UbD Template 2 - Wikispaceshistorymalden.wikispaces.com/file/view/HSS 8-9 Crusades ESE Model... · Slides 2-6 Images: The Wailing Wall, Church of the Holy Sepulcher, Dome of the Rock

Massachusetts Department of Elementary and Secondary Education October 2012 Work in Progress Page 1 of 42

Crusades World History I – Grade 8

The purpose of this unit is to help students understand the complexity of issues surrounding the Crusades. Students will understand the nature of the

religious conflict. Students will explore the historical claims to Jerusalem through an examination of the Crusades. Through the analysis of primary

sources, students will be able to discuss this cause and effect relationship of these events and apply it to a broader understanding of World History.

Students will create and present a speech recruiting soldiers to fight on either side of the Crusades.


Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….… 3

Lesson 1 …………………………………………………………………………………………………………………………..………….……………. 6

Lesson 2 ……………….…………………………………………………………………………...……………………………………….……..…….… 9

Lesson 3 ………………………………………………………………………………………………………………………………..…….………….… 12

Lesson 4 ………………………………………………………………………………………………………………………………………..…….….… 15

CEPA…………………………………………………………………………………………………………………………………………..……………… 18

Unit Resources ………………………………………………………………..……………………………………………………………………….… 22


Stage 1 Desired Results

MA Curriculum Framework Standards WH1.9- Describe the religious and political origins of the conflicts between Islam and Christianity. Muslim wars against Christianity before the European Crusades The causes, conflicts and consequences of the European Crusades against Islam in the Medieval Period. WHII.39 Explain the background for the establishment of the modern state of Israel in 1948. The military and political conflicts between Israel and the Arab world 6-8 RH.1 – Cite specific textual evidence to support analysis of primary and secondary sources. 6-8 RH-2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinion 6-8 – WHST1 Write arguments on discipline specific topics 6-8 WHST8 Gather relevant information from multiple print and digital sources 6-8 SL4 Presentation of knowledge and Ideas

Transfer

Students will be able to independently use their learning to… Argue from either perspective using mentor text and evidence.

Meaning

UNDERSTANDINGS Students will understand that… There is more than one side to every story The political, religious, and social forces that led to the crusades.

ESSENTIAL QUESTIONS How do beliefs influence actions? How do we determine what is worth fighting for? How does conflict affect a society? How is peace attained?

Acquisition

Knowledge Students will know… Cause and effects of the Crusades Geography of the Middle East The claims different groups had to the city of Jerusalem

Skills Students will be skilled at… Analyzing primary and secondary sources Stating a claim and justifying it with evidence Explaining cause and effect relationships Interpreting ideas and actions from different perspectives Interpreting graphs, maps and charts

-Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

Historically Accurate Expresses a point of view States a claim and justify it with evidence Reflects an understanding of the content (Stage 1) Accurately analyzes primary sources

TRANSFER TASK(S): Persuasive Speech – Task Outline G – Your goal is to write a speech so persuasive that you are able to convince men to go to war and risk their lives for a cause they may or may not believe in R – Your role as orator is to travel from town to town reciting your speech and gathering up me to fight for the cause A – Your audience is the population of Europe and the Middle East between 11th and 12th centuries. This population is comprised of poor people and knights.


S- The rightful ownership of Jerusalem is in question. Does the city belong to the Muslims or does the city belong to the Christians? You believe that the city belongs to the followers of your religion. P – Your challenge is to convince the followers of your religion that they should (must) go into battle and risk their lives to capture and protect the city of Jerusalem. Because the population you are recruiting from is illiterate, you will need to convince them orally by a formal speech. You will present your speech with conviction and persuasion to the class. S- Your work (written and oral) will be critiqued by your classmates and teacher using a rubric.

OTHER EVIDENCE: Class Discussions – Discussion Protocols

Conversation Sketch – Meeting between Pope Urban and Saladin

If you were a medieval knight, would you have joined the Crusades? Which side? Why?

Summary of Key Learning Events and Instruction 1. Lessons 2. Claims to the Land – Historical arguments for rightful ownership of Jerusalem 3. Geography of the Middle East – Compare and contrast Borders over time 4. Causes of the Crusades – Close reading text analysis

Two Sides to a Crusade - http://www.eduplace.com/ss/hmss/7/unit/act5.1blm.html CEPA - Persuasive Speech – Writing and Presentation

Central Resource – This unit includes a PowerPoint presentation to be used a different points in the unit. It is also strongly suggested that students have a

textbook to use a reference or to provide some context.

Unit Resources: Located in the back of the unit

Pope Urban Speech 1095 found at http://www.fordham.edu/halsall/sbook1k.asp

Medieval Sourcebook http://www.fordham.edu/halsall/sbook1k.asp

Discussion Protocol http://www.nsrfharmony.org/protocol/doc/save_last_word.pdf

Concept Map http://www.readingrockets.org/content/pdfs/conceptmap1.pdf

Close Reading Protocol http://sheg.stanford.edu/upload/Lessons/Historical%20Thinking%20Posters/Close%20Reading%20Questions.pdf

National Geographic Education - http://education.nationalgeographic.com/?ar_a=1

Graphic organizers and worksheets

http://www.eduplace.com/ss/hmss/7/unit/act5.1blm.html

http://www.fordham.edu/halsall/sbook1k.asp


http://www.nsrfharmony.org/protocol/doc/save_last_word.pdf

http://www.readingrockets.org/content/pdfs/conceptmap1.pdf

http://sheg.stanford.edu/upload/Lessons/Historical%20Thinking%20Posters/Close%20Reading%20Questions.pdf

http://education.nationalgeographic.com/?ar_a=1


Text book sample

DVDs and Video Crescent and the Cross: A History of the Crusades.

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission


Lesson 1 – Claims to the Land

Brief Overview: Perspectives on the rightful ownership of Jerusalem Prior Knowledge Required: The concepts of religion and beliefs. Estimated Time: 90-100 minutes Resources for Lesson: Images: The Wailing Wall, Church of the Holy Sepulcher, Dome of the Rock and Contemporary Map of Jerusalem Crusades Vocabulary Hand Out: Claims on Jerusalem from Jewish, Christian and Islam Perspectives http://www.nsrfharmony.org/protocol/doc/save_last_word.pdf



Content Area/Course: World History I Unit: Crusades Time (minutes): 90-100 minutes Lesson: Introduction to Jerusalem Overview: Perspectives on the rightful ownership of Jerusalem By the end of this lesson students will know and be able to: Locate Jerusalem on a map. Explain the claims that the three religions have on Jerusalem. Essential Question addressed in this lesson: How do beliefs influence actions? How do we determine what is worth fighting for? Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): WH1.9- Describe the religious and political origins of the conflicts between Islam and Christianity. Muslim wars against Christianity before the European Crusades The causes, conflicts and consequences of the European Crusades against Islam in the Medieval Period. WHII.39 Explain the background for the establishment of the modern state of Israel in 1948.The military and political conflicts between Israel and the Arab world 6-8 RH-2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinion Instructional Resources/Tools (list all materials needed for this lesson) Slides 2-6 Images: The Wailing Wall, Church of the Holy Sepulcher, Dome of the Rock and Contemporary Map of Jerusalem. Hand Out: Claims on Jerusalem from Jewish, Christian and Islam Perspectives http://www.nsrfharmony.org/protocol/doc/save_last_word.pdf Anticipated Student Preconceptions/Misconceptions

1. That Jerusalem is all Jewish. 2. Israel is Jewish only. 3. The Difference between Jerusalem and the Holy Land 4. That Islam is a violent religion. 5. Location of Jerusalem and Israel Instructional Tips/Strategies/Suggestions: Instructional practices that support academic language development Save The Last Word will promote academic language development. Make sure that vocabulary is provided from the claims that the students will need to use/practice in their activities. Specific accommodations for students with disabilities, ELLs, advanced students Provide an overview of the content at the beginning of the lesson. Introduce new vocabulary before the lesson. Give students a summary of important information from the lecture with a list of questions to be answered. Color code or highlight important vocabulary/information. Access IEP to allow for individual and specific accommodations.. Pre-Assessment Brainstorming: The City of Jerusalem web activity Formative Assessment Day 1: Completion of Prediction Formative Assessment Day 2: Completion of Summary Activity What students need to know and are able to do coming into this lesson (including language needs): Prior knowledge or education of the basic tenants of Christianity, Islam and Judaism are required Basic beliefs of three main monotheistic religions, Understand Conflict, Religious and Political, Vocabulary: Holy Land, Claim, Intolerance, persecute, conflict, perspective, inference and observation Information for Teacher



Content background needed. This lesson should be taught as part of a larger unit on the Middle Ages. Basic information from any district approved textbook should be sufficient to meet this need. Lesson Sequence Day One: Observation and Inference

1. Analyzing Images: Show students 4 images: The Wailing Wall, Church of the Holy Sepulcher, Dome of the Rock and Contemporary Map of Jerusalem.

2. As students are looking at images, have them complete the Observation/Inference Chart on Jerusalem

3. Jigsaw Activity: Claims to the Land. Split class into 3-6 mixed ability groups ( take into consideration ELL, Sped, 504, Gifted)

If unable to complete in class: Exit question: Prediction: Why is Jerusalem a significant place?

Day Two: Continued

1. Have each group will read about one claim on Jerusalem and complete that section of the chart.

2. After completing their reading and chart, students will then form new groups having at least one member representing each reading.

3. Have students present their information to the group while the other students complete the other parts of the chart.

4. Share an exemplar chart with the class and have students fill out any missing information

http://www.nsrfharmony.org/protocol/doc/save_last_word.pdf Formative assessment: Use your chart to complete the summary activity template.



Lesson 2 – Geography of the Holy Land

Brief Overview: In this lesson students will identify and analyze the changing borders of the land surrounding Jerusalem. Prior Knowledge Required: Basic physical and political geography of the Middle East. Estimated Time: 90-100 minutes Resources for Lesson:

Slides Maps of the Holy Land over time Byzantine Empire Islamic Empire Crusader States British Mandate Today (2012) Blank Maps of the Middle East (Holy Land)

http://www.eduplace.com/ss/maps/pdf/cent_swasia.pdf http://www.eduplace.com/ss/maps/pdf/cent_swasia_nl.pdf http://www.worldatlas.com/webimage/testmaps/mideast.gif http://education.nationalgeographic.com/?ar_a=1

http://www.eduplace.com/ss/maps/pdf/cent_swasia.pdf

http://www.eduplace.com/ss/maps/pdf/cent_swasia_nl.pdf

http://www.worldatlas.com/webimage/testmaps/mideast.gif



Content Area/Course: World History I Unit: The Crusades Time (minutes): 50 Lesson: Geography of the Holy Land Overview: In this lesson students will identify and analyze the changing borders of the land surrounding Jerusalem. By the end of this lesson students will know and be able to: Identify the changing borders of the land surrounding Jerusalem. Analyze causes of the shifting borders over time. Essential Question addressed in this lesson: What is worth fighting for? Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): WH1.9 Describe the religious and political origins of the conflicts between Islam and Christianity. Muslim wars against Christianity before the European Crusades The causes, conflicts and consequences of the European Crusades against Islam in the Medieval Period WHII.39 Explain the background for the establishment of the modern state of Israel in 1948.The military and political conflicts between Israel and the Arab world 6-8RH-2 -Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinion 6-8 – WHST1 Write arguments on discipline specific topics 6-8 WHST8 Gather relevant information from multiple print and digital sources Instructional Resources/Tools (list all materials needed for this lesson) Maps of the Holy Land throughout time Byzantine Empire Islamic Empire Crusader States British Mandate

Middle East Today (2012) Blank Maps of the Middle East (Holy Land) http://education.nationalgeographic.com/?ar_a=1

Anticipated Student Preconceptions/Misconceptions

1. That borders do not and have not changed 2. The borders have always existed 3. That borders are fair 4. That borders create peace.

Instructional Tips/Strategies/Suggestions: Provide word bank for specific vocabulary written summary of map information Identify main steps/key ideas copies of maps should be available Pre-Assessment See Do Now in lesson sequence

What students need to know and are able to do coming into this lesson (including language needs): Locate Jerusalem on a map, basic beliefs of three main monotheistic religions, understand the following vocabulary: Holy Land, claim, perspective, inference and observation Information for Teacher Think-Pair-Share - Give participants a minute to think about or write a personal response to the concept under discussion. Then have participants turn to their partner and discuss. Next have each pair combine with another pair to form a larger group and share their thoughts. Lesson Sequence Do Now: How does someone “claim land?” How do you keep land? Think-Pair-Share – Pictures of Jerusalem over time

1. Show first visual.



2. Have students describe the borders they see, make a quick sketch, and predict what time period this map is from. (worksheet)

3. Students turn and talk to their partner and come to agreement.

4. Teacher reveals when this map is from and gives a brief summary or review

of the circumstances surrounding this map (“as you remember this map is from the Byzantine Empire when Justinian conquered the Holy Land)

5. Show slide number 2-6 –repeat steps 2-4 include asking students to

describe how the present slide has changes from the previous slide. Explain to students that they have seen 6 of 40 different maps that represent the changing borders of this region. Hand out exit slip and have students answer the question: Why do you think the borders of the holy land changed so many times over the course of history?


Lesson 3 – Causes of the Crusades Brief Overview: In this lesson students will explore the causes of the crusades. Prior Knowledge Required: Students should have some background knowledge regarding the conflicts in the region. Estimated Time: 50 minutes Resources for Lesson: Text of Pope Urban II’s speech (Abridged).


Content Area/Course: World History I Unit: The Crusades Time (minutes): 100 Lesson: Causes of the Crusades Overview: In this lesson students will explore the causes of the crusades. By the end of this lesson students will know and be able to: Identify and explain the causes of the Crusades. Analyze a text closely in order to make meaning of the text. Essential Question addressed in this lesson: How do beliefs influence actions? What is worth fighting for? How does conflict change societies? Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): WH1.9 Describe the religious and political origins of the conflicts between Islam and Christianity. Muslim wars against Christianity before the European Crusades The causes, conflicts and consequences of the European Crusades against Islam in the Medieval Period Instructional Resources/Tools (list all materials needed for this lesson) Text of Pope Urban II’s speech (Abridged). Pope Urban Speech 1095 found at http://www.fordham.edu/halsall/sbook1k.asp

Concept Map http://www.readingrockets.org/content/pdfs/conceptmap1.pdf http://sheg.stanford.edu/upload/Lessons/Historical%20Thinking%20Posters/Close%20Reading%20Questions.pdf Information for Teacher

Students have a basic understanding of the events that occurred during the major crusades. They are able to explain, in a general way, why the Christians moved into the holy land during the Middle Ages and the conflict that resulted. They will also know that after the Crusades were over the Muslims retained control of the Holy Land and most importantly the city of Jerusalem. This close reading activity will challenge students and may take a few classes Lesson Sequence Introduce the speech by telling the student it is a speech. Model close reading by just starting to read the speech as it is written. Oh, race of Franks, race from across the mountains, race chosen and beloved by Godas shines forth in very many of your works set apart from all nations by the situation of your country, as well as by your catholic faith and the honor of the holy church! This speech must be written to a group of people called Franks because the speech starts by calling them by name. The author is talking to these people because God is happy with the work they do. What they do seems to make them special. They are also special because they live in a country that has a “situation” that is different from other places. The Franks are also different because they follow the Catholic religion. To you our discourse is addressed and for you our exhortation is intended. We wish you to know what a grievous cause has led us to Your country, what peril threatening you and all the faithful has brought us. The author is now explaining why he is speaking to them. The author wants them to know about a “grievous cause” and the danger to them and all of the followers of the Catholic religion. The above should be enough to give the students an idea of how to decode and make meaning of the text.


http://www.readingrockets.org/content/pdfs/conceptmap1.pdf




Students read the speech in pairs and then work to respond to the Close Reading Questions. http://sheg.stanford.edu/upload/Lessons/Historical%20Thinking%20Posters/Close%20Reading%20Questions.pdf Close Reading Questions What claims does the author make?

Underline the text each time the author makes a claim. What evidence does the author use to support those claims?

How is this document supposed to make me feel?

Write your feelings in the margins of the document as you read it. Your feelings may change as you move through the text so keep track of your feelings by writing them near the text that makes you feel that way. (sad, happy, angry, upset, confused)

What words or phrases does the author use to convince me that he/she is right?

Highlight any influential or persuasive language that the author uses to convince you that he/she is right.

What information does the author leave out?

Make a list of the information you would like or need to know that is not included in the text. When you are writing these notes think about why the author may have left that information out.

Circle the text that supports each claim.




Lesson 4 – Two Sides Argument Brief Overview: In this lesson students will analyze text and respond to questions about the text. Prior Knowledge Required: Close Reading Estimated Time: 50 minutes Resources for Lesson: Two Sides Lesson


Content Area/Course: World History I Unit: Crusades Time (minutes): 50 Lesson: Two Sides in A Crusade Overview: In this lesson students will read By the end of this lesson students will know and be able to: Compose and deliver a successful argument based on research with primary sources. Essential Question addressed in this lesson: How do arguments inform our point of view Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): 6-8 WHST8 Gather relevant information from multiple print and digital sources 6-8 SL4 Presentation of knowledge and Ideas 6-8 RH.1 – Cite specific textual evidence to support analysis of primary and secondary sources. Instructional Resources/Tools (list all materials needed for this lesson) Lesson - http://www.eduplace.com/ss/hmss/7/unit/act5.1blm.html Anticipated Student Preconceptions/Misconceptions You can write/perform a speech that has no purpose. The Christians were in the right. Instructional Tips/Strategies/Suggestions: What students need to know and are able to do coming into this lesson (including language needs): Students should have some understanding of the basic history of the crusades and the basis of effective written and oral argument. Lesson Sequence

Give students the “Two Side in a Crusade” mini-lesson. In this lesson students will read small excerpts from speeches on both sides of the conflict. Analysis questions can be discussed or answered in writing.

Two Sides in a Crusade

In 1095, Pope Urban II decided that Europe's kingdoms should help the

Byzantine emperor. The Byzantine Empire had faced many invasions. Now

the Seljuk Turks were a strong force on the Byzantine borders. Speaking to a

group of nobles, Pope Urban II called for all Christians to take up arms and

take control of Jerusalem and the Holy Land. The Pope's speech was

witnessed and recorded by a nobleman named Fulcher of Chartres.

Many European men, women, and children joined the Crusades and fought in

the Middle East. In 1099 they took Jerusalem. Wars continued in the region

for many years. In 1187, the Muslim leader Saladin prepared to try to take

Jerusalem back from the Christians.

Read the excerpt from Fulcher of Chartres' report of Pope Urban's

speech. Then read Saladin's feelings about Jerusalem. Use the

information in the speeches to help you answer the questions. Fulcher of Chartres

"Although, O sons of God, you have promised more firmly than ever to keep

the peace among yourselves and to preserve the rights of the church, there

remains still an important work for you to do. . . . For your brethren who live

in the east are in urgent need of your help, and you must hasten to give them

the aid which has often been promised them. For, as the most of you have

heard, the Turks and Arabs have attacked them and have conquered the

territory of Romania [the Byzantine Empire]. . . . They have occupied more

and more of the lands of those Christians, and have overcome them in seven

battles. They have killed and captured many, and have destroyed the

churches and devastated the empire. If you permit them to continue thus for

awhile with impurity, the faithful of God will be much more widely attacked

by them. On this account I, or rather the Lord, beseech you as Christ's heralds

to publish this everywhere and to persuade all people of whatever rank, foot-

soldiers and knights, poor and rich, to carry aid promptly to those Christians

and to destroy that . . . race from the lands of our friends. I say this to those






who are present, it is meant also for those who are absent. Moreover, Christ

commands it. All who die by the way, whether by land or by sea, or in battle

against the [Muslims}, shall have immediate remission of sins. This I grant

them through the power of God with which I am invested. . . . "

The Words of Saladin

"If God blesses us by enabling us to drive His enemies out of Jerusalem, how

fortunate and happy we would be! For Jerusalem has been controlled by the

enemy for ninety-one years, during which time God has received nothing

from us here in the way of adoration. At the same time, the zeal of the

Muslim rulers to deliver it languished. Time passed, and so did many [in

different] generations, while the Franks succeeded in rooting themselves

strongly there. Now God has reserved the merit of its recovery for one house,

the house of the sons of Ayyub [Saladin's family], in order to unite all hearts

in appreciation of its members."

1. What reasons does the Pope give for fighting for Jerusalem? What

arguments does he use to persuade his listeners to go on a Crusade?

2. What reasons does Saladin give for retaking Jerusalem? What arguments

does he use to inspire his listeners?

3. What are the similarities and differences between the arguments the Pope

and Saladin use to persuade their listeners?

4. What impressions do these speeches give you about the Crusades? What

ideas do the speeches give you about the purposes of the people who fought

during the Crusades?

Formative assessment: Imagine that Pope Urban and Saladin met in person. What would they say to each other? Draw a picture of Pope Urban and Saladin and include a 1-3 sentence thought bubble above each person’s head. Be sure the thought bubble text is appropriate.


Curriculum Embedded Performance Assessments (CEPA) Crusades Unit

Persuasive Speech – Task Outline

G – Your goal is to write a speech so persuasive that you are able to convince men to go to war and risk their lives for a cause they may or may not believe in

R – Your role as orator is to travel from town to town reciting your speech and gathering up me to fight for the cause

A – Your audience is the population of Europe and the Middle East between 11th and 12th centuries. This population is comprised of poor people and knights.

S- The rightful ownership of Jerusalem is in question. Does the city belong to the Muslims or does the city belong to the Christians? You believe that the city belongs to the followers of your religion.

P – Your challenge is to convince the followers of your religion that they should (must) go into battle and risk their lives to capture and protect the city of Jerusalem. Because the population you are recruiting from is illiterate, you will need to convince them orally by a formal speech. You will present your speech with conviction and persuasion to the class.

S- Your work (written and oral) will be critiqued by your classmates and teacher using a rubric.

Please assure students and their families that this assignment is not about the beliefs of one religion over another neither is it about a student’s religious beliefs.

Persuasive Speeches – Teacher support - http://www.publicspeakingforkids.org/blogs/public-speaking/6112876-persuasive-speaking

http://www.publicspeakingforkids.org/blogs/public-speaking/6112876-persuasive-speaking


Persuasive Word Bank – The words listed here can help you write your speech. Use these words to help convince people to fight for your side of the issue.

Supportive Unsupportive

Accurate Advantage Always/Never Best Certain Confident Convenient Definitely Effective Emphasize Expect Interesting Magnificent Most Most Important Popular Profitable Should Strongly Recommend Superb Superior Tremendous Truly Trustworthy Workable Worthwhile

Aggravate Agony Atrocious Confusing Cruel Damaging Disadvantages Displeased Dreadful Harmful Harsh Horrible Inconsiderate Inferior Irritate Offend Ordeal Outrageousness Provoke Repulsive Severe Shameful Shocking Terrible Unreliable Unstable

http://www.education.umd.edu/blt/unit/pgcc/PersuasiveWords.htm


Persuasive Speech – Student Instructions

Your goal is to write a speech so persuasive that you are able to convince men to go to war and risk their lives for a cause they may or may not believe in Christianity or Islam. Your role as orator is to travel from town to town reciting your speech and gathering up me to fight for the cause. Your audience is the population of Europe and the Middle East between 11th and 12th centuries. This population is comprised of poor people, landowners, and knights. The rightful ownership of Jerusalem is in question. Does the city belong to the Muslims or does the city belong to the Christians? You believe that the city belongs to the followers of your (assigned religion). Your challenge is to convince the followers of your religion that they should go into battle and risk their lives, and the lives of their families to capture and protect the city of Jerusalem. Because the population you are recruiting from is mainly illiterate, you will need to convince them orally by a formal speech. You will present your speech with conviction and persuasion to the class. Your work, the written speech and speech presentation, will be critiqued by your classmates and teacher using a rubric.

Use your notes, textbooks, and any other sources that your teacher provides to help you write you speech.


Persuasive Speech Rubric

NOVICE APPRENTICE PROFICIENT DISTINGUISHED

Audience

It is not clear that the orator is speaking to the assigned audience.

Demonstrates some understanding of the potential listener and uses arguments appropriate for that audience.

Demonstrates a general understanding of the potential listener and uses vocabulary and arguments appropriate for that audience.

Demonstrates a clear understanding of the listener and uses appropriate vocabulary and arguments to respond to potential questions and concerns.

Organization

Many of the support details or arguments are not in an expected or logical order, distracting the listener and making the speech confusing.

A few of the support details or arguments are not in an expected or logical order that is both confusing and distracting for the listener.

Arguments and support are presented in a fairly logical order that is reasonably easy to hear.

Arguments and support are presented in a logical order that is easy and interesting to hear.

Details and Support

Evidence and examples are NOT relevant and/or are not explained.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

All of the evidence and examples are specific and relevant. Explanations that show how each piece of evidence supports the author's position are given.

Grammar Usage

Mechanics and Spelling 9 or more errors

Mechanics and Spelling 6-8 errors




Crusades Unit Resources


Dome of the Rock


Church of the Holy Sepulcher


Old City - Jerusalem

Wailing Wall


Name_________________________________________________

Save the Last Word-Claims to the Land of Jerusalem

Directions: Fill in the three boxes below with excerpts from your notes that represent each perspective

of Jerusalem. Make sure to copy the excerpt accurately. Then, below each excerpt, write why the

excerpt interested you or why it represents a particular point of view.

First Excerpt - Christianity

Reason for selecting this quote

Second Excerpt - Judaism


Third Excerpt - Islam



Judaism - 1-2 Sentence Summary of this claim

Christianity - 1-2 Sentence Summary of this claim

Islam - 1-2 Sentence Summary of this claim


Reasons for wanting ownership of Jerusalem

Judaism

Christianity

Islam

Historical Reason: Religious Reason: Modern Day Connection:




Temple of Jerusalem

The Temple of Jerusalem is the holiest place of Judaism, its site on a hill on the northern side of

biblical Jerusalem. King David chose the site on Mt. Moriah after his conquest of the city c.1050 B.C.

The first Temple of Jerusalem was built by David's son, King Solomon, and was described in the Bible

as the successor to the movable tabernacle. The Solomonic Temple was constructed according to an

architectural pattern that was typical of temples in the Levant. It was destroyed in 586 B.C. by the

Babylonian king Nebuchadnezzar II.

Between 520 and 516 B.C., the temple was constructed rather modestly by Jewish returnees from the

Babylonian captivity under Persian patronage. Little is known about the architectural development of

the Second Temple during the following centuries until the Maccabees (or Hasmoneans) took control

of Judea during the latter part of the 2d century B.C. and later began expansion of the Temple Mount. In

19–20 B.C., Herod the Great began the reconstruction of the Temple and the Temple Mount, doubling

the Temple Mount platform through construction of elaborate retaining walls on the southern, eastern,

and western sides. The Western Wall (known to Christians as the "Wailing Wall") of this retaining wall

has been a focus of Jewish pilgrimage since at least the Byzantine period. The Temple was built in the

manner of Roman imperial architecture and in form closely resembled temples dedicated to the

emperor cult as well as other Herodian construction projects. The Temple was the focal point for

Judaism during the Persian and Greco-Roman periods. The Second Temple was destroyed by the

Romans in A.D. 70. Rebuilding of the Temple is seen by Judaism as a necessary sign of the Messiah's

arrival.

Steven Fine

™ & © 2011 Scholastic Inc. All rights reserved.


Geography of the Holy Land: Change Over Time

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Quick Sketch:

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Teacher Guide to Pope Urban’s Speech

Robert the Monk

Robert perhaps 25 years after the speech, but he may have been present at the counicl. He used the Gesta version (see

below, number 3).

Who is the audience?

Oh, race of Franks, race from across the mountains, race chosen and beloved by Godas shines forth in

very many of your works set apart from all nations by the situation of your country, as well as by your

catholic faith and the honor of the holy church! To you our discourse is addressed and for you our

exhortation is intended. We wish you to know what a grievous cause has led us to Your country, what

peril threatening you and all the faithful has brought us.

What is the purpose of the speech?

What is the author saying or trying to convey?

How does the author use words to convey the message?

From the confines of Jerusalem and the city of Constantinople a horrible tale has gone forth and very

frequently has been brought to our ears, namely, that a race from the kingdom of the Persians, an accursed

race, a race utterly alienated from God, a generation forsooth which has not directed its heart and has not

entrusted its spirit to God, has invaded the lands of those Christians and has depopulated them by the

sword, pillage and fire; it has led away a part of the captives into its own country, and a part it has

destroyed by cruel tortures; it has either entirely destroyed the churches of God or appropriated them for

the rites of its own religion. They destroy the altars, after having defiled them with their uncleanness. They

circumcise the Christians, and the blood of the circumcision they either spread upon the altars or pour into

the vases of the baptismal font. When they wish to torture people by a base death, they perforate their

navels, and dragging forth the extremity of the intestines, bind it to a stake; then with flogging they lead

the victim around until the viscera having gushed forth the victim falls prostrate upon the ground. Others

they bind to a post and pierce with arrows. Others they compel to extend their necks and then, attacking

them with naked swords, attempt to cut through the neck with a single blow. What shall I say of the

abominable rape of the women? To speak of it is worse than to be silent. The kingdom of the Greeks is

now dismembered by them and deprived of territory so vast in extent that it can not be traversed in a

march of two months. On whom therefore is the labor of avenging these wrongs and of recovering this

territory incumbent, if not upon you? You, upon whom above other nations God has conferred

remarkable glory in arms, great courage, bodily activity, and strength to humble the hairy scalp of those

who resist you.

What is the challenge the author makes? Is the author convincing?

Let the deeds of your ancestors move you and incite your minds to manly achievements; the glory and

greatness of king Charles the Great, and of his son Louis, and of your other kings, who have destroyed the

kingdoms of the pagans, and have extended in these lands the territory of the holy church. Let the holy

sepulchre of the Lord our Saviour, which is possessed by unclean nations, especially incite you, and the

holy places which are now treated with ignominy and irreverently polluted with their filthiness. Oh, most


valiant soldiers and descendants of invincible ancestors, be not degenerate, but recall the valor of your

progenitors.

What is the tone?

But if you are hindered by love of children, parents and wives, remember what the Lord says in the

Gospel, "He that loveth father or mother more than me, is not worthy of me." "Every one that hath

forsaken houses, or brethren, or sisters, or father, or mother, or wife, or children, or lands for my name's

sake shall receive an hundredfold and shall inherit everlasting life." Let none of your possessions detain

you, no solicitude for your family affairs, since this land which you inhabit, shut in on all sides by the seas

and surrounded by the mountain peaks, is too narrow for your large population; nor does it abound in

wealth; and it furnishes scarcely food enough for its cultivators. Hence it is that you murder one another,

that you wage war, and that frequently you perish by mutual wounds. Let therefore hatred depart from

among you, let your quarrels end, let wars cease, and let all dissensions and controversies slumber. Enter

upon the road to the Holy Sepulchre; wrest that land from the wicked race, and subject it to yourselves.

That land which as the Scripture says "floweth with milk and honey," was given by God into the

possession of the children of Israel Jerusalem is the navel of the world; the land is fruitful above others,

like another paradise of delights. This the Redeemer of the human race has made illustrious by His advent,

has beautified by residence, has consecrated by suffering, has redeemed by death, has glorified by burial.

This royal city, therefore, situated at the centre of the world, is now held captive by His enemies, and is in

subjection to those who do not know God, to the worship of the heathens. She seeks therefore and desires

to be liberated, and does not cease to implore you to come to her aid. From you especially she asks succor,

because, as we have already said, God has conferred upon you above all nations great glory in arms.

Accordingly undertake this journey for the remission of your sins, with the assurance of the imperishable

glory of the kingdom of heaven.

When Pope Urban had said these and very many similar things in his urbane discourse, he so influenced

to one purpose the desires of all who were present, that they cried out, "It is the will of God! It is the will

of God!" When the venerable Roman pontiff heard that, with eyes uplifted to heaven he gave thanks to

God and, with his hand commanding silence, said:

Most beloved brethren, today is manifest in you what the Lord says in the Gospel, "Where two or three are gathered

together in my name there am I in the midst of them." Unless the Lord God had been present in your spirits, all of you

would not have uttered the same cry. For, although the cry issued from numerous mouths, yet the origin of the cry was

one. Therefore I say to you that God, who implanted this in your breasts, has drawn it forth from you. Let this then be

your war-cry in combats, because this word is given to you by God. When an armed attack is made upon the enemy, let

this one cry be raised by all the soldiers of God: It is the will of God! It is the will of God!

And we do not command or advise that the old or feeble, or those unfit for bearing arms, undertake this

journey; nor ought women to set out at all, without their husbands or brothers or legal guardians. For such

are more of a hindrance than aid, more of a burden than advantage. Let the rich aid the needy; and

according to their wealth, let them take with them experienced soldiers. The priests and clerks of any order

are not to go without the consent of their bishop; for this journey would profit them nothing if they went

without permission of these. Also, it is not fitting that laymen should enter upon the pilgrimage without

the blessing of their priests.


Whoever, therefore, shall determine upon this holy pilgrimage and shall make his vow to God to that

effect and shall offer himself to Him as a, living sacrifice, holy, acceptable unto God, shall wear the sign of

the cross of the Lord on his forehead or on his breast. When,' truly',' having fulfilled his vow be wishes to

return, let him place the cross on his back between his shoulders. Such, indeed, by the twofold action will

fulfill the precept of the Lord, as He commands in the Gospel, "He that taketh not his cross and followeth

after me, is not worthy of me."

Source:

Dana C. Munro, "Urban and the Crusaders", Translations and Reprints from the Original Sources of European

History, Vol 1:2, (Philadelphia: University of Pennsylvania, 1895), 5-8

Close Reading Questions What claims does the author make? Underline the text each time the author makes a claim. What evidence does the author use to support those claims? Circle the text that supports each claim. How is this document supposed to make me feel? Write your feelings in the margins of the document as you read it. Your feelings may change as you move through the text so keep track of your feelings by writing them near the text that makes you feel that way. What words or phrases does the author use to convince me that he/she is right? Highlight any influential or persuasive language that the author uses to convince you that he/she is right. What information does the author leave out? Make a list of the information you would like or need to know that is not included in the text. When you are writing these notes think about why the author may have left that information out.


Pope Urban’s Speech - abridged

1. Oh, race of Franks, race from across the mountains, race chosen and

beloved by Godas shines forth in very many of your works set apart

from all nations by the situation of your country, as well as by your

catholic faith and the honor of the holy church! To you our discourse

is addressed and for you our exhortation is intended. We wish you to

know what a grievous cause has led us to Your country, what peril

threatening you and all the faithful has brought us.

2. From the confines of Jerusalem and the city of Constantinople a

horrible tale has gone forth and very frequently has been brought to

our ears, namely, that a race from the kingdom of the Persians, an

accursed race, a race utterly alienated from God, a generation forsooth

which has not directed its heart and has not entrusted its spirit to God,

has invaded the lands of those Christians and has depopulated them by

the sword, pillage and fire; …

3. …The kingdom of the Greeks is now dismembered by them and

deprived of territory so vast in extent that it can not be traversed in a

march of two months. On whom therefore is the labor of avenging

these wrongs and of recovering this territory incumbent, if not upon

you? You, upon whom above other nations God has conferred

remarkable glory in arms, great courage, bodily activity, and strength

to humble the hairy scalp of those who resist you.

4. Let the holy sepulchre of the Lord our Saviour, which is possessed by

unclean nations, especially incite you, and the holy places which are

now treated with ignominy and irreverently polluted with their

filthiness. Oh, most valiant soldiers and descendants of invincible

ancestors, be not degenerate, but recall the valor of your progenitors.

5. … But if you are hindered by love of children, parents and wives,

remember what the Lord says in the Gospel, "He that loveth father or

mother more than me, is not worthy of me." "Every one that hath


forsaken houses, or brethren, or sisters, or father, or mother, or wife, or

children, or lands for my name's sake shall receive an hundredfold and

shall inherit everlasting life."…

6. … since this land which you inhabit, shut in on all sides by the seas

and surrounded by the mountain peaks, is too narrow for your large

population; nor does it abound in wealth; and it furnishes scarcely

food enough for its cultivators. Hence it is that you murder one

another, that you wage war, and that frequently you perish by mutual

wounds. Let therefore hatred depart from among you, let your quarrels

end, let wars cease, and let all dissensions and controversies slumber…

7. … This royal city, therefore, situated at the centre of the world, is now

held captive by His enemies, and is in subjection to those who do not

know God, to the worship of the heathens. She seeks therefore and

desires to be liberated, and does not cease to implore you to come to

her aid. From you especially she asks succor, because, as we have

already said, God has conferred upon you above all nations great glory

in arms…

8. Most beloved brethren, today is manifest in you what the Lord says in

the Gospel, "Where two or three are gathered together in my name

there am I in the midst of them." Unless the Lord God had been

present in your spirits, all of you would not have uttered the same cry.

For, although the cry issued from numerous mouths, yet the origin of

the cry was one. Therefore I say to you that God, who implanted this

in your breasts, has drawn it forth from you. Let this then be your war-

cry in combats, because this word is given to you by God. When an

armed attack is made upon the enemy, let this one cry be raised by all

the soldiers of God: It is the will of God! It is the will of God!

Robert perhaps 25 years after the speech, but he may have been present at the counicl.

He used the Gesta version (see below, number 3).


Brief Timeline of the Crusades

1096 (April to October) The People’s Crusade: - To conquer the Holy Land

1096 to 1099 The First Crusade: -To conquer the Holy Land

1099 to 1144 The Years After the First Crusade: -Knights Templar and Hospitallers created

1145 to 1149 The Second Crusade: - To recapture the Holy Land

1189 to 1192 The Third Crusade: - To recapture the Holy Land

1202 to 1204 The Fourth Crusade: - To capture Constantinople

1212The Children’s Crusade: - To bring goodness and innocence to quest

1217 to 1221 The Fifth Crusade: - To establish secure base in Egypt

1228The Sixth Crusade: - To recapture the Holy Land

1248 to 1254 The Seventh Crusade: - To capture a base in Egypt and regain the Holy Land

1270-1291 The Eighth Crusade: - To convert Bay of Tunis to Christianity and recapture holy places in the Holy Land


Houghton Mifflin Social Studies Lesson at a Glance Outline Chapter 11, Lesson 3, The Crusades (pp. 295-302) I. The Crusades Begin

A. The crusades were Christian religious wars against Muslims in the Holy Land during the period between 1096 and 1270. B. Pope Urban urged the Christian Western Europeans to go to war against the Muslims for three reasons: to win the Holy Land from the Muslims, to reunite the Western and Eastern Christians under his rule, and to stop the knights from fighting among themselves. C. The crusaders mostly marched on foot or rode on horseback to the Holy Land. D. After the First Crusade, the Europeans established crusader states and protective castles from Antioch to Jerusalem.

II. Muslims Regain the Holy Land

A. When Muslims began to overpower the crusader states, Christians launched the Second Crusade, which was defeated. B. In the late 1100s, Saladin led the Muslim forces to defeat the Christians of the crusader states and retake Jerusalem. C. After Saladin's victory, Christians launched the Third Crusade, led by the kings of Germany, England, and France. They did not capture Jerusalem, but signed a five-year peace treaty with the Muslims. D. The Fourth Crusade was a disaster for the Byzantine Empire, as the crusaders ransacked Constantinople.

III. The Crusades Affect the West

A. The Crusades had several negative effects on Europe, as some crusaders were only interested in killing Muslims and Jews and thieving. B. Western Europe benefited from the Crusades through increased contact with the more advanced Byzantine and Muslim cultures, increased trade, and improved technology.

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