, extended royal lands; Louis IX: expanded courts, outlawed private wars; Phillip IV: formed Estates General

Section 1 Assessment

1.

They deal with law and government.

2.

Sample: expanded royal lands, justice, law; organized bureaucracies and tax sys-tems; built armies; granted town charters; won power from the Church

3.

Sample: Nobles and popes fought for power. Nobles forced King John to sign the Magna Carta. Pope Innocent II forced King John to yield in regard to appointing bishops.

4.

kept land for himself, required first alle-giance of all barons, monitored castles, made a detailed census

5.

(a) established the principles that the monarch must obey the law and that nobles and freemen have certain rights (b) gave representation to middle-class townsmen and established the power of the purse

6.

King Philip IV tried to tax the clergy. Pope Boniface objected, and Philip threatened

to arrest clergy who did not pay. He sent troops to arrest the pope, who fled. He forced the papal court to move to Avignon.

"

Writing About History

Responses should show an understanding of how to define a cause-and-effect topic.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-0811.

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11

Louis IX, King and Saint In 1226, Louis IXbecame King of France. A deeply religious man,Louis persecuted heretics, or those who held beliefscontrary to Church teachings. He also persecutedJews and led French knights in two Crusades, orwars against Muslims. Within 30 years of hisdeath, the Church declared him a saint.

Louis did much to improve royal government. LikeCharlemagne, he sent out roving officials to check onlocal administrators. He expanded the royal courts, out-lawed private wars, and ended serfdom in his personaldomain. To ensure justice, he even heard cases himself. Hisenormous personal prestige helped create a strong nationalfeeling among his subjects. By the time of his death in 1270,France was emerging as an efficient centralized monarchy.

Clashing With the Pope Louis’s grandson, Philip IV, ruthlesslyextended royal power. To raise cash, he tried to collect new taxes from theclergy. These efforts led to a clash with Pope Boniface VIII. Declaringthat “God has set popes over kings and kingdoms,” the pope forbadePhilip to tax the clergy without papal consent. Philip threatened toarrest any clergy who did not pay. As their quarrel escalated, Philip senttroops to seize Boniface. The pope escaped, but he died soon afterward.

Shortly after, in 1305, a Frenchman was elected pope. Four years later,he moved the papal court to Avignon (ah vee NYOHN), just outside thesouthern border of France, where French rulers could exercise more con-trol over it. Eventually, this move led to a crisis in the Church whenanother pope was elected in Rome. The rival popes each claimed to be thetrue leader of the Church.

Forming the Estates General During this struggle with the pope,Philip rallied French support by setting up the Estates General in 1302.This body had representatives from all three estates, or classes of Frenchsociety: clergy, nobles, and townspeople. Although later French kingsconsulted the Estates General, it never gained the power of the purse orotherwise served as a balance to royal power.

Describe how two French kings increased royal power.

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0811

Terms, People, and Places1. What do many of the key terms listed at

the beginning of the section have in common? Explain.

2. Reading Skill: Identify Causes Useyour completed graphic organizers to answer the Focus Question: How did monarchs in England and France expand royal authority and lay the foun-dations for united nation-states?

Comprehension and Critical Thinking3. Analyze Information How were

nobles and the Church obstacles for monarchs who wanted more power?

4. Summarize How did William increase royal power in England?

5. Draw Conclusions Explain the impor-tance of (a) the Magna Carta and (b) the Model Parliament.

6. Synthesize Information Describe the power struggle between French kings and the pope.

" Writing About HistoryQuick Write: Define a Topic Choose a central event or trend from this section. Ask yourself: What happened? When did it begin? What led up to it? What followed? Brainstorm causes and effects. For the growth of royal power in England, you might ask:• How did William the Conqueror increase

royal power?• How did the nobles react to King John’s

abuse of power?

Louis IX Leads a CrusadeThe forces of King Louis IX attack Damietta, a city in Egypt. What can you tell about medieval weapons and warfare from this painting?



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Magna Carta

Objectives! Become familiar with and understand

the meaning of important articles of the Magna Carta.

! Understand the impact of this document on English and American government.

Build Background KnowledgeAsk students to explain the purpose of the Magna Carta and recall what they have already read about this document in the previous section. Remind them that the name means “Great Charter.” Note that the significance of this docu-ment has far surpassed what King John’s barons had in mind.

Instruct! Direct students’ attention to the word

freemen in the first line. Ask What does the word freeman in Article 1 signify? (It extends rights beyond the nobility to townspeople.) Have them find other uses of this word and the word man (Article 40).

! Ask Which article gives the power of the purse to the Great Council (later to become Parliament)? (Article 12) Ask students to quote the pertinent lines. (No scutage . . . shall be imposed in our kingdom, unless by the general council of our kingdom.)

Monitor ProgressAsk students to “translate” the excerpts from Articles 39 and 40 into modern English. Write their translations on the board, and discuss their importance. You may wish to draw parallels to the United States Constitution and the Bill of Rights.

Thinking Critically1. Freemen below the rank of greater barons,

commoners, and peasants are not included. Their low status means they have no power and are not entitled to representation.

2. Article 39 suggests that the government had been abusing the rights of citizens by arbitrarily arresting, imprisoning, and banishing people without a jury trial or even a legal justification for doing so. Article 40 suggests that wrongdoers had been able to buy their way out of trouble.

Review the concessions that the English nobles forced King John to agree to when he signed the Magna Carta. Then point out that this document is considered to be the seed of democracy in England. After reading the provisions of the Magna Carta

outlined above and reviewing the reasons why the people of England demanded reforms, instruct stu-dents to work in groups to write and perform a brief skit depicting the signing of the Magna Carta.

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Thinking Critically1. Draw Inferences Who is not included in the

membership of the general council, as described in Article 14? What can you infer from this omission?

2. Make Generalizations What do Articles 39 and 40 suggest about abuse of power at this time? Explain your reasoning.

Magna Carta

King John approving the Magna Carta at Runnymede, and the Magna Carta itself (above)

In 1215, a group of barons, or lords, forced King John of England to put his royal seal on the Magna Carta. The barons were tired of the king’s military campaigns and heavy taxes. Principles in the Magna Carta shape modern English law and government and influence governments around the world. Below are excerpts from 5 of the 63 articles of this important document.

!

1. We have also granted to all the freemen of our Kingdom, for us and ourheirs, forever, all the underwritten Liberties, to be enjoyed and held by themand their heirs, from us and from our heirs.

12. No scutage [tax] nor aid shall be imposed in our kingdom, unless by thecommon council of our kingdom; excepting to redeem1 our person, to makeour eldest son a knight, and once to marry our eldest daughter, and not forthese, unless a reasonable aid shall be demanded.

14. And also to have the common council of the kingdom, to assess and aid,otherwise than in the three cases aforesaid: and for the assessing ofscutages, we will cause to be summoned the Archbishops, Bishops, Abbots,Earls, and great Barons, individually by our letters. And besides, we willcause to be summoned in general by our Sheriffs and Bailiffs2, allthose who hold of us in chief, at a certain day, that is to say at thedistance of forty days (before their meeting), at the least, and toa certain place; and in all the letters of summons, we willexpress the cause of the summons; and the summons beingthus made, the business shall proceed on the day appointed,according to the counsel of those who shall be present,although all who have been summoned have not come.

39. No freeman shall be seized, or imprisoned . . . nor will wecondemn him, nor will we commit him to prison,excepting by the legal judgment of his peers, or by thelaws of the land.

40. To none will we sell, to none will we deny, to none willwe delay right of justice.

1. redeem (ri DEEM) v. to recover ownership of by paying a certain amount of money2. bailiff (BAY lif) n. an official in England who collected taxes and acted as magistrate

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Chapter 8 Section

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SECTION

Vocabulary Builder

2

2

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

!

Understand why Holy Roman emper-ors failed to build a unified nation-state in Germany.

!

Describe the conflict between Pope Gregory VII and Emperor Henry IV and summarize the struggle to control Italy.

!

Analyze how the Church reached the height of its power under Pope Innocent III.

Prepare to Read

Build Background Knowledge

Review the disputes between popes and kings that students read about in the pre-vious section. Ask students to recall who seemed to prevail in these disputes. Then have students predict who might prevail in future disputes.

Set a Purpose

!

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

An Emperor Begs Forgiveness

Have students retell the incident in their own words. Ask

In this scene, who is the winner between Henry IV and Pope Gregory?

(Pope Gregory)

Ask students to predict what might happen next.

!

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 2 Assessment answers.)

!

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

!

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the table showing the effects of the popes’ and emperors’ actions.


p. 74

Use the information below and the following resources to teach the high-use word from this section.


p. 26;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

confront, p. 252

v.

to come face to face with; oppose boldlyI

confronted

my fear of heights when I climbed a mountain.

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22

Objectives• Understand why Holy Roman emperors failed to

build a unified nation-state in Germany.• Describe the conflict between Pope Gregory VII

and Emperor Henry IV and summarize the struggle to control Italy.

• Analyze how the Church reached the height of its power under Pope Innocent III.

The Holy Roman Empire and the Church

Pope or Emperor Actions Effects

Otto I

Gregory VII

• Cooperated with Church

• Pope crowned Otto emperor

Terms, People, and PlacesHoly Roman EmpireHenry IVPope Gregory VII

lay investitureFrederick BarbarossaPope Innocent III

Reading Skill: Understand Effects Complete a table to record the actions of Holy Roman emperors and popes and the effects of their actions.

During the early Middle Ages, the Church spread its influence andincreased its power across Europe. Meanwhile, monarchs alsobecame more powerful. By 1077, explosive conflicts had arisenbetween secular rulers and Church officials. The longest and mostdestructive struggle pitted popes against the rulers of the HolyRoman Empire, who ruled vast lands from Germany to Italy.

The Holy Roman EmpireIn the early Middle Ages, Charlemagne brought much of present-day France and Germany under his rule. After his death, theempire dissolved into a number of separate states. In time, thedukes of Saxony extended their power over neighboring Germanlands. In 936, Duke Otto I of Saxony took the title King of Germany.

Otto I Becomes Emperor Like Charlemagne, Otto I workedclosely with the Church. He appointed bishops to top governmentjobs. He also took an army into Italy to help the pope defeat rebel-lious Roman nobles. In 962, a grateful pope crowned Otto emperor.Later, Otto’s successors took the title Holy Roman emperor—“holy”because they were crowned by the pope, and “Roman” because theysaw themselves as heirs to the emperors of ancient Rome.

Henry IV humbling himself before Pope Gregory VII

An Emperor Begs ForgivenessIn 1076 Henry IV, emperor of the vast Holy Roman Empire, knelt in the snow outside an Italian castle. Inside was Pope Gregory VII, who had excommunicated Henry. Gregory described the event in a letter:

“Wretchedly with bare feet and clad in wool, [Henry] con-tinued for three days to stand before the gate of the cas-tle. Nor did he desist from imploring with many tears . . . until he had moved all . . . present . . . to such pity and depth of compassion. . . . Finally, won by the persistence of his suit . . . we . . . received him into the favor of com-munion and into the lap of the Holy Mother Church.”

Focus Question How did explosive conflicts between monarchs and popes affect the balance of power in Europe?

Holy Roman emperor’s jewel-encrusted orb and cross

0251_wh11se_Ch08s2_s.fm Page 251 Saturday, July 30, 2011 11:14 AM

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Chapter 8, Section 2 - p252

252



Teach

The Holy Roman Empire/Pope and Emperor

Instruct

!

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Tell them that much of this section is about the

confrontation

—or strong opposition—between monarchs and popes.

!

Teach

Discuss how the Holy Roman Empire and the popes came into con-flict. Ask

What power did Holy Roman emperors claim regarding Church officials?

(to invest, or appoint them)

What was Pope Gre-gory VII’s view of lay investiture and why?

(He was against it; he wanted to make the Church indepen-dent of secular rulers.)

!

Analyzing the Visuals

Help students interpret the medieval illustration of Emperor Henry IV and Pope Gregory VII. Using the Numbered Heads strategy (TE, p. T23), have students describe the action in each panel. What do students think of these men and their tactics?


Primary Source

To help students bet-ter understand the feud between Emperor Henry IV and Pope Gregory VII, have them read

The First Deposition and Banning of Henry IV by Pope Gregory VII

and complete the worksheet.


p. 28

Monitor Progress

!

Ask students to explain how the Con-cordat of Worms “solved” the problem of lay investiture. Have them explain both the issue and the compromise.

!

As students fill in their tables, circulate to make sure they understand the actions of popes and emperors. For a completed table, see


80

Answers

included much of central and eastern Europe parts of France and Italy; the emperor had little real power over his vassals

The emperor claimed the right of lay investi-ture—the right to appoint, or invest, bishops; the pope said only the pope had the right to appoint high Church officials.

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Ask students why European kings would object to the growing power of the Church. Have them answer the following question:

Why might it bother kings that popes raised armies, levied taxes, and approved political appointments?

(Sample: Those are rights and responsibilities typically associated with the posi-tion of the king.)

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

!

Adapted Note Taking Study Guide, p. 74

!

Adapted Section Summary, p. 75

L3 Vocabulary Builderconfronted—(kun FRUNT id) v. came face to face with; opposed boldly

Scenes from the Life of Pope GregoryA medieval drawing shows Henry driving Gregory from Rome (top). Other scenes include Gregory excommunicating Henry (bottom left) and Gregory on his deathbed (bottom right).

Emperors Struggle for Control German emperors claimed authorityover much of central and eastern Europe as well as parts of France andItaly. In fact, the real rulers of these lands were the emperor’s vassals—hundreds of nobles and Church officials. For German emperors, the chal-lenge was to control their vassals. It was a challenge they never met.

Another challenge for the emperors involved the appointment ofChurch officials. Here, they confronted the power of the popes. Like othermonarchs, the Holy Roman emperors often decided who would becomebishops and abbots within their realm. At the same time, popes tried toend such interference in the Church from secular rulers.

Describe the Holy Roman Empire.

The Feud Between Pope and EmperorIn 1054 Henry IV was crowned king of Germany; later he also becameHoly Roman emperor. At that time, Gregory VII was pope. During theirreigns, the conflict between monarchs and the Church erupted.

Gregory VII Causes Controversy Many medieval Europeansadmired Pope Gregory VII, who instituted many Church reforms. At thesame time, his policies aroused hatred and contempt. Gregory wanted tomake the Church independent of secular rulers, so he banned the practiceof lay investiture. Under this practice, the emperor or another lay per-son (a person who is not a member of the clergy) “invested,” or presented,bishops with the ring and staff that symbolized their office. Only the pope,said Gregory, had the right to appoint and install bishops in office.

Henry IV Responds Pope Gregory’s ban brought an angry responsefrom the Holy Roman emperor, Henry IV. He argued that bishops heldtheir lands as royal fiefs. Since he was their overlord, Henry felt entitledto give them the symbols of office. The feud heated up as the two menexchanged insulting letters. Meanwhile, rebellious German princesundermined Henry by supporting the pope.

The Struggle Intensifies In 1076, Gregory excommunicated Henry,freeing his subjects from their allegiance to the emperor. The pope thenheaded north to crown a new emperor. Faced with revolts, Henry was

forced to make peace. In January 1077, he presented himself tothe pope as a repentant sinner. Gregory knew that Henry wasjust trying to save his throne. Still, as a priest, the pope had nochoice but to forgive a confessed sinner. He lifted the order ofexcommunication, and Henry quickly returned to Germany tosubdue his rebellious nobles. He also took revenge on Gregoryby leading an army to Rome and forcing the pope into exile.

A Compromise: The Concordat of Worms The struggleover investiture dragged on for almost 50 years. Finally, in1122, both sides accepted a treaty known as the Concordat ofWorms (vawrmz). This treaty declared that the Church had thesole power to elect and invest bishops with spiritual authority.The emperor, however, still invested them with fiefs.

Describe the feud between the pope and the emperor.



Chapter 8, Section 2 – p. 253

Chapter 8 Section

2

253

History Background

The Struggle for Italy/Church Power Reaches Its Height

Instruct

!

Introduce

Display

Color Transpar-ency 46: Holy Roman Empire, 1176.

Ask students to locate the Holy Roman Empire and the Kingdom of Sicily. Ask

What advantages would control of northern Italy give to the Holy Roman Empire?

(territory, riches, access to trade routes)

Color Transparencies,

46

!

Teach

Discuss the effects of the Ger-man emperor’s desire to control Italy. Ask

How did the northern Italian cities resist Frederick?

(They united in the Lombard League and joined forces with the pope.)

What was the effect of the German emperors clashing with Italy?

(Nobles in the Holy Roman Empire grew more inde-pendent, and the empire remained frag-mented. Southern Italy and Sicily faced centuries of upheaval.)

!

Quick Activity

Ask students to find the key term

Pope Innocent III

(in blue) and read the quote attributed to him. Discuss the idea that the pope is more powerful than any secular ruler and answerable to no human being. Then tell students that medieval kings believed they received their power from God. Discuss the relative merits of each point of view.


Ask students to draw a political cartoon based on the struggle between the Roman Catholic Church and the monarchs of Europe. Have them write titles and cap-tions for their cartoons.

Monitor Progress

!

Circulate to make sure cartoons reflect an understanding of the struggles between the Church and the secular leaders.

!

Check Reading and Note Taking Study Guide entries for student understanding.

Answers

Caption

sword symbolizes military victory; the orb and cross represents the universe, domi-nated by Christianity

the Lombard League and its alliance with the pope

The Lombard League

The independent city-states of Northern Italy—including Milan, Padua, and Venice—were wealthy and unwilling to submit them-selves to the Holy Roman emperor. The league formed on December 1, 1167 with sixteen cities, and eventu-ally expanded to include twenty. At the Battle of Leg-ano in 1176, the Lombard League’s foot soldiers soundly defeated Babarossa’s knights on horseback. A six-year truce followed. The Peace of Constance,

signed in 1183, granted to the cities of the Lombard League rights to govern themselves. In return, they gave the emperor fealty. The Lombard League was res-urrected in 1198 and 1208. In 1226, Frederick II asserted his authority, leading to a renewal of interest in the League, which then included Milan, Bologna, Padua, Vicenza, Verona, and other cities. The League dissolved after Frederick’s death in 1250.

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The Struggle for ItalyAlthough the investiture struggle was over, new battles were soon ragingbetween popes and emperors. During the 1100s and 1200s, ambitiousGerman emperors sought to control Italy. As they did so, they came intoconflict with popes and with the wealthy cities of northern Italy.

German Emperors Try to Subdue Italy The Holy Roman emperorFrederick I, called Frederick Barbarossa, or “Red Beard,” dreamed ofbuilding an empire from the Baltic to the Adriatic. For years, he fought tobring the wealthy cities of northern Italy under his control. With equalenergy, they resisted. By joining forces with the pope in the LombardLeague, they finally managed to defeat Barbarossa’s armies.

Barbarossa did succeed, however, in arranging a marriage between hisson Henry and Constance, heiress to Sicily and southern Italy. Thatmove entangled German emperors even more deeply in Italian affairs.Barbarossa’s grandson, Frederick II, was raised in southern Italy. Anable and arrogant leader, he pursued his ambitions in Italy, clashingrepeatedly and unsuccessfully with several popes. Like his grandfather,Frederick also tried but failed to subdue the cities of northern Italy.

Effects on Germany and Italy While Frederick II was involved inItaly, German nobles grew more independent. The Holy Roman Empiresurvived, but remained a patchwork of feudal states. Unlike France andEngland, Germany would not become a nation-state for another 600 years.Southern Italy and Sicily also faced centuries of upheaval. There, popesturned to the French to overthrow Frederick’s heirs. A local uprisingagainst French rule in Sicily led to 200 years of chaos as French and Span-ish rivals battled for power. The region that had once been a thriving cen-ter of culture was left in ruins.

What obstacles did German emperors face in Italy?

Frederick Barbarossa Goes to WarAbout to embark on a Crusade, Frederick Barbarossa (at left, with red cape over armor) carries an unsheathed sword and an orb with a cross. How do these two objects symbolize his goals in the Crusade?



Chapter 8, Section 2 – p.254

254


Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.


p. 22

!

To further assess student under-standing, use

Progress Monitoring Transparencies,

32

Reteach

If students need more instruction, have them read the section summary.


p. 75

Adapted Reading and Note Taking Study Guide,

p. 75

Spanish Reading and Note Taking Study Guide,

p. 75

Extend

Ask students to discuss who they think really won the power struggle between Pope Gregory VII and Emperor Henry IV.

Answer

He won out in his clashes with King John of England over appointing bishops and with Philip of France over an annulment of a marriage—in both cases asserting the power of the pope over that of the monarch. He put down heretical groups such as the Albigensians.

Section 2 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

The balance of power shifted first to the Church, then back to monarchs. Church power reached its height under Pope Innocent III, but by 1296, monarchs were solidifying their power, and the French king successfully challenged Pope Boni-face VIII on the issue of taxing the clergy.

3.

Their vassals were powerful; the kings could not control them. Efforts to subdue Italy distracted later Holy Roman emper-ors from their German lands and allowed the nobles even more independence.

4.

It was central to the struggle for power between popes and secular rulers during the High Middle Ages.

5.

The pope sided with the Italian cities (Lombard League) against the Holy Roman emperors, thus helping to pre-serve Italian independence.

6.

Innocent said the pope was superior over all other rulers.

"

Writing About History

Responses should show that students understand how to focus on causes or effects as an essay topic.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-0821.

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22 Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0821

Terms, People, and Places1. Place each of the key terms at the

beginning of this section into one of the following categories: politics, culture, or geography. Write a sentence for each term explaining your choice.

2. Reading Skill: Understand EffectsUse your completed table to answer the Focus Question: How did explosive con-flicts between monarchs and popes affect the balance of power in Europe?

Comprehension and Critical Thinking3. Synthesize Information Why was the

power of German emperors limited?4. Determine Relevance What was the

significance of the conflict between Pope Gregory VII and Emperor Henry IV?

5. Recognize Cause and Effect How did conflicts between popes and emperors affect Italy?

6. Analyze Information How did Pope Innocent III assert the power of the Church?

" Writing About HistoryQuick Write: Narrow Your Topic Afterexploring a topic, narrow your focus by deciding whether to concentrate on eco-nomic, social, political, or cultural elements, or a combination. If your topic is the excom-munication of Henry IV, you could choose• political events leading up to the event• short-term political effects• long-term political and social effects

Choose a topic from the section and list three ways in which you could narrow it for a cause-and-effect essay.

Saint Francis of Assisi kneels before Pope Innocent III, who approves the rules of the Franciscan order.

Church Power Reaches Its HeightIn the 1200s, the Church reached the peak of its political power. Reform-ing popes like Gregory VII claimed the right to depose kings and emper-ors. Gregory’s successors greatly expanded papal power.

Papal Supremacy In 1198, the powerful Pope Innocent III tookoffice. As head of the Church, Innocent III claimed supremacy over allother rulers. The pope, he said, stands “between God and man, lowerthan God but higher than men, who judges all and is judged by no one.”Innocent III clashed with all the powerful rulers of his day, and usuallywon. As you have read, when King John of England dared to appoint anarchbishop of Canterbury without the pope’s approval, Innocent excom-municated the king and placed his kingdom under interdict. Innocentordered the same punishment for France when Philip II tried unlawfullyto annul, or invalidate, his marriage.

In 1209, Innocent, aided by Philip II, launched a brutal crusade, orholy war, against the Albigensians in southern France. The Albigensians

were a religious group regarded as heretics by the Church becausethey rejected central Catholic beliefs and rituals. Knights from all

over western Europe took part. Tens of thousands of peoplewere slaughtered in the Albigensian Crusade.

Innocent strengthened papal power within the Church aswell. He extended the Papal States, reformed the Churchcourts, and changed the way that Church officials were cho-sen. Finally, he called a council that issued decrees thatjustified the pope’s new power.

Looking Ahead After Innocent’s death, popes continuedto claim supremacy. During this period, though, the Frenchand English monarchies grew stronger. In 1296, Philip IV ofFrance successfully challenged Pope Boniface VIII on theissue of taxing the clergy. After Philip engineered the elec-tion of a French pope, the papacy entered a period of decline.

How did Innocent III embody the Church’s political power?



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WoHistACh8wohistal.weebly.com/uploads/2/5/0/0/25006786/_wohistach8... · 2018. 9. 9. · Chapter 8, Section 1 Page 244 0244_wh11se_Ch08s1_s.fm Page 244 Saturday, July 30, 2011 10:57