UNIT 2 OVERVIEW - School District 43 Coquitlamteachers.sd43.bc.ca/lsue/Lists/Homework Board/Attachments/123/Chap5...Unit 2 examines the evolution of civilizations in Europe, Asia,

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UNIT 2 OVERVIEW The Medieval World

Unit Overview

Chapter/Unit Planner: Chapter 5




Unit 2 Closing Activity

INTRODUCTION TO UNIT 2

Unit 2 examines the evolution of civilizations in Europe, Asia, and Africa. The timeline studied spans from 2300 BCE to 1636 CE. The unit includes the following chapters:

• Chapter 5: Europe’s High Middle Ages

• Chapter 6: Europe’s Late Middle Ages

• Chapter 7: Medieval Japan

• Chapter 8: Africa: Trade and Civilization

CHAPTER 5: EUROPE’S HIGH MIDDLE AGES

CHAPTER FOCUS QUESTION: What factors affect how a civilization develops? Timeline: 1066 CE to 1271 CE

Summary: Within five years of the Battle of Hastings in 1066, William, now known as William the Conqueror, had taken over England. William introduced a new social and political system to England: feudalism. This system was a way of maintaining law and order and providing protection for people, their homes, and their lands. Feudalism governed medieval life in England and much of western Europe for more than five centuries.

Section Questions:

• How did feudalism shape medieval society? (S&C)

• In what ways did religion affect medieval society? (S&C) (P&L)

• What were the sources of law and power? (P&L)

• What led to changes in the medieval worldview? (E&T) (P&L) (S&C) (E)

Building Your Skills: Conducting Sound Research


CHAPTER 6: EUROPE’S LATE MIDDLE AGES

CHAPTER FOCUS QUESTION: How can change challenge a civilization? Timeline: 1271 CE to 1453 CE

Summary: The late Middle Ages was a time of positive change as well as disaster and upheaval. Trade developed across Europe, bringing new opportunities for workers and spreading new ideas about commerce and religion. On the other hand, the Black Death and the Hundred Years’ War brought great suffering. These developments, both bad and good, had a huge impact on the beliefs and values of European society. They brought an end to feudalism, and set the scene for the Renaissance in western Europe.

Section Questions:

• How did the growth of trade change feudal society in Europe? (S&C) (E&T)

• How did the technologies of war affect society in the Middle Ages? (S&C) (E&T)

• What were the causes of social upheaval? (S&C) (P&L) (E&T)

• How were attitudes toward the Church changing? (S&C) (P&L)

Building Your Skills: Assessing Positions on a Controversial Issue

CHAPTER 7: MEDIEVAL JAPAN

CHAPTER FOCUS QUESTION: How can contact and conflict affect a civilization? Timeline: Japan 10 000 BCE to 1635 CE

Summary: In this chapter, you will focus on Japan’s medieval period, which lasted from around 700 CE to 1600 CE. Feudalism developed during this time, and the military and religious values of the Samurai warriors dominated Japan’s culture. You will also learn about the early years of Japan’s civilization and how the geography of this island nation influenced the way of life of its people. Tradition, geography, and history have helped make Japan’s culture unique.

Section Questions:

• How did Japan’s geography influence its early development? (S&C) (E)

• How did early China influence Japanese society? (S&C) (P&L) (E&T)

• How did feudalism develop in Japan? (S&C) (P&L)

• How did Japan respond to early contact with Europeans? (S&C) (P&L) (E&T)

Building Your Skills: Analyzing Human–Environment Interactions

CHAPTER 8: AFRICA: TRADE AND CIVILIZATION

CHAPTER FOCUS QUESTION: How can geography affect the development of civilization? Timeline: Africa 2300 BCE to 1591 CE

Summary: Scientists believe that Africa is the homeland of the world’s peoples. Human life probably developed in Africa many millions of years ago, and then spread to the rest of the world. Africa is where humans first learned to use fire, make tools, and create art. In this chapter, you will see how the geography of Africa played a crucial role in the development of African civilizations. You will also learn about the great trading kingdoms that developed in East and West Africa.


Section Questions:

• What is the geography of Africa? (E)

• How did the environment shape African societies and cultures? (S&C) (E)

• What led to the rise of powerful kingdoms in West Africa? (S&C) (P&L) (E)

• How did trade develop the East African city states? (P&L) (E&T) (E)

Building Your Skills: Describing Locations on a Map

UNIT FOCUS QUESTION: HOW DO CIVILIZATIONS RESPOND TO CHALLENGES?

Guided response:

• Divide the class into small groups, and assign each a challenge that they must overcome as a modern society and as an ancient society. Challenges might include flood, pandemic, invasion by a foreign military, widespread fire, or earthquake. Have students share their proposals with the class.

• Using GLM 14 Venn Diagram (3 Circles), choose three of the images from the unit opener and compare and contrast the information revealed about clothing, technology, architecture, and art.

USING THE SPREAD

Introduction

• This unit considers the ever-changing nature of civilizations. In Europe, the medieval period gave way to the Renaissance and new ways of thinking about the world. This new approach spread with the invention of the printing press, reaching the middle classes along with the wealthy elite. The pursuit of sustained wealth and power encouraged European nations to send out explorers and traders to new lands, often destroying the civilizations they encountered. During this time, trade routes broadened, while contact and economic ties between civilizations were strengthened. During this period, China reached briefly out to the world at the height of its Ming Dynasty, but by the 1600s, the country had turned its gaze back inward.

• Chapter Openers can be found at the beginning of each chapter and are independent of each other.

• Teachers may opt to begin with any chapter, not necessarily in the order they are presented in the textbook.

Reading The Map

• This map depicts the African and the Eurasian continent as well as North and South America and Australia, although these last three continents are not discussed in the unit.

• Why might the authors have chosen a global map rather than the Eurasian map used in Unit 1?

• Student responses may include: the need to locate one’s self on the map; documented arrival in North America of seafaring Vikings; theories about contact of other seafaring cultures to continents (the Chinese to North America; Chinese and Japanese across the Pacific islands)


Examining The Images Chapter 5: Marriage of Eleanor and King Louis VII of France Discussion Questions

• Royalty was an important factor in the politics of the Middle Ages. Ask students if they are familiar with any modern royalty.

• What influence, if any, do modern royals have on their countries?

• The life of Eleanor of Aquitaine was well documented in her lifetime and a topic for debate and gossip. Why might common people then and now enjoy stories about the lives of celebrities?

Chapter 6: Illustration of a doctor’s uniform during the Black Death Discussion Questions • Discuss the similarities and differences of medical clothing today and

during the late Middle Ages.

• Ask students if they can name modern outbreaks of disease that have caused widespread panic. How did governments handle these outbreaks? What measures were taken by everyday citizens?

• How would widespread disease and death impact civilization socially, politically, and economically? How might disease be used as a weapon by a military? Can students offer any examples (students may suggest smallpox-infected blankets or biological warfare).

Chapter 7: Medieval Japan samurai warrior on horseback Discussion Questions

• Direct students to page 232 for a larger version of this image.

• Use GLM 6 Decoding an Image. Have students record their observations about this painting.

• What does this image reveal about the technology available to Medieval Japanese? (Students may suggest: bridles, stirrups, metal works [swords], weaving, embroidery, armour, bow and arrow, animal husbandry, silk farming)

Chapter 8: The Great Mosque of Djenné Discussion Questions

An important Islamic learning centre during the Middle Ages, this mosque was built as early as 1200 CE. In Europe, the Gothic style of architecture was gaining popularity. The most famous Gothic cathedral is Notre Dame, in Paris. Ask students to research the following terms and determine in what ways, if any, the Mosque of Djenné reflects the Gothic style:

• flying buttresses

• pointed arches

• ribbed vaulting

• elaborate sculptures

• stained glass windows

What might familiarity with the Gothic style suggest about trade between Europe and Africa during this time?


SUGGESTED RESOURCES

Chapter 5, page 146: Life in the Middle Ages: The Noble (Schlessinger Media, 2002, 23 minutes)

Chapter 5, page 147: Life in the Middle Ages: Social Structure in the Middle Ages (Schlessinger Media, 2002, 23 minutes)

Chapter 5, page 148: Life in the Middle Ages: The Serf (Schlessinger Media, 2002, 23 minutes)

Chapter 5, page 158: Life in the Middle Ages: The Monk (Schlessinger Media, 2002, 23 minutes)

Chapter 5, page 168: The History Channel: Crusades (2002, 200 minutes, starring Terry Jones)

Chapter 5, page 168: The History Channel Presents: The Crusades—Crescent and the Cross (2005, 180 minutes)

Chapter 6, page 177: Life in the Middle Ages: The Merchant (Schlessinger Media, 2002, 23 minutes)

Chapter 6, page 186: A Knight’s Tale (Columbia/Tristar, 2004, 132 minutes, starring Heath Ledger)

Chapter 6, page 186: Life in the Middle Ages: The Knight (Schlessinger Media, 2002, 23 minutes)

Chapter 6, page 193: Joan of Arc (Alliance Atlantis, 2003, 142 minutes, starring LeeLee Sobieski)

Chapter 6, page 203: Building the Great Cathedrals (PBS/Nova, 2010)

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BIG IDEA: What factors affect how a civilization develops?

CHAPTER OUTCOMES: A1, A2, A3, A4, A6, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4, E1, E2, E5

Learning Goals:

Students will be able to • meet the prescribed learning outcomes listed in “Chapter

Outcomes”

• complete a series of tasks from the textbook

• participate in self- and peer assessment

• Review and apply the Building Your Skills: Conducting Sound Research

• complete an end of chapter assessment from the Looking Back feature and/or an end of chapter test

ACTIVITY NOTES/IDEAS FOR THE UNIT

• Students review factors of a civilization, including geography and settlement patterns.

• Students examine the feudal contract and its impact on society

• On page 152, students consider the role and rights of women at this time.

• Students consider the role of religion in a society, as well as that of a monarch. The conflicting needs of politics and monarchy result in the Magna Carta on page 164.

• Students review primary sources, offering perspectives on the influence of religion, warfare, and the feudal system

LINE MASTERS

ASSESSMENT MASTERS

GLM 8 Know, Question, Uncover Organizer

GLM 10 Cause–Effect Organizer

GLM 12 Analyzing Evidence: Primary and Secondary Sources

GLM 15 Compare and Contrast Organizer

GAM 1 Skills Observation Chart

GAM 3 Cooperative Learning Observations

GAM 4 Self- and Peer Assessment for Groups

GAM 7 Organizer Assessment Rubric

GAM 13 Visual Media Presentation Rubric

GAM 14 Self-Assessment: Speech or Oral Report


UNIT TASK Assessment for

Learning Assessment as Learning

Assessment of Learning

Reading Skills Anchors offer strategies and questions that involve both teacher and student in a process of continual reflection about the material and understanding.

Use graphic organizers to help assess students’ research and organization skills.

Assess students’ ability to explain the importance of accessing and considering a range of information sources. Provide feedback as needed.

Students use self- and peer assessment to share and improve their understanding of the material with a peer-partner. Students work together to generate new ideas; give students the opportunity to self- and peer edit and revise written responses prior to submitting these pieces for summative assessment

Select one, some, or all of the Looking Back activities to assess students’ overall understanding of the content, as well as their ability to synthesize and evaluate, make connections, and analyze critically.

Summative Assessment: Chapter 5 Test

STANDARDS Historical

Thinking

Indicate the standards met:

Elements of Geography


21st Century Learning


Critical Inquiry


x Establish Historical Significance

The World in Spatial Terms

Creativity & Innovation

x Patterns & Change

x Use Primary Source Evidence

x Places and Regions

x Critical Thinking & Problem Solving

x Evidence

x Identify Continuity and Change

Physical Systems

x Communication & Collaboration

Perspectives

x Analyze Cause and Consequence

x Human Systems

x Information Literacy

Cause & Consequence

x Take Historical Perspectives

x Environment and Society

x Media Literacy Judgements

Understand Ethical Dimensions of History

The Uses of Geography

ICT Literacy x Significance

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BIG IDEA: How can change challenge a civilization?

CHAPTER OUTCOMES: A1, A2, A3, A4, S&C1, S&C1, S&C3, S&C4, S&C6, P&L1, P&L2, P&L3, P&L1, E&T2, E&T3, E&T4, E1, E2, E3, E4

Learning Goals:


Outcomes”



• review and apply the Building Your Skills: Assessing Positions on a Controversial Issue



• Students review factors of a civilization, including geography and settlement patterns.

• Students examine the social structure of the Late Middle Ages, and how the huge shift in population caused by the plague altered the social systems.

• Students build the skill of assessing positions on a controversial issue.

• A variety of primary sources throughout the chapter offer a range of perspectives on the influence of religion, technology, and trade.

• Students will consider the effect of the plague in various societies, including those in England and France, and consider the ways in which each society responded to the epidemic and the subsequent changes it brought about.

LINE MASTERS ASSESSMENT MASTERS






GAM 5 Self-Assessment: Written Report

GAM 6 Written Report Rubric



GAM 15 Speech or Oral Report Rubric








Students use self- and peer assessment to share and improve their understanding of the material with a peer-partner. Students work together to generate new ideas; give students the opportunity to self- and peer edit and revise written responses prior to submitting these pieces for summative assessment.




Thinking






Critical Inquiry



The World in Spatial Terms


Patterns & Change




Evidence

Identify Continuity and Change

x Physical Systems

Communication & Collaboration

x Perspectives


x Human Systems


x Cause & Consequence




x Understand Ethical Dimensions of History


ICT Literacy Significance

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BIG IDEA: How can contact and conflict affect a civilization?

CHAPTER OUTCOMES: A1, A4, A5, A6, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4, E1, E2, E3, E4, E5

Learning Goals:

Students will be able to

• meet the prescribed learning outcomes listed in “Chapter Outcomes”



• review and apply the Building Your Skills: Analyzing Human–Environment Interactions



• Students review factors of a civilization, including geographic factors that can influence the development of a country such as its landforms, climate, resources, and geographic location.

• Students examine the social structure of early Japan, the influence of China on its culture, and feudalism.

• Students learn about Shinto, the ancient religion of Japan. Many traditional Japanese arts are based on the Shinto ideal of harmony with nature.

• Students consider the impact of the unification of Japan under the shoguns, and the effect of early contact with Europeans.

• A variety of primary sources throughout the chapter offers a range of perspectives on the emergence of Japanese civilization.



GLM 10 Cause-Effect Organizer














Use graphic organizers to help assess students’ research and organization skills






Thinking






Critical Inquiry


Establish Historical Significance

x The World in Spatial Terms


Patterns & Change




x Evidence


x Physical Systems


Perspectives


x Human Systems





x Media Literacy x Judgements




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BIG IDEA: How can geography affect the development of civilization?

CHAPTER OUTCOMES: A1, A2, A3, A4, A5, A6, P&L1, P&L2, P&L3, P&L4, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, E&T1, E&T2, E&T3, E&T4, E1, E2, E3, E4, E5

Learning Goals:


Outcomes”



• review and apply the Building Your Skills: Describing Locations on a Map



• Students review factors of a civilization previously studied, including geographic factors that can influence the development of a country such as its landforms, climate, resources, and geographic location, to a greater depth of understanding.

• Students examine the social structure of early African civilizations, the rise of powerful kingdoms in West Africa, and the development of city states in East Africa.

• A variety of primary sources throughout the chapter offer a range of perspectives on the emergence of African civilizations.























Thinking






Critical Inquiry


Establish Historical Significance



Patterns & Change




x Evidence


x Physical Systems


Perspectives


x Human Systems





x Media Literacy x Judgements


x The Uses of Geography


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Unit 2 Closing Activity

BIG IDEA: How do civilizations respond to challenges?

CHAPTER OUTCOMES: Formative and summative assessment through assigned tasks throughout Chapters 5–8

Summative assessment through end of chapter tests

UNIT OUTCOMES: Closing activity allows students to: demonstrate understanding of social structure, family relationships, and gender roles; show insights about the nature of life during this time; interpret historical evidence; present information effectively in a variety of forms including maps, costumes and props, and dialogue

Learning Goals:

Students will be able to • gather and organize a body of information from

primary and secondary print and non-print sources, including electronic sources

• plan, revise, and deliver presentations

• compare social structure, family structures, and gender roles

• describe a variety of diverse cultural traditions and world religions

• locate and describe current and historical locations on maps


• Work with students to generate assessment criteria.

• Discuss check-in points, expectations, and dates with students.

• Create a display area for completed projects to be viewed.

• Students submit research notes.

• If this is a group project, student will submit a description of his or her role in the presentation (role, status, relationship to other characters, dress, customs).

LINE MASTERS




GAM 9 Critical Inquiry Analysis


GAM 18 Group Presentation Rubric





Design a Medieval Village: Working as an individual or group, students will research and recreate a medieval village as per instructions on page 271.

Set check-in points to conference with students prior to submitting final product. Check-ins may include:

• research notes

• rough draft

As groups are planning their villages and assigning roles, observe cooperative learning and skills using GAM 1 Skills Observation Chart and GAM 3 Cooperative Learning Observations.

Provide feedback to students.

Provide students with the opportunity to assess their own work and that of their peers using GAM 13 Visual Media Presentation Rubric or GAM 18 Group Presentation Rubric.

Select one of the following to use for summative assessment. Inform students prior to assessment which rubric is to be used:

GAM 9 Critical Inquiry Analysis


GAM 18 Group Presentation Rubric


Thinking Indicate the standards met:

Elements of Geography Indicate the standards met:

21st Century Learning Indicate the standards met:

Critical Inquiry Indicate the standards met:



x Creativity & Innovation

x Patterns & Change



Critical Thinking & Problem Solving

x Evidence

Identify Continuity and Change

x Physical Systems


x Perspectives


x Human Systems






x Understand Ethical Dimensions of History

x The Uses of Geography

x ICT Literacy x Significance

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CHAPTER 5 OVERVIEW Europe’s High Middle Ages

FOCUS QUESTION: What factors affect how a civilization develops? As students read this chapter, they will find information they need to answer this question:

• Students review factors of a civilization previously studied, including geography and settlement patterns.

• Students examine the feudal contract and its impact on society.

• On page 152 students consider the role and rights of women at this time.

• Students consider the role of religion in a society, as well as that of a monarch. The conflicting needs of politics and monarchy result in the Magna Carta on page 164.

• A variety of primary sources throughout the chapter offer a range of perspectives on the influence of religion, warfare, and the feudal system.

Summary

Within five years of the Battle of Hastings in 1066, William, now known as William the Conqueror, had taken over England. William introduced a new social and political system to England: feudalism. This system was a way of maintaining law and order and providing protection for people, their homes, and their lands. Feudalism governed medieval life in England and much of Western Europe for more than five centuries. This chapter examines the impact William, and feudalism, had on England. The chapter also explores the First Crusade and the rise of King Henry II.

SUMMARY AND SKILLS

Skill Builder

Building Your Skills: Conducting Sound Research

The Building Your Skills on page 155 builds on the skills addressed in Chapter 4: Getting an Inquiry Started. Using a five-step process, students conduct research and organize information. These skills are necessary for success as students create projects suggested in the textbook.


Learner Intentions/I Can Statements Students will be able to do the following:

Applications of Social Studies

• identify and clarify a problem, an issue, or an inquiry

• gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources

• interpret and evaluate a variety of primary and secondary sources

• assess a variety of positions on controversial issues

• plan, revise, and deliver written and oral presentations

• co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified

Society & Culture

• identify factors that influence the development and decline of world civilizations

• compare daily life, family structures, and gender roles in a variety of civilizations

• describe a variety of diverse cultural traditions and world religions

• demonstrate awareness of artistic expression as a reflection of the culture in which it is produced

• identify periods of significant cultural achievement, including the Renaissance

• describe how societies preserve identity, transmit culture, and adapt to change

Politics & Law

• demonstrate understanding of the tension between individual rights and the responsibilities of citizens in a variety of civilizations

• assess the impact of contact, conflict, and conquest on civilizations

• describe various ways individuals and groups can influence legal systems and political structures

• explain the development and importance of government systems

Economy & Technology

• compare basic economic systems and different forms of exchange

• analyze the effect of commerce on trade routes, settlement patterns, and cultural exchanges

• compare the changing nature of labour in rural and urban environments

• describe the impact of technological innovation and science on political, social, and economic structures


Environment

• construct, interpret, and use graphs, tables, grids, scales, legends, and various types of maps

• locate and describe major world landforms, bodies of water, and political boundaries on maps

• analyze how people interacted with and altered their environments, in terms of

—population

—settlement patterns

—resource use

—culture

CHAPTER HOOK

• Ask students to suggest what must be done to go on holiday.

• How do they or their parents prepare?

• What do they bring? Who transports it?

• Where do your suitcases stay when you travel?

• What difficulties are there when traveling today?

• What would it be like to go on a crusade on foot or horseback or boat?

• What would people bring and how would they bring it?

• Who would take care of their things at home and away?

• How long might the journey be? What hardships would be encountered?

• What would motivate people to take such a journey?

• What would motivate a king?

• What would motivate a queen?

Introduction There are many opportunities for learning in this chapter spread. Depending on the particular needs of your class, select one or two of the following introduction activities to prepare students for studying this chapter.

Direct students to the Critical Inquiry wheel. Review with students what the highlighted portions mean. Return to page xviii at the opening of the textbook to review the kinds of questions these elements of critical inquiry include.

USING THE SPREAD

Using the Image

Using GLM 3 Three-Column Organizer, compare the soldiers in this image with the soldiers in Chapter 1 and Chapter 2.

Have students compare ‘what they see’ weapons, armour, cavalry, depiction of the living/dead, and manner of attack (if present).

Next, explain the word infer, and have students compare what they infer from the images. For example, ask what students infer about materials available for art (terracotta in China, wool in Normandy), the skill and style of the artists, who might have commissioned such a piece, where would these pieces be displayed, how a viewer would feel when they saw them.


Using the Story • Read the opening story aloud as a class.

• In pairs, ask students to determine what the two armies knew of military strategy, and give examples.

• Ask students what evidence there is of religion and religious rituals.

• Share findings with the whole class.

• As a whole class, generate a discussion about the relationship between war and religion. What do students believe/know to be the position of various religions on war/killing/peace?

• Can a warrior be religious? Can there be a religious war? Ask students for examples of each.

Using Key Concepts

Review the key terms to become familiar with the concepts that will be explored in this chapter.

Create a key concepts dictionary, flash cards, or fill-in-the-blank definitions to create content contact with these terms.

GUIDING QUESTIONS

Use the guiding questions in the Chapter Opener to direct student learning as they investigate Europe’s high Middle Ages. The questions provide an overview of the themes and questions for the chapter. The guiding questions are provided as subject headings throughout the chapter, giving teachers the opportunity to address these topics, and possible answers, as they appear in the text.

Help students make connections between their background knowledge of the region and new material, as well as similarities to other cultures. These questions encompass the themes drawn from the British Columbia Social Studies 8 Integrated Resource Package: Society & Culture (S&C); Politics & Law (P&L); Economy & Technology (E&T); Environment (E).

As discussion takes place, try to lead students to some of these conclusions:

How did feudalism shape medieval society? (S&C) Ensure students have a solid understanding of the feudal contract, its obligations, and its benefits. Help students to see how the system had drawbacks, but also afforded protection.

In what ways did religion affect society? (S&C) (P&L) Medieval people accepted their position within society, because they saw it as God’s plan. They saw evidence of God’s work in their everyday lives, bringing them success or failure, sickness or health, rain or drought. When things went badly, they believed they were being punished for their sins.

What were the sources of law and power? (P&L) Direct students to consider a pyramid structure for law and power in this time. Once students grasp the power structure, ask them to consider which authority was most present in their lives (few peasants ever came into contact with the king, for example).

What led to changes in the medieval worldview? (E&T) (P&L) (S&C) (E) The crusades will likely be the overwhelming response. Students should consider the benefits of trade and travel and exposure to new foods and agricultural methods, hunting techniques, and knowledge (Arabic numbers).


CHAPTER 5 ASSESSMENT GRID CURRICULUM CORRELATION ASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING ASSESSMENT OF LEARNING

Assessment for learning is ongoing, diagnostic, and formative.

Assessment as learning actively involves students. It is ongoing, and includes self- and peer assessment. Students are provided with the opportunity to use feedback to self-edit and improve.

Assessment of learning is summative and completed at the conclusion of bodies of work or key stages.

Page 145

A3, S&C1

Page 145

Assess students’ prior knowledge of the concept of civilization as a broad term and of Europe’s High Middle Ages specifically.

Use DI to gather information about students’ learning preferences and familiarity with critical inquiry to inform next steps.

Pages 147, 154

A1, A2, A3, A4, A6

Pages 147, 154

Students use self- and peer assessment to share and improve their understanding of the material with a peer-partner. Encourage pairs of students to share their findings with other groups.


Pages 145, 146, 156, 160, 166, 147

A4, S&C1, P&L1, P&L2, P&L3, P&L4

Pages 145, 146, 156, 160, 166, 147

Reading Skills Anchors offer strategies and questions that involve both teacher and student in a process of continual reflection about the material and understanding: Use Background Knowledge, p. 145 Ask Meaningful Questions, p. 147

Set a Purpose, pp. 146, 156, 160, 166

Pages 146, 156, 160, 166

S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4

Pages 146, 156, 160, 166

Assess students’ ability to summarize and synthesize important information, as they answer the guiding questions and meet outcomes.

Pages 146, 156, 160, 166

Students use self- and peer assessment to share and improve their understanding of the material with a peer-partner. Encourage the use of peer editing LMs prior to submitting written work.


Pages 147, 151, 163, 168, 169

A2, A3, EI, E2, E5

Pages 147, 151, 163, 168, 169

Have students answer questions using graphic information. Assess their critical thinking skills, and help deepen their understanding. Assess students’ ability to explain the importance of accessing and considering a range of information sources. High Middle Ages artworks are featured throughout; encourage discussion to assess student ability to decode meaning from art.

Use DI to help students break down the question and understand what they are being asked.

Pages 154, 159

A2, A3, EI

Pages 154, 159

Use the Thinking It Through suggestion to use graphic organizers to help assess students’ research and organization skills.

Use DI to help determine different learning approaches for students.

Page 159

Students use self- and peer assessment to share and improve their understanding of the material with a peer-partner. Students work together to generate new ideas.


Pages 154, 159, 165, 172

S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4

Pages 154, 159, 165, 172

Students use self- and peer assessment to share and improve their understanding of the material with a peer-partner. Encourage the use of peer editing LMs prior to submitting written work.

Pages 154, 159, 165, 172

Use paragraph response questions throughout the chapter to assess students’ overall understanding of the content, as well as their organizational and writing skills.

Page 173

A1, A2, A3, A4, A6, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4, E1, E2, E5

Page 173

Select one, some, or all of the Looking Back activities to assess overall understanding of the content, as well as ability to synthesize and evaluate, make connections, and analyze critically.

Use DI to help determine different assessment approaches for different students.


Name: ________________________________ Date: _______________________

END OF CHAPTER QUIZ Chapter 5 Check-In Check-In 1, pp. 146–155 Use the following check-in to review the material covered thus far in this chapter.

Multiple Choice

1. Under a feudal system, nobles were obliged to

a) claim ownership of all the land in England b) pay fees to Norman knights c) do nothing, they were free of responsibility to the king d) provide knights, give advice, and give money to the king

2. The tenant of a noble who has the inherited the right to run a manor and profit from it was called

a) lord of the manor b) serf c) tenant-in-chief d) freeholder

3. A demesne consisted of

a) a large moat, high walls, and arrow posts b) gardens, orchards, and some strips of land in the manor fields c) a church, village marketplace, stables, and a defensive fort d) luxurious furniture, many tapestries, and expensive cloth from

Asia

4. The villagers built their houses from

a) straw, sticks, and bricks b) clay, marble, and cement c) wood or wattle, daub, and thatch d) caves dug out of hillsides

5. Before marriage, a girl’s life was controlled by her father. After marriage

a) her life was controlled by her husband b) she was free to inherit, own property, and vote c) she became a citizen of the state d) her father maintained control of her belongings


Check-In 2, pp. 156–166 Use the following check-in to review the material covered thus far in this chapter.

True or False

1. Trial by ordeal and trial by battle had to prove guilt beyond a reasonable doubt. True or False

2. Pope Innocent III proclaimed himself supreme in religious matters over all other rulers—including kings. True or False

3. Henry II did not directly order the execution of Thomas Becket, but was still punished for it. True or False

4. English barons forced King John to sign an agreement for new terms of power. True or False

5. The Magna Carta was a step backward from democracy. True or False

Check-In 3, pp. 166–172 Use the following check-in to review the material covered thus far in this chapter.

Matching 1. Psalter Map a) monarch of France, England,

and participant in the Second Crusade

2. crusades b) set limits on monarch’s authority in England

3. Pope Urban II c) conquered Asia from Russia to China

4. Eleanor of Aquitaine d) recaptured Jerusalem from the Crusaders

5. Mongols e) called for the start of the First Crusade

6. Silk Road f) ancient trade route through Asia

7. Sultan Saladin g) military expeditions made by Europeans to gain control of the Holy Land

8. Magna Carta h) emphasized religious ideas and values over geographic accuracy


Answers Check-In 1

1 d) 2 a) 3 b) 4 c) 5 a)

Check-In 2

1 False 2 True 3 True 4 True 5 False

Check-In 3

1-h 2-g 3-e 4-a 5-c 6-f 7-d 8-b


Infospot Chapter 5, p. 144

Bayeux Tapestry The Bayeux Tapestry was made in England in the 1070s CE. It is not actually a true tapestry; tapestries are woven on looms. Instead, the Bayeux Tapestry’s scenes depicting the Norman Conquest are embroidered with coloured wool yarn onto a cloth made of linen. Nine linen panels measuring 14 metres by three metres were sewn together after the embroidering was complete.

Events depicted in the tapestry include Harold’s coronation in England, the appearance of a comet (actually Halley’s Comet), the arrival of William, and scenes from the Battle of Hastings. Dead and dismembered soldiers litter the ground, and Harold is eventually killed. The final scene shows English troops leaving the scene of the battle. The scenes also include some text in Latin, which is used to name people and places and explain some events.

The tapestry was eventually taken to the cathedral in Bayeux, France, where it was displayed during the Feast of the Relics once a year. Most of the time, it was stored in a wooden trunk. Now over 900 years old, the tapestry has survived fires, the French Revolution (where it was almost used as cloth to cover wagons), the reign of Napoleon, and World War II. It is now on display at the Bayeux Tapestry Museum, where it is cared for by textiles experts and viewed by around 400 000 visitors every year.


ASSESSMENT: PRIOR KNOWLEDGE Page 145 Assess students’ understanding before starting the chapter:

• What prior knowledge do students have?

• What do students already know about Europe’s High Middle Ages?

• How might this knowledge impact teaching and learning?

Strategies include the following:

• Divide class into small groups. Assign each group a guiding question. Members will contribute something they already know about the topic and/or at least one question they have about the topic. Encourage students to use or create an organizer to record their contributions. Circulate through the classroom and observe how students approach the task. Use GAM 1 Skills Observation Chart or GAM 2 Prior Knowledge Observation Chart to record and provide feedback.

• In small groups, distribute GLM 8 Know, Question, Uncover Organizer. Through discussion and cooperative learning, students should complete the first two columns and add to the third column as they read through the chapter. Use GAM 1 Skills Observation Chart or GAM 2 Prior Knowledge Observation Chart to record and provide feedback.

Assessment for Learning identifies and shares goals between instructor and student, so that the learner knows where they are going and why they are doing the activity. Write outcomes in student-focused language:

• I can recall what I already know about the topic to help me make connections as I read the chapter.

• I can generate questions that will help me to think critically and uncover new information.


CRITICAL INQUIRY p. 145, Chapter 5 Opener – Europe’s High Middle Ages The concepts identified in the Critical Inquiry icon on page 145 are based on the historical thinking concepts developed by Dr. Peter Seixas, Director of The Historical Thinking Project at the University of British Columbia. They are also based on the geographic portals in Teaching About Geographical Thinking (Kamilla Bahbahani and Niem Tu Huynh, Vancouver: The Critical Thinking Consortium, 2008). The concepts featured in this chapter are: significance, patterns and change, and evidence. A fuller description of these concepts may be found in the Critical Thinking introductory section of this text.

Much of this chapter focuses on what life was like in European medieval society. Most students will likely think of knights and ladies and the royal courts when they think of life in medieval society. Yet, of course, for the great majority of Europeans in medieval times, life was not about jousting and banquets and winning the heart of the fair maiden. It was about drudgery and survival through relentless hard work. The problem for the historian is that while there is plentiful documentation of the lives of the nobility, there is little documentation of the lives of the common people. Evidence of how they lived must be derived from other than narrative sources. Consequently, the main emphasis of the resources in this chapter is on the concept of evidence. Half of the icons focus on evidence.

An Idea for a Chapter Introduction Ask the students to write down all the words they associate with the terms “Middle Ages” and “medieval times.” After they have written down all the words they can think of, have them share some of their words with the class. Have the class choose the five words that best describe the Middle Ages.

Ask the students if the words they have chosen describe the way that the vast majority of people lived. If the words they chose applied only to royalty, inform them that most people didn’t live that way. If the words they chose actually describe a peasant’s way of life, ask them how they came to know about that.

Present the problem of how one finds out about the lives of people considered too inconsequential to document. What sources of information can one turn to in order to construct a portrait of life for peasants in the Middle Ages? Record the students’ answers for future reference.


As a final exercise, ask the students what other groups in history might not have had their lives consciously recorded. What about women, slaves, and religious minorities?


DIFFERENTIATED INSTRUCTION p. 145, Guiding Questions Extension of Learning: Content Distribute GLM 9 Essay Outline and challenge advanced learners to create a thesis statement and essay outline in response to any of the guiding questions at the completion of this chapter. Extend this activity by having students complete the essay.


READING ANCHOR Chapter 5—Use Background Knowledge to Infer, page 145 Discuss the Reading Anchor. Make connections to what students have already learned about people who have been conquered. For example:

What happened to Romans when they were conquered by the Goths? How did the Aryan invaders treat the people of the Indus Valley? How can a society change when its people have been conquered?

Review what it means to make inferences. Remind students that when they are inferring, they combine their own ideas and background knowledge with the new ideas they are learning. Making inferences is a way to think critically about the text as they read.

Suggested Answers for Reading Hints LM 5-1 Changes for the Anglo-Saxons Think back to what you already learned about the Anglo-Saxons in Chapter 2. Jot down 2–3 important ideas about their society.

For example: farmers, oral storytellers, barter-based economy, fought amongst themselves, endured Viking raids

Name: _______________________________________ Date: ______________________

Pathways: Civilizations Through Time, 2nd edition Copyright © 2013 Pearson Canada Inc. This page may have been modified from its original.

READING HINTS LM 5-1

Changes for the Anglo-Saxons

Chapter 5—Use Background Knowledge to Infer, page 145

Think back to what you have already learned about the Anglo-Saxons in Chapter 2. Jot down 2 to 3 important ideas about their society.

• ______________________________________________________________________

• ______________________________________________________________________

______________________________________________________________________

Use what you know and what you have just read in the narrative on page 145 to make an inference: What changes are in store for the conquered Anglo-Saxons?

• ______________________________________________________________________

• ______________________________________________________________________

______________________________________________________________________

Share your ideas with others. Explain the basis for your inference.

• ______________________________________________________________________

• ______________________________________________________________________

______________________________________________________________________


DIFFERENTIATED INSTRUCTION p. 146, Timeline Extension of Learning: Content Once students have examined the chronology of events, challenge them to organize these events into the following categories: religion and conquest.

To help students apply critical thinking, have them rank the three events they believe are the most important during this period. Encourage students to discuss their answers and reasons for their ranking.


READING ANCHOR Chapter 5—Set a Purpose, page 146 Discuss the Reading Anchor. Provide the opportunity for students to preview pages 146–154 by reading the headings and viewing the visuals. Ask them to use their previewing to predict responses to the Reading Anchor questions:

What is feudalism? How did it organize and define people in society?

Explain to students that they will be taking notes as they read to respond to the two questions. Encourage students to read the section with a partner, pausing after reading the information under each heading to discuss what they have learned before they record their notes.

Suggested Answers for Reading Hints LM 5-2 Feudalism

Feudalism

WHAT IS FEUDALISM? HOW DID IT ORGANIZE AND DEFINE PEOPLE?

feudalism shaped medieval society; the system maintained control and provided protection for the people; based on fief (land), fealty (loyalty) and faith (religion); land was the basis for wealth; loyalty was to the king; all levels of society had rights and obligations

feudal society joined with the Church to legitimize social hierarchy; land was organized to support the knights; villages and settlements were organized around castles; manorial system existed where workers were tied to manors, making agriculture paramount to exclusion of other economic activities

Name: _______________________________________ Date: ______________________



Feudalism

Chapter 5—Set a Purpose, page 146

As you are reading, record what you are learning about feudalism. Organize your learning under the two questions:

Feudalism

What is feudalism? How did it organize and define people?


p. 147, Fig. 5-2 Ordinary people had little say in the matter. Also, people considered the hierarchical nature of society as God-sanctioned.


READING ANCHOR Chapter 5—Ask Meaningful Questions, page 147 Draw attention to the timeline on the bottom of pages 146 and 147. Read each of the events aloud, providing some clarification as each event is read. Introduce the Reading Hints activity.

After students have recorded what they already know, help them identify questions. Encourage students to frame their questions in a way that will require critical thinking about the information. For example

Question stems that help you summarize ideas:

What are some types of…? What are the main arguments for…?

Question stems that help you analyze ideas:

What are the reasons for…? What is the relationship between…? What is the cause of…? What evidence is there that…? What is the counterargument for...?

Question stems that can help you evaluate ideas:

Was… effective or not? Do I agree with…? Should… have happened? What is the best… and why?

Name: _______________________________________ Date: ______________________



K-W-L Chart

Chapter 5—Ask Meaningful Questions, page 147

Know Want to Know What I Learned


p. 148, Sidebar bullets • He promised to be faithful and to defend the lord’s honour.

• Swearing on relics added power to the oath and gave it the saint’s blessing.


p. 149, Fig. 5-3 Oath-takers swear loyalty to the queen and that they will fulfill duties as citizens.


p. 149, Fast Forward: Oaths of Citizenship

Thinking It Through

1. Answers will vary. An answer in favour will note, among other things, that an oath is a promise that is reinforced with tradition, and taking an oath makes the oath-taker aware of the gravity of the promise. Answers against will note, among other things, that people may just go through the motions, and that taking an oath has little to do with being a good Canadian citizen.


CRITICAL INQUIRY p. 149, Fast Forward

Significance

Write the saying “A man’s word is his bond” on the board or overhead.

• Ask the students to paraphrase the saying.

• Ask the students where they think the saying comes from.

• Have them look up the word “bond” in a dictionary.

• Ask them what the expression has to do with taking an oath.

In groups of four, have the students answer the following questions:

• How is honouring an oath and living up to agreements central to our entire concept of civil justice?

• Why is this notion of being true to your word so significant in Western culture?

After some discussion, have the students debrief their conversations to the class.

Talking points could include the following:

• how telling the truth and living up to one’s agreements or contracts remains central to our concept of civil order

• how lying by a government official is seen as a serious violation of trust

• how lying to authorities, especially under “oath,” is illegal

• how not keeping your word can destroy trust between friends and also destroy friendships

Ask what would happen to our society if legal contracts were not consistently enforced and social contracts (such as our Constitution) were not honoured.

Ask students if they can think of other values that might be the basis of civil order in other societies.

Finally, ask the students what all this might have to do with “fealty and homage” from the Middle Ages.


DIFFERENTIATED INSTRUCTION p. 149, Fast Forward Reflecting on Learning After students read this feature and complete the Thinking It Through questions, they may reflect on their learning using the following strategies:

• Students may share their answers with a partner, in small groups, or in a whole class discussion. Student-generated questions can help new understanding emerge.

• Students may discuss with a partner the positives and negatives of the oath-taking process.

Use student responses to help guide the next steps.

• Do students see a clear connection, or do they need assistance to make the link between the modern pledge and the historic oath?

• Who demonstrates a clear understanding of the material?


Web 2.0 Chapter 5

p. 149 Fast Forward, Thinking It Through #1

In this activity, you will explore whether you think it is appropriate for new Canadians to swear a feudal-like oath to the queen or king of Canada. You will work with a partner, and after discussing the topic, use Intel’s Showing Evidence Tool to help you construct a position. You will use the textbook information along with any other online resources from a teacher-created hotlist.

Tool: Intel’s Showing Evidence Tool

The Showing Evidence Tool will help you develop well-reasoned arguments and back up your claims with credible evidence. The tool will help you identify your position on an issue, identify the evidence, evaluate the quality of evidence, justify how the evidence supports (or weakens) your position, and document the conclusions.

To use this tool, your teacher will register for a class space/password and list the students who will be using the tool. You can log into the workspace, and using the Showing Evidence Tool, work on the project at school or at home.

Use the Intel Tutorial to prepare you for the project above. Here you will learn how to

• create and rate a piece of evidence

• create a claim

• link the evidence to their claim and rate its support

• evaluate a claim

• assess results using the show report and teacher/team comment feature

Extension: The Showing Evidence Tool can help groups of students prepare for a debate on whether it is appropriate for new Canadians to swear a feudal-like oath to the queen or king of Canada. Your teacher will assign the groups.

http://educate.intel.com/en/ThinkingTools/ShowingEvidence

http://educate.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/


p. 150, Fig. 5-4 The nobles’ clothes are expensive-looking and elaborate; the peasants clothes are simple and, by comparison, dull.



Falconry The practice of falconry—using trained raptors (birds of prey) to hunt small game, such as pigeons—probably originated in Mesopotamia or Mongolia around 2000 BCE. Falconry came to Europe around 400 CE, and became more popular when Holy Roman Emperor Frederick II wrote a manual called The Art of Hunting with Birds in the 1240s.

Because falconry was an expensive sport, requiring time and money to raise and train raptors, it became a popular sport among nobles. The birds were either captured in the wild or bred in captivity. The species of raptors used in falconry included peregrine falcons, gyrfalcons, kestrels, and even golden eagles.

Today, falconry is still practised around the world. Falconers train for years to learn how to successfully care for and train their raptors. The sport is also highly regulated and falconers must have permits. Falconers and their raptors are often hired to chase “pest birds” such as pigeons or seagulls away from airports or commercial buildings. Usually it is simply the presence of the raptor that encourages other birds to fly away.


p. 151, Exploring Sources

1. The seigneurial system is a variety of the feudal system. It is, essentially, about a landholding. As in the medieval feudal system, land is organized in narrow strips, which peasants had the right to work.


CRITICAL INQUIRY p. 151, Exploring Sources

Evidence

Have the students look at the details of the map of a manor, Figure 5-5.

In groups, have students research and provide an explanation for the following sections of the manor:

• spring planting

• autumn planting

• fallow

• common pasture

• woodland

• waste

• closes

• meadow

Have the students hypothesize the following from their research:

• What does the map tell us about farming on the manor?

• What is the purpose of all the strips of land? What do their different colours tell us?

• What does the map tell us about life on the manor and the structure of the community on the manor?

In the debrief, point out the following:

• The map reveals the structure of the three-field system of farming. You can either inform students about the three-field system or have them research it.

• Discuss the effect of the three-field system and crop rotation on the increased production of agriculture during the Middle Ages. Point out that this type of farming was probably most responsible for the population increase during that period.

• The map also tells us about the structure of the community. Have students discuss how the living arrangements on the manor affected life. Point out the manor house, the village, the church, and the parsonage.


DIFFERENTIATED INSTRUCTION p. 151, Exploring Sources Content Check in with students to ensure they are able to see the resemblance between the seigneurial system and the feudal system. If needed, guide students to specific features such as the large meadow/green spaces and the long, rectangular-shaped plots.


FEATURE NOTES p. 151, Exploring Sources: Land Ownership Teachers should point out that the seigneurial system uses long river lots that resemble medieval feudal strip allotments. However, some students will point out a considerable difference in the scale of the diagram (Figure 5-5) and the satellite image (Figure 5-6). Teachers may also note that rivers were main transportation routes and water sources in New France, and that land was laid out so that all lots had access to water. Also, each strip lot in New France was a farm, and each serf in a medieval manor would be allotted several strips, scattered almost randomly over the manor. Therefore, what appears to be a strong similarity visually, is, on closer examination, only a superficial similarity. The purpose of this feature is to help students understand the value of examining sources closely and to avoid jumping to conclusions.


p. 152, Fig. 5-7 Both men and women are working in teams in the illustration. Working cooperatively might have increased efficiency.


p. 153, Exploring Sources: The Manorial System

Thinking It Through

1. Razi and Smith consider the disadvantages of the manorial system. Their criteria are related to how individual peasants did or did not benefit from the system. Greer and Lewis consider the broader advantages of system. Their criteria are related to how manors helped Europe progress and develop.

2. Answers will vary. A good answer will note that the perspectives are totally different. Answers in support of the Riza/Smith view may note that what happens to real people in everyday life is most important; those in support of Green/Lewis may note that progress, even if it is hard on some, is what is most important.



Evidence

Have the students individually read the documents and answer the questions in the Exploring Sources feature before completing this task.

After they have analyzed the documents, point out that these are secondary sources. Now have the students re-examine the map in the Exploring Sources feature on page 151 (Figure 5-5), the pictures on page 152 (Figure 5-7), and the picture on page 150 (Figure 5-4). Point out that these are primary sources.

Have the students form small groups. Ask which piece of evidence they feel gives the most accurate picture of a manorial life of peasants in the Middle Ages: the secondary documents about the manorial system in “Exploring Sources” on page 153, the picture in Figure 5-7, the map on page 151, or the picture in Figure 5-4?

Have the groups present and justify their answers.

Ask the students if any of these sources accurately describe the lives of peasants. Why or why not.

Discuss:

• Why do we know so little of the peasant experience and perspective?

• What kind of primary sources might we find that tells us accurately about the lives of peasants?

• How might the map of the manor tell us the most about a peasant’s life?


DIFFERENTIATED INSTRUCTION p. 153, Exploring Sources All Questions: Process/Product Students may benefit from the use of GLM 15 Compare and Contrast Organizer. Have students record their findings prior to answering the questions to clarify their understanding.

If needed, review with students the difference between primary and secondary sources.


FEATURE NOTES p. 153, Exploring Sources: The Manorial System The first source (Razi and Smith), focuses on the nature of poverty in society during the medieval period. It is clear that there were different levels of wealth among peasants, and that those at the bottom had extremely miserable lives, without a dependable food supply and without any rights. Others in the village, either serfs with a specified land allotment or free peasants who owned their land, were, by inference, rather well off.

The second source (Greer and Lewis) examines the manorial system from the perspective of an economic historian. This provides students with an examination of how the population and prosperity of Europe changed between 1000 and 1300. Students will note that there was a marked rise in both population and prosperity.

Teachers should note that more modern research (for example, by Brian Fagan in The Great Warming and The Little Ice Age) indicates that it was the Medieval Warm Period, and not some intrinsic advantage of the manorial system which led to this great upsurge in population. The period 1000 to 1300 marked an era of temperatures that were even warmer than the early 21st century. Thus it was climate change and not some inherent advantage in the manorial system that led to a marked population increase. The reverse is true in the early 14th century—a worsening climate led to a series of crop failures.


p. 154, Fast Forward: Women and Property Rights

Thinking It Through

1. Tradition held that when a woman married she became part of her husband’s family; therefore, if she owned property, her own original family would lose any land she owned when she married. Change of this nature takes a long time to occur. One reason is that traditional societies, and even our own, actively discriminated against women for cultural and religious reasons.


p. 154, Thinking It Through

1. Choose an appropriate organizer, perhaps a mind map. Feudalism shaped medieval society because land was organized to support mounted knights, the feudal society joined with the Church to legitimize social hierarchy, preventing, as much as possible, the rise of a middle class, workers were tied to manors, making agriculture paramount to exclusion of other economic activities, warfare was a way of life for knights and lords, and villages and settlements were organized around castles.

2. Examples are: we still take oaths to the Crown, the Queen is still at the top of a hierarchy, the Senate of Canada is a form of the House of Lords in England, The Crown (the government) owns all the private and Crown land in Canada, we use heraldic symbols.

3. There was no democracy or even local government, the king ruled all, and lords administered justice. These political features of feudalism had a profound effect on society. Power was beyond the reach of people from the lower-classes who were at the mercy of those above them. Feudalism tied them to the land, and the political system made sure they stayed put.

4. Answers will vary. Sample questions are: What happened to girls who did not marry in feudal society? What kind of training would a boy get? What problems did young people have in feudal society? There are many difficulties: Few people could read or write; too much time has passed; few were interested enough in ordinary people to write about them.

5. Synthesize the results of questions 1 and 3 above for this question. It is most important that the paragraph focus on the hierarchical, deeply religious, conservative, agricultural, and warlike nature of the feudal society.


ASSESSMENT: THINKING IT THROUGH Page 154 The Thinking It Through activities provide assessment opportunities as students progress through the chapter.

Assessment for Learning Use the following rubrics to observe students and provide feedback as they work individually and in groups:

• GAM 3 Cooperative Learning Observations

• GAM 1 Skills Observation Chart

Assessment as Learning Students use self- and peer assessment to improve their understanding of the material. Students work together to generate new ideas and refine their work prior to and/or in addition to summative assessment. Use the following rubrics, where appropriate:

• GAM 4 Self- and Peer Assessment for Groups

• GAM 5 Self-Assessment: Written Report

Assessment of Learning For summative assessment of responses to Thinking It Through questions use one, some, or all of the following:


• GAM 6 Written Report Rubric

• GAM 7 Organizer Assessment Rubric

• GAM 8 Analyzing Evidence

• GAM 9 Critical Inquiry Analysis


DIFFERENTIATED INSTRUCTION p. 154, Thinking It Through All Questions: Process/Product/Content Give students the opportunity to record data for these questions into graphic organizers before, or instead of, writing full-sentence or paragraph responses. Encourage students to use these organizers as study tools.

Suggested Organizers:

GLM 5 Four-Column Organizer



GLM 17 Paragraph Response Organizer

GLM 14 Venn Diagram (3 Circles)


• Who needs more support? • Who demonstrates a clear understanding of the material? • Which skills need review?

Where possible, encourage students to self reflect on their responses and prepare an action plan for future goals.


Web 2.0 Chapter 5

p. 154 Thinking It Through #1

For this activity, you will use a mind-mapping tool called Mindmeister to summarize the many ways feudalism shaped medieval society. Referring to textbook pages 146–154, you will add main idea category nodes to the Mindmeister mind map along with supporting detail nodes that contain relevant information to the category.

To begin this activity, you will register for a free Mindmeister account. Log in and click on New Mind Map to begin working on the mind map project.

1. Click on the box in the centre of the screen and give the mind map a title.

2. Click on the title box and click on +Add to add a category node and give it a title (for example, Land, Loyalty, Religion, Roles). Add supporting nodes to the category nodes.

3. You may add clip art of images to the mind map.

4. To add sub-effects, click on the category title and add another node. Save the URL to the Mindmeister project to share with the teacher.

Tool: Mindmeister

Note: Your teacher may create a hotlist of website resources that will help add depth to the mind map sub-categories (and relevant images).

http://www.mindmeister.com/


p. 155, Building Your Skills

Apply It

1. Answers will vary, but good questions could include: How was a day (or week, or month, or year) in the life of a peasant organized? How did the diet of a lord compare to that of a peasant? What was life like in a monastery? How did peasants entertain themselves? How did the nobles entertain themselves? What would it be like to attend a fair?


READING ANCHOR Chapter 5—Set a Purpose, page 156 Identifying the main idea of a passage can be very challenging for struggling readers. To identify it, they must discriminate between the most important ideas, those that support or provide detail, and those that are interesting but not closely connected to those important ideas. To make it even more challenging, sometimes main ideas are explicitly stated in the text and other times they aren’t.

Explain that one strategy that can be used to identify a main idea is to focus on the topic sentences and initial paragraphs beneath headings. Often, but not always, authors will identify a main idea early in a passage.

In this Reading Hints activity, students will complete an initial reading of the section, pausing to consider the Reading Anchor as they are reading, and then go back to reread those initial paragraphs to identify the main idea.

Suggested Answers for Reading Hints LM 5-4 How Christianity Shaped Beliefs and Actions Christianity shaped people’s beliefs and actions:

The Catholic Church controlled knowledge and people’s understanding of the world; most people could not read or write while monks and nuns could.

The Catholic Church controlled how people behaved; people believed that if they did not behave according to those codes of behaviour, they would be excommunicated and go to hell; people were expected to pay tithe to support the Church.

The Catholic Church reinforced the hierarchal feudal system; it received financial support from wealthy believers; it was a powerful political force; thepPope proclaimed himself as supreme ruler and declared that his power comes from God.

Name: _______________________________________ Date: ______________________



How Christianity Shaped Beliefs and Actions


As you are reading, pause several times to think about how Christianity shaped people’s beliefs and actions. Ask yourself: What is the main idea of the passage I just read? What details support that main idea?

When you have finished, reread the first paragraph under each heading to think about how the Church shaped people’s lives. Identify the main ideas in the graphic organizer below. Include details that support that main idea.

After you have recorded your learning, look back at what you have written. Use a highlighter to indicate the main idea in each column. The main idea should explain how Christianity shaped peoples beliefs and actions.

Christianity shaped peoples

beliefs and actions

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


p. 157, Exploring Sources: Canon 68: On Jews and Muslims

Thinking It Through

1. Such laws would emphasize difference and invite persecution of Jews and Muslims.


p. 157, Fig. 5-10 They are similar. Like the Pope, the king sits at the top; archbishops and bishops occupy the same level as nobles; knights are below the nobles, and priests are below the bishops. Like peasants supporting the feudal system, parishioners support the church.



Patterns and Change

Have the students complete the Exploring Sources feature before completing this task.

Point out to students that several nations in Europe today have banned Muslim women from wearing the hijab (headscarf) and the burka (total body covering), which certainly distinguishes them from Christians. There are several articles on laws banning the hijab and burka on the Internet such as this one from the BBC.

After discussing the issue, have the students compare how these laws are similar to and different from Canon 68.

There is of course a certain irony in all this. Ask the students if what is happening in contemporary Europe completely reverses the idea of Canon 68 or if the two contradictory laws are doing the same thing.

This could provide a chance to discuss how European countries have changed their values from cultures of exclusion to cultures of inclusion and assimilation. As well, it could also provide a chance to discuss if the modern laws of mandatory inclusion are, in a way, laws of exclusion.

http://www.bbc.co.uk/news/world-europe-13031397


DIFFERENTIATED INSTRUCTION p. 157, Exploring Sources Extension of Learning: Content Challenge advanced students to consider the point of view of Jews, Christians, and Muslims in response to this quotation.

For further extension, have students create a letter in response to this quotation from one of the points of view above, in the voice of a person of that time.


FEATURE NOTES p. 157, Exploring Sources: Canon 68: On Jews and Muslims This passage relates strongly to the attitude held during the Middle Ages in Europe that not only was there one official religion (Catholic Christianity), but that this was the only correct religion as well. All other faiths were inherently wrong and by extension evil, and those who followed them were to be accorded absolutely no consideration. Of course, making Jews and Muslims wear distinctive dress would also make them targets of active discrimination, which in the eyes of the Church was a good thing.


FEATURE NOTES p. 158, Religion and Civilization The Church in the Middle Ages was very much based on control through fear. By emphasizing fear of damnation, and by rigorously attacking any heretical activity, they were able to strongly influence the lives of medieval Christians for generations. The old adage about power corrupting certainly applies to the Catholic Church by the end of the medieval period—as the Church became increasingly corrupt, people began to criticize it on the basis of its behaviour, not necessarily its teachings.



Saint Valentine Little is known about the historical Valentine. In a 13th century book called The Golden Legend, Valentine is identified as a priest who refuses to deny Christ in front of the Roman Emperor Claudius. Other reports stated that he made Claudius angry by marrying young couples in secret; marriages between young citizens had been outlawed because Claudius believed married men made unenthusiastic soldiers. Valentine believed that marriage was part of God's plan.

For defying Claudius, Valentine was jailed and sentenced to be executed. While imprisoned, he met and fell in love with the daughter of his jailer. In The Golden Legend it is written that he miraculously cures her of blindness and deafness (miracles are one of the qualifications for sainthood). On the evening of his execution, Valentine passed the jailer’s daughter a parting note, signed with the immortal words, "From your Valentine."



1. Use an appropriate graphic organizer. The main ideas are: the Church controlled knowledge, and therefore, people’s understanding of the world, Christianity promoted certain codes of behaviours that most people acknowledged as right, the Church emphasized the next world over the one we live in, and it emphasized the idea of sin, the Church legitimized social and political bonds and allegiances.

2. Answers will vary but some factors are: an overall fall in attendance at churches and other religious institutions, the importance of consumerism, the importance of social media, the ‘generation gap,’ and the change in the role of churches and other institutions in society.

3. Answers will vary. A good answer will find a variety of examples from the media including, perhaps, Canadians going to hear or see a religious leader such as the Pope or the Dalai Lama, Canadians participating in religious charities, changing religious demographics in Canada, and the growth of separate schools.

4. Answers will vary. Use the results of questions 1 through 3. Look for a good introductory paragraph and two to three well-reasoned support statements with examples.
















DIFFERENTIATED INSTRUCTION p. 159, Thinking It Through All Questions: Process/Product/Content Support student learning by selecting the most appropriate of these four questions for the level of student understanding.

Support student learning by allowing students to work with partners to complete the questions, building upon their own understanding by sharing it with others.

Give students the opportunity to record data for these questions into graphic organizers before, or instead of, writing full-sentence or paragraph responses. Encourage students to use these organizers as study tools.

Suggested Organizers:

GLM 5 Four-Column Organizer



GLM 17 Paragraph Response Organizer

GLM 14 Venn Diagram (3 Circles)


• Are the outcomes of the lesson being met? • Who demonstrates a clear understanding of the material? • Are students able to articulate themselves well in graphic

format? In written format? • What additional strategies will be needed?


Web 2.0 Chapter 5

p. 159 Thinking It Through #3

For this activity, you will answer the question Does religion or spirituality affect the lives of Canadians today? Give examples from the news and from your own experience to support your answer.

Using an online scrapbooking tool called Mixbook, you will, through text and images, answer the question and justify your answer. The final project should include

• Page 1: A Title Page that includes eye-catching visuals

• Page 2: A page that introduces the question: Does religion or spirituality affect the lives of Canadians today?

• Pages 3–7: Five pages dedicated to explaining and supporting your position. Content for this section will be based on the key content found in this chapter and on news and personal experiences.

• Page 8: The project will include a bibliography page that cites (in APA format) all resources used to complete this project (images, information, maps, quotes).

Tool: Mixbook Example

Extension: To prepare for the Mixbook activity, you may use Exploratree’s Tracking an Enquiry template to track evidence and facts connected to this question. You may send your template (see the “send” link on the navigation bar at the top of the template page) to the teacher for informal feedback.

Note to the teacher: You may use the student’s Tracking an Enquiry chart as a formative assessment tool to check for understanding and depth of thought prior to the student beginning work on the Mixbook project.

To save your work, you will have to register for a user account on the Exploratree website. Once registered, you will log in and choose the Tracking an Enquiry template from the list of Exploratree thinking guides, add the information, and add (to the bottom bubble), your analysis of the question. You may edit the chart using the tools on the left side of the screen. Save and print the completed template.

Tool: Exploratree’s Tracking an Enquiry template

http://www.mixbook.com/photo-books/education/world-war-i-2785

http://www.mixbook.com/photo-books/education/world-war-i-2785

http://exploratree.org.uk/explore/templates.php

http://exploratree.org.uk/app/?document_id=978&permission_id=template


p. 160, Fig. 5-13 Torture is brutal and indefensible. Also, torture does not always provide the truth because, usually, people will say anything to end their torment.


READING ANCHOR Chapter 5—Set a Purpose, page 160 Discuss the Reading Anchor and read the introductory paragraphs on page 160 with the students. Create two headings on the board: Canadian Justice and Medieval Justice. Work with students to identify key information about each system using their background knowledge and what they have read so far in this section. For both Canadian and Medieval justice, try to identify

• the basis of the political and legal system

• why people submit to that system

Explain that they will be asked to identify the main idea and details that respond to these two questions in the Reading Hints activity.

Suggested Answers for Reading Hints LM 5-5 Medieval and Political Legal Systems What is the basis of political and legal power?

Main idea: There was a hierarchal legal and political system based on feudal organization.

Details: Power was held by the king and the Church; the king was held in check by the barons; medieval courts (manor, Royal, and Church) oversaw different legal matters; disputes occurred and could lead to killings or banishment.

Why would the people submit to such a system?

Main idea: The system worked because it was self-sustaining.

Details: Manors were self-sufficient, and matters were dealt with at that level; people believed that they were born to a particular level of society and that their status was their fate; people thought that the outcome of trial by ordeal or combat rested in God’s hands because He would not punish those who were not guilty; most people were not concerned with political matters as their lives were filled with hard work and survival.

Name: _______________________________________ Date: ______________________



Medieval Political and Legal Systems


As you are reading, think about your Reading Purpose. Identify the main idea and supporting details about the medieval political and legal systems.

What is the basis of political and legal power?

Main idea: _________________________________________________________________

Details: ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Why would the people submit to such a system?

Main idea: _________________________________________________________________

Details: ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


p. 161, Fast Forward: A History of Pain

Thinking It Through

1. The presented argument for torture is that it may produce information about terrorists that could save lives; the arguments against torture are that it violates basic human rights, is counter to international law, and that its results are unreliable.

2. Answers will vary widely. A good slogan will be short, effective, and memorable.


DIFFERENTIATED INSTRUCTION p. 161, Fast Forward Critical Thinking Thinking critically to answer this question requires students to assess reasons that may be for the ultimate good (e.g., gaining information from terrorists that could save lives) versus the inhumanity of torture. Some students will be able to do this intuitively. Others may need support to guide them to conclusions and make connections.

Use GLM 2 Two-Column Organizer to help students record the pros and cons of questioning using torture.


FEATURE NOTES p. 161, Fast Forward: A History of Pain A caution to teachers about the opening line in this feature—we are not recommending that students necessarily undertake a series of web searches on torture devices. Descriptions on the Internet are, on some sites, quite detailed and very disturbing. The point of this statement is that people do seem to be strangely fascinated by stories of torture and cruelty.

For the rest of the feature, teachers are encouraged to generate discussions that examine why torture is wrong from two possible angles. One is obvious—inflicting pain upon another person without their consent is an infringement of their basic human rights. The other is alluded to in the feature—torture as a means of gaining useful information is wrong because the point of torture is to make the victim confess to whatever the torturer wants them to confess. Torture is never a means of effective interrogation. The other way to view torture is that the threat of it is both a means of control and a deterrent—and that was how it was used in many cases during the Middle Ages.


p. 163, Fig. 5-15 Although Henry was king, the nobles he ruled were very powerful. The murder of Becket was very unpopular. If Henry had not made peace with the Church, it could have supported rebellion and might even declare that he was no longer a Christian king. He would therefore have no right to rule England, his territories in France, or both, and could be legitimately deposed.


FEATURE NOTES p. 163, Religion and Civilization The Church was in a power struggle with secular authorities during the Middle Ages. At the very least, it wanted to ensure that it was free from secular interference. In fact, many stronger popes in the medieval period tried, with varying degrees of success, to exercise direct control over secular rulers. By supporting Thomas Becket, the Church was exercising its authority over Henry II. Teachers can note that canonization is usually a slow, deliberate process which usually takes decades. By making Becket a saint in just two years, the Church was sending a powerful message to all secular rulers.



Barons “Baron” comes from the Old English word beorn (nobleman) and the Old French word baro (man). When William the Conqueror and his soldiers arrived from France, they continued to speak French instead of adopting the Old English language (also called Anglo-Saxon). This lead to French words entering the English vocabulary. For instance, the French words for cow, pig, and sheep (boeuf, porc, and mouton) became beef, pork, and mutton.

The French word baron was added to England’s noble titles in order to distinguish the men who pledged loyalty to William. Over time, the term lost some of its appeal, for it is now the lowest of the five ranks of companions to the king (in order from top to bottom: duke, marquis, earl, viscount, and baron). A baron is addressed as “my lord” and his wife as “my lady.” A woman who holds a barony in her own right is called a baroness.

King John of England John was the youngest of five sons born to Henry II of England and Eleanor of Aquitaine. He was king of England from 1199 CE to his death in 1216. England lost territory in France in the early part of his reign, and John spent many years afterwards trying unsuccessfully to gain it back, earning the nickname “John Lackland.”

Writers in John’s time were very critical of him, especially when he tried to overthrow his older brother Richard I (who was away fighting in the Crusades). As king, he raised taxes to fund his efforts to regain lands in France. He was also disliked for bringing England under interdict during his quarrel with Pope Innocent II. John was most often depicted as petty, cruel, and prone to rages, no matter what he accomplished as king. This reputation has lasted to modern times, and John is often depicted as a villain, particularly in stories about Robin Hood.

After John signed the Magna Carta, things did not get easier for him or England. The agreement quickly broke down; John claimed he had signed it under force, and he would not accept the authority of the barons. Civil war, called the “War of the Barons” soon broke out. John fought successfully against the barons, seizing castles and lands in the north of England. In response, the barons invited Prince Louis of France to claim the throne of England and help them overthrow John. Louis arrived in England in May of 1216, and the rebel barons regained ground. John counterattacked, but then grew ill and died in October. His nine-year-old son, Henry III, was declared king. Louis left England, and the Magna Carta agreement was restored.



1. Power was held within a hierarchy headed by the king. He distributed land to his vassals who had many rights and obligations. The Church also wielded power. Medieval laws were based in tradition. In England, they grew out of the Common Law. Kings also made laws. The Church administered Canon Law, and applied this to the clergy. The system worked because it was self-sustaining. Manors were self-sufficient. There were few controls over the powerful and the lower classes had virtually no influence over what happened. Life was generally short; most people worked from sunrise to sunset, and political matters didn’t concern them.

2. Many of the rights Canadians enjoy are based in Magna Carta. These include such things as the right to a fair trial and the right to be free from the arbitrary power of the Crown. We see them whenever we have contact with the law and often when we deal with government, or government deals with us. The rights guaranteed in Magna Carta are the basis of the democratic and free society we enjoy today.

3. Answers in support of the Church should note that the Church ‘ruled’ the whole of Europe and had representatives in every country, it had the power to anoint kings (legitimize them), to run its own courts and be above the law of any country, and it had much more wealth than any monarch. Answers in support of the monarchy should note that the Church had to enter into a partnership with powerful monarchs, that the Church had no judicial power over people, and that monarchs had armies and knew how to make war.

4. Answers will vary. Synthesize and summarize the results from questions 1 through 3. Look for a good introductory paragraph and two to three well-reasoned support statements with examples.
















CRITICAL INQUIRY p. 165, Thinking It Through – Analyze Critically – Question 3

Significance

This activity should be done before students answer question 3.

Students will need to brainstorm which criteria could determine who is more powerful—the Church or the monarchy. Then they can seek out evidence to see whether the Church or the monarchy had more power.

In groups, students discuss the following:

• What criteria can one use to determine who was more powerful, the Church or the monarchy?

The students could begin by listing all the powers of the Church in one column and all the powers of the monarchy in another column. They could then rank the powers in each column based upon which had the deepest and most widespread impact and which had the least. Finally they could match the greatest powers of the Church against the greatest powers of the monarchy. Which powers would triumph over others? Why? On what basis could one say that one institution had more power than the other?

Now the students will be ready to present their arguments and evidence.


DIFFERENTIATED INSTRUCTION p. 165, Quotation Extension of Learning: Content Challenge advanced learners to consider the quotation from the Magna Carta on page 165. What reasons would a king have to not wish to sign? What reasons would a baron have to want a monarch to sign it? Choose one of these two points of view and use GLM 12 Analyzing Evidence: Primary and Secondary Sources to complete this task from this point of view. How might the interpretation of the monarch and baron differ from our own?

p. 165, Thinking It Through Question 1: Process/Product Students may benefit from using GLM 3 Three-Column Organizer when analyzing power in medieval society.

Question 3: Process/Product Give students the opportunity to record data for this question into a graphic organizer before, or instead of, writing full-sentence or paragraph responses.

Use GLM 15 Compare and Contrast Organizer.


• Are students able to recognize similarities and differences between the Church and the monarchy?

• Are students able to consider how the lines of power were not clearly drawn?


p. 166, Sidebar bullet Telling a good story with lots of amazing things in it helps make the book popular. People who know little of the world will believe almost anything. People expected that they would find things were very strange outside their own small world.


Siddartha believed …

READING ANCHOR Chapter 5—Set a Purpose, page 166 Read the introductory paragraphs and Reading Anchor on page 166 with students. Use the three bulleted points to discuss medieval worldviews and to explore why those views might change over time. Ask question such as

How are these worldviews reinforced in a feudal society? How would these views dictate behaviour? Why might people holding these views feel restricted?

Explain that as they are reading this section, they will be identifying evidence that the people of medieval Europe were changing their worldview.

Suggested Answers for Reading Hints LM 5-6 Changes in the Middle Ages People changed how they understood the world: Increased travel and the stories of those travellers resulted in an exchange of ideas with other peoples of the world; the Crusades took warriors into Muslim lands and were influenced by their knowledge of science, medicine, philosophy, and literature; the Crusades sparked trade for Middle Eastern goods such as fabrics, spices, and perfumes; the opening of the Silk Road brought opportunities for increased trade and exchange of ideas with Asia; this opening of ideas resulted in challenges to the absolute power and right of the Church to control the people.

Name: _______________________________________ Date: ______________________



Changes in the Middle Ages


As you are reading, identify evidence from the section that people began to change how they understood the world. Jot your evidence in the web.

People changed how they understood the world.


p. 167, Exploring Sources: A Medieval Map

Thinking It Through

1. The upper parts show Christ and two angels. The fact that Jerusalem is in the centre reflects the idea that when God created the world he put the holiest city at its heart.

2. The map shows cities, rivers, and some features as they relate, very approximately, to each other.

3. The map shows a God-created world the way people imagined it must be. Accuracy is a not as important as belief, which is typical of the world of the Middle Ages.



Evidence

This activity should be done after the students complete the feature and answer the questions.

Point out to the students that all sources, if they are authentic, can provide meaningful historical evidence. Even if the information of the sources is inaccurate or silly, the sources still tell us something of a past time.

Discuss with the students that, as is obvious to us, the medieval map and the description of an island by Sir John Mandeville on page 166 do not reflect an accurate description of reality. Yet also point out that they are still valuable historical sources that reveal some historical truths.

Ask students the following:

• What inferences can you make about the way people in the Middle Ages perceived the world from specific observations of these two sources? Have the students record their answers on a simple organizer like the one below:

OBSERVATION INFERENCE

Have selected students explain their observations and inferences from these two sources to the class. What inferences can the class as a whole agree upon?


DIFFERENTIATED INSTRUCTION p. 167, Exploring Sources Question 1: Process/Product Students may benefit from referring back to Building Your Skills: Interpreting and Comparing Maps on pages 8 and 9 of Chapter 1. Review with students the features and functions of maps prior to responding to this question.

Extension of Learning: Content Challenge advanced learners to use GLM 12 Analyzing Evidence: Primary and Secondary Sources to take on the point of view of a scholar in the 13th century. How reliable would this map appear to be them?


FEATURE NOTES p. 167, Exploring Sources: A Medieval Map By this point in the course, students should be familiar with maps and how we use them—as graphic representations of some aspect of how the world really is. But this use of maps was totally unfamiliar to people in the Middle Ages. Most people lived their entire lives in the same tiny village, and never journeyed more than 10 km from their homes—a map, in the sense we understand would have been useless to them. The religious viewed the world as a “giant holy cryptogram to be decoded by the faithful” (James Burke, The Day the Universe Changed, Episode 2: “In the Light of the Above: Medieval Conflict – Faith & Reason”). In this worldview, all aspects of the real world served as reminders of their faith. A chair would be seen not as something upon which to sit, but a reminder of the throne of Christ on Judgement Day. With this sort of mindset, a T-O map makes more sense. It was designed as a graphical representation of faith, not of the actual world.

It was divided in three parts, like the Holy Trinity. It had Jerusalem—the most important city in the world—at its centre. The four holy rivers of the Holy Land are always present. These were mentioned in the Book of Genesis in the Bible as a means of locating the Garden of Eden, and can be seen on this map directly below the figure of Jesus (in fact, if one looks closely, one can see the faces of Adam and Eve). The only geographical feature students might recognize is the Red Sea, and only because it is coloured red. Well over three quarters of this map is devoted to a representation of places in the Holy Land, and the rest of the known world is, essentially, squished into the corners.

For us, a T-O map is a graphic representation of just how important faith and belief were to medieval people, and an example of how religious thinking permeated every aspect of daily life. Teachers will note that virtually all art and writing in the Middle Ages was concerned, in one way or another, with religious subjects. Because the average person in the Middle Ages was illiterate, such graphic representations as a T-O map were important as a means for them to remember important aspects of religious teachings as well as reminding them of important Bible stories.


p. 168, Fig. 5-18 The overland routes were more popular at first because travel at sea was seen as difficult.


FEATURE NOTES p. 168, Religion and Civilization One should make reference to the excerpt of Pope Urban II’s speech on page 169 when considering this question. The answer to this question is obvious, but only on a superficial level. The Crusades began for a reason that is not immediately obvious. The Seljuk Turks were menacing the Byzantine Empire. Emperor Alexius I, desperately needing military assistance, appealed to the pope for troops to defeat the Turks and recapture lost Byzantine territory. The pope saw this appeal in a far different light, as can be seen in the speech on page 169. By encouraging Christian knights to recapture the Holy Land, he could bring that territory under the direct control of the Catholic Church. Teachers can remind students of the desire of the medieval Church to expand its control.

The actions of the Crusaders demonstrated the extreme lack of tolerance of other religious faiths. Communities of Jews along the Crusaders’ route in France and Germany were massacred, and when the Crusaders captured Jerusalem, all non-Christian inhabitants were slaughtered. The fact that the Church sanctioned such actions (all Crusaders were guaranteed a place in heaven) indicates just how serious it was about extending its control, both in the Holy Land, as well as among the people of Europe. Certainly, the Byzantine Empire did not gain from the actions of the Crusaders. Upon capturing the Holy Land by 1099, the Crusaders set up independent principalities under the control of feudal aristocrats—no territory was given to the Byzantines; indeed, in 1202, troops of the Fourth Crusade, who were supposed to recapture the Holy Land, detoured and sacked Constantinople.


p. 169, Sidebar • The pope said that Muslims had destroyed or stolen churches and

murdered Christians in the Holy Land.


p. 169, Fig. 5-19 Muslims are storming the walls of a Crusader-held city, likely Jerusalem.



Saladin Saladin was a famous Muslim military leader in the late 12th century. He was admired for his bravery, intelligence, and military skill by both Muslims and Crusaders. The Crusaders, although they fought against him, also admired Saladin for what they regarded as his chivalrous behaviour—ordering his troops to leave women and non-combatants unharmed in Jerusalem, for example, or sending horses to his enemy Richard I when he heard Richard’s horse had been killed in battle.

Saladin was a Kurd born in Iraq in 1137 CE. He grew up in Syria and participated in military campaigns to prevent Christians from taking Egypt. He later united Egypt, Syria, Yemen, and Palestine under his rule. In 1187, Saladin and his army took possession of Jerusalem from the Christians. Richard I of England (also known as the Lionheart) led the Third Crusade to recapture Jerusalem. During this campaign there were many battles and the relationship between King Richard and Saladin was very dynamic. Evenly matched, the two great leaders finally ended their fighting in a draw: Saladin would keep control of Jerusalem, but would allow Christian pilgrims to enter the holy city.


DIFFERENTIATED INSTRUCTION p. 170, ZOOM IN Process/Product/Content Distribute GLM 10 Who’s Who and have students record Eleanor of Aquitaine as part of their Who’s Who biographies.


FEATURE NOTES p. 171, Religion and Civilization The behaviour of Crusaders, as sanctioned by the Church, was anything but Christian in terms of what Christ’s teachings actually were. However, in terms of the goals of the medieval papacy, the actions of the Crusaders demonstrate how far the papacy was prepared to go in order to achieve its goals.



1. As the closed world of the manor opened up and people travelled more, they gained more understanding of the world. Later, the belief in the absolute right of the Church to decide belief was challenged. The Crusades, the development of trade and the growth of towns, all contributed. Use an appropriate graphic organizer, perhaps a concept map.

2. The old saying is ‘travel broadens.’ People who travel see that what is normal to people changes from culture to culture and even from place to place. The more one travels the more tolerant of other ways one usually becomes. The media, including social media, reading, listening to the views of others, life experience—all affect our worldview.

3. Marco Polo’s accounts indicated that new trade routes with China could be established and those who were daring enough to do so could become rich. Monarchs saw the possibility of empire-building. Ordinary people would hear about the ‘wonders of the orient’ and realize that the world was much bigger and more complex than they had realized.

4. The Crusades changed society in fundamental ways and led to challenges to the closed world of feudal Europe. Crusaders brought back ideas, material culture, and customs from the Muslim world. The answer should contain one or two good examples, such as the fact that a major element in medieval Europe—knights and barons—were financially weakened by the costs connected with crusading, with the result that feudalism was weakened and monarchs grew stronger.

5. Answers will vary. Synthesize and summarize the results from 1 through 4. Look for a good introductory paragraph and two to three well-reasoned support statements with examples.
















DIFFERENTIATED INSTRUCTION p. 172, Thinking It Through Extension of Learning: Content Challenge students to answer some, one, or all of these questions in a small group discussion. Observe and record information on one of the following tools:

GAM-1 Skills Observation Chart

GAM-3 Cooperative Learning Observations

Give feedback to students and help build a strategy to meet learning goals for cooperative learning.


p. 173, Looking Back

1. The medieval economic system is feudal, closed, agricultural, self-sustaining; the political system is feudal with king at the top of the hierarchy, advised by a council of barons. The Church also has a political hierarchy parallel to the secular one; the social system is based on the agricultural village, women have few rights, there is little social mobility; the legal system consists of local law administered by the nobles, royal law administered by royal officials and canon law administered by the Church. In England, people have rights under common law, reinforced by Magna Carta; the religion of Europe is Catholic. All other Christian points of view are heretical and punished by death; education and travel are extremely limited. Ordinary people aren’t educated and don’t travel. Clerics and some nobles are educated by Church schools.

2. Fair and just societies acknowledge the rule of law; allow social mobility; don’t allow discrimination against people on the basis of race, religion, sex, sexual orientation, or age; allow political dissent; and allow freedom of speech. Answers will vary but good questions might include: What happens when someone criticizes the government? What protects people from discrimination? What happens if someone is arrested? How does the person know they will get a fair trial? How does the government get its money?

3. Answers will vary. Under modern Canada, some possibilities are: a strong modern economy, a democratic political system, the guarantee of rights and freedoms, a good defense policy, and good international relations. Under medieval Europe, look for: the feudal hierarchy, the Church, good agricultural land, a system of laws, knights and castles, and monks and monasteries. Answers will vary for the second part of the question. For example, if the Church is chosen, then the answer would describe how the Church legitimized the system and provided what education there was. Predictions might include: medieval society would have become more open and tolerant, the Crusades would never have happened, and people would have overthrown the lords. For Canada, the feature might be our democratic system of government. Predictions might include: Canada could become a dictatorship, ordinary people would be victimized, Canada would become involved in more wars, and there might be a civil war.

4. Answers will vary. Religion brought peace and stability to Europe but at the cost of religious conformity and the enrichment of the Church. It supported the feudal hierarchy which also meant that it supported the exploitation of the peasants.


ASSESSMENT: LOOKING BACK Chapter 5: Europe’s High Middle Ages, page 173

Chapter Assessment

Assigned as stand-alone assessment or combined, these four activities effectively cover a number of IRP outcomes. The two organizer activities allow students to use the critical inquiry skills emphasized throughout the text. Students consider a number of perspectives, and represent their learning by constructing and interpreting tables, grids, and various types of media. Included are suggestions for formative and summative assessment with accompanying rubrics.

Looking Back, Question 1 and Question 3 Analyze Critically Curriculum Correlation A1, A2, A3, A4, A6, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4, E1, E2, E5



Assessment as Learning Visual representations lend themselves to formative assessment at the early and middle stages of completion, when teachers can provide input on student progress thus far.

Assessment feedback should include the following: • organization and presentation style

• content and ideas that are accurate and sufficient

• identification and support of selected events

• examples of bias and points of view in information

• recognition of connections between events and their causes, consequences, and implications

• ability to rank importance and justify position

Assessment for Learning Give students the opportunity to make modifications to their organizers after conferencing with teacher or peers and before presenting to the class.

Students should use the Self-Assessment column in the GAM 7 Organizer Assessment Rubric, and submit with final product.

Students should use the Self-Assessment and the Peer Assessment columns in the GAM 4 Self- and Peer Assessment for Groups and submit with the final product for summative assessment.


Assessment of Learning Assess student organizers using GAM 7 Organizer Assessment Rubric. Assess students’ overall understanding of the content, as well as their ability to synthesize and evaluate, make connections, and analyze critically.

Looking Back, Question 2 Ask Meaningful Questions Curriculum Correlation A1, A2, A3, A4, A6, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4, E1, E2, E5


Assessment as Learning As the class discusses in small groups or pairs, observe student interaction. Use GAM 3 Cooperative Learning Observations. Circulate through the class and make notes on student participation and provide feedback for students on their efforts.

Looking Back, Question 4 Build an Argument Curriculum Correlation A1, A2, A3, A4, A6, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4, E1, E2, E5

Assessment as Learning and Assessment of Learning As a class, generate discussion on presentation options. Invite student suggestions for criteria of assessment and create a student-generated rubric. Use this rubric to assess the final product.

Extension or Alternative Activity A1, A2, A3, A4, A6, S&C1, S&C2, S&C3, S&C4, S&C5, S&C6, P&L1, P&L2, P&L3, P&L4, E&T1, E&T2, E&T3, E&T4, E1, E2, E5

Extension or Alternative Activity: Assessment of Learning Teachers may wish to administer a written or an oral test to provide a summative assessment of students’ knowledge of the chapter.

Documents

UNIT 2 OVERVIEW - School District 43 Coquitlamteachers.sd43.bc.ca/lsue/Lists/Homework Board/Attachments/123/Chap5...Unit 2 examines the evolution of civilizations in Europe, Asia,