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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
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