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DO NOW :. 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. High and Late Middle Ages 1050-1450. - PowerPoint PPT Presentation
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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
DO NOW:
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 57
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 57
WHO ARE YOU? British and French Monarchs of the High and Late Middle Ages
The Rest of pg. 58
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 58
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 58
1. England
2. England
3. England
4. England
5. France
6. France
7. France
8. France
King Country Notable Action
Top of pg. 59
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. 59
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 59
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
Magna
Carta1215
Creation of the Model
Parliament
1295
Habeas
Corpus
1679
Ideas of
Rights
English Bill
of Rights 1689
Creation of Constitutional Monarchy
1689
Pair Share
From where did we get our ideas to create the American political system of democracy we have today?
Which important documents have had the most influence on our government?
Important English Documents
The way our government works today can be traced to important documents in history:
DEMOCRACY
A contract between thenobles and King John tolimit the monarch’spower and guaranteeCertain individual rights
The Magna Carta1215
King John The Magna Carta
Film Clip: The Magna Carta
Gathering of knights, nobles, and leading citizens to vote on taxes and laws. Representatives of the people.
Creation of the Model Parliament1295
House of Parliament
Law prevents rulers from imprisoning people without reason.(Law still applies in the U.S. today)
Habeas Corpus1679
Creation of a Constitutional Monarchy 1689
Government where Parliament and a written constitution limit what the monarch can do. (Ends absolute rule & divine right)
Film Clip: The Glorious Revolution of England
English Bill of Rights1689
Stated the rights of people and the limits of the government (freedom of speech, collecting taxes, use military)
Ideas of the rights of the individual and the limits that should be placed on government helped to encourage the American and French Revolutions.
Activity: Important Documents That Influenced DemocracyDirections: Pairs - Read aloud the information about the Magna Carta, Petition of Right and the English Bill of Rights and complete the corresponding worksheet.
The Magna Carta 1215A group of determined Barons forced King John
to sign the Magna Carta. Weary of King John’s military campaigns and heavy taxes, the barons were seeking protection against arbitrary acts by King John.
The Magna Carta included such fundamental rights as trial by jury and due process of law – protection against the wrongful taking of life, liberty, or property. This protection was originally meant for only the privileged classes, but overtime, all English people were protected. The Magna Carta also determined that the power of the monarch was not absolute.
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
Petition of Right:1628The Magna Carta was respected by some monarchs and
ignored by others for 400 years. During this time, England’s Parliament, a representative body with power to make laws, slowly grew in influence. In 1628, when Charles I asked Parliament for more money in taxes, Parliament refused until he signed the Petition of Right.
The Petition of Right limited the king’s power by demanding that the king not imprison political critics without trial by jury; not declare martial law, or rule by the military, during peacetime; nor require people to shelter troops without the homeowner’s consent. The petition challenged the divine right of kings, declaring that they also follow law of the land.
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. 63
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. 61 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_____________. 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 _____________________.
A Little Background Cont.
Crusades are a ___________________________
Their goal was ____________________________________________________
1071 Turks take Jerusalem and part of the Byzantine Empire in the _____________________
It was there that Pope Urban II asked for___________________
Rallying cry_________________
Launching the Crusades
Fighting the Crusades1096 First Crusade
Group A: Group B:
Fighting the Crusades:
1144 Second Crusade-*1175 _________________ (Muslim leader) drove
all of the Christians out of Jerusalem. A draw was declared by
___________________________________ who rode back to England.
1201-1291 *
*
Fighting the Crusades:
Effects of the Crusades on Feudal Europe*Economic
*Political
*Social
Effects of Crusades on Feudal Europe
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
___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:
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