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Social Studies 8Social Studies 8

A worldview is not:A worldview is not:

A point of view. A point of view.

Your point of view is the way you see things as Your point of view is the way you see things as an individual. an individual.

All of you in class may have a different point of All of you in class may have a different point of view on the same topic.view on the same topic.

For example: School, Alberta, Ice Cream, For example: School, Alberta, Ice Cream, Social Class?Social Class?

A worldview is not:A worldview is not: A perspectiveA perspective A perspective is the point of view of a group A perspective is the point of view of a group

of individuals. of individuals. What are the perspectives of these groups?What are the perspectives of these groups?

A worldview is:A worldview is: Our worldview includes perspective and point of view; our Our worldview includes perspective and point of view; our

world view creates meaning for us by answering the following world view creates meaning for us by answering the following q’s:q’s:

- Who are we?Who are we?- - Where do we come from?- Where do we come from?- How do we manage our way of life?How do we manage our way of life?- - Where are we going?- Where are we going?- Why the world is the way it is?Why the world is the way it is?- - What is true and false?- What is true and false?

A worldview is not:A worldview is not: Our worldview is not static, it changes over time with Our worldview is not static, it changes over time with

new experiences, it is the basis for how we act in the new experiences, it is the basis for how we act in the world.world.

Worldviews are Worldviews are pervasivepervasive; meaning they are ; meaning they are everywhere. everywhere.

Open your textbook to page 4 and look at figure 3.Open your textbook to page 4 and look at figure 3. - Fig 3 is important because it identifies how - Fig 3 is important because it identifies how

specific elements act together to create a worldview. specific elements act together to create a worldview.

Ex. How could Alberta’s geography and Economy Ex. How could Alberta’s geography and Economy influence worldview?influence worldview?

HOMEWORK: HOMEWORK:

Walk In AssignmentWalk In AssignmentWhen you hear the word Renaissance or When you hear the word Renaissance or

“Renaissance man,” what do you think “Renaissance man,” what do you think of?of?

Introduction to Introduction to Unit 1Unit 1

The The RenaissanceRenaissance

Definition of the word Definition of the word CenturyCentury

1.1. So what century are we in?So what century are we in?

2.2. What century did the What century did the Renaissance occur? Renaissance occur? (refer to (refer to map on inside cover)map on inside cover)

3. What century did the Feudal 3. What century did the Feudal System or Middle Ages occur? System or Middle Ages occur? (refer to map)(refer to map)

How Did the Renaissance Begin?How Did the Renaissance Begin? At the beginning of the 1300s, Europe was At the beginning of the 1300s, Europe was

still very much a society of the middle Ages. still very much a society of the middle Ages. But change was slowly beginning to occur. But change was slowly beginning to occur.

Contact with other cultures was increasing Contact with other cultures was increasing because of the Silk Road. The exchange of because of the Silk Road. The exchange of ideas was creating change. ideas was creating change.

By the end of the 1300s, Italy especially was By the end of the 1300s, Italy especially was changing rapidly and society was moving into changing rapidly and society was moving into a new period called “The Renaissance”. a new period called “The Renaissance”.

Inquiry Questions for Unit 1Inquiry Questions for Unit 1

A Quick Crash Course! A Quick Crash Course! Crash course on What we will be Crash course on What we will be

learning in this unit! learning in this unit! https://www.youtube.com/watch?https://www.youtube.com/watch?

v=Vufba_ZcoR0 v=Vufba_ZcoR0

Factors that Shaped the Factors that Shaped the Renaissance WorldviewRenaissance Worldview

The Renaissance spread quickly during The Renaissance spread quickly during the 14the 14thth century in the cities of the Italian century in the cities of the Italian peninsula in southern Europe. peninsula in southern Europe. Developments in literature, painting, Developments in literature, painting, sculpture, architecture, and education were sculpture, architecture, and education were all factors that contributed to the change all factors that contributed to the change changing worldview and wealth of Italy. changing worldview and wealth of Italy.

Vocabulary FeudalismFeudalism HierarchyHierarchy AllegianceAllegiance ManorsManors FreemanFreeman SerfsSerfs MonasteryMonastery JourneymanJourneyman Sumptuary LawsSumptuary Laws

The time span in western Europe between The time span in western Europe between 1350 and 1600 is referred to as the 1350 and 1600 is referred to as the Renaissance. However, the period of time Renaissance. However, the period of time before the Renaissance and the after the before the Renaissance and the after the downfall of the western Roman Empire is downfall of the western Roman Empire is referred to as the referred to as the Middle agesMiddle ages or the or the Medieval PeriodMedieval Period. .

The Middle Ages …What is it?

The Middle Ages …What is it?The Middle Ages …What is it? It was called the “middle ages” because it is in It was called the “middle ages” because it is in

the “middle” or between two major historical the “middle” or between two major historical times in Europe, stretching form the 4times in Europe, stretching form the 4 thth century to the 14century to the 14thth century. century.

Between the “Between the “Byzantine EmpireByzantine Empire” years and the ” years and the ““RenaissanceRenaissance” years. ” years.

Worldview of the Middle AgesWorldview of the Middle Ages Christian Europeans shard a Christian Europeans shard a religious religious

worldview-worldview- that God was the center of all that God was the center of all things. things.

The The beliefsbeliefs of the poor presented a of the poor presented a worldview in which they accepted a harsh, worldview in which they accepted a harsh, short life on earth.short life on earth.

They believed they if they suffered they They believed they if they suffered they would be rewarded after death by going to would be rewarded after death by going to heaven. heaven.

Worldview of the Middle AgesWorldview of the Middle Ages Wealthier people used religion to interpret Wealthier people used religion to interpret

everything about their world. Religion everything about their world. Religion was the center of their life. Their religion was the center of their life. Their religion helped them understand the world around helped them understand the world around them. them.

They looked at the afterlife, and donated They looked at the afterlife, and donated money and property to the church, hoping money and property to the church, hoping that God would reward them with heaven. that God would reward them with heaven.

Their religious beliefs were communicated in Their religious beliefs were communicated in their art and architecture. Almost every artist their art and architecture. Almost every artist and European thinker worked for the church. and European thinker worked for the church.

Rarely did anyone disagree with the church’s Rarely did anyone disagree with the church’s ideas about the world or the way people should ideas about the world or the way people should act. act.

No one questioned the importance of religion. No one questioned the importance of religion. Church officials were seen as God’s chosen Church officials were seen as God’s chosen

people. The head of the church was the Pope– a people. The head of the church was the Pope– a very powerful man!!!very powerful man!!!

Worldview of the Middle AgesWorldview of the Middle Ages

Pope lived in a very wealthy state called Pope lived in a very wealthy state called Rome.Rome.

He had a major influence on kings and their He had a major influence on kings and their kingdoms---- and especially on people’s kingdoms---- and especially on people’s beliefs and actions. beliefs and actions.

You’ll discover there were often power You’ll discover there were often power struggles between the pope and royal struggles between the pope and royal kingdoms. kingdoms.

Worldview of the Middle AgesWorldview of the Middle Ages

How and Where was Contact How and Where was Contact Made?Made?

During the middle ages, many civilizations During the middle ages, many civilizations began to flourish in other parts of the world.began to flourish in other parts of the world.

From 300 BC when the Roman Empire From 300 BC when the Roman Empire (the era (the era before the Byzantine years)before the Byzantine years) extended into extended into what is now the Middle East. what is now the Middle East.

People in western Europe welcomed exotic People in western Europe welcomed exotic goods from as far away countries as China and goods from as far away countries as China and Japan. Japan.

Refer to map on next slide. Refer to map on next slide.

The Silk RoadThe Silk Road

Goods such as: silks, glassware, paper Goods such as: silks, glassware, paper spices (such as pepper and cinnamon) spices (such as pepper and cinnamon) were extremely rare, moving from trader were extremely rare, moving from trader to trader as they travelled on foot or by to trader as they travelled on foot or by caravan along a network known as the caravan along a network known as the Silk Road.Silk Road.

How and Where was Contact Made?How and Where was Contact Made?

Movement of goods went west and east. Movement of goods went west and east.

Goods were not the only things discovered…so were Goods were not the only things discovered…so were inventions, ideas, art, fabrics, knowledge, etc…inventions, ideas, art, fabrics, knowledge, etc…

Often items would pass through hundreds of hands, Often items would pass through hundreds of hands, people wouldn’t know where it originally came from. people wouldn’t know where it originally came from.

But not all things that moved along the Silk Road were But not all things that moved along the Silk Road were good…so did disease. good…so did disease.

How and Where was Contact Made?How and Where was Contact Made?

The The Black Black DeathDeath

AKA - AKA - Bubonic Bubonic PlaguePlague

It was “to die for”…It was “to die for”…

The Black DeathThe Black Death The Black Death began in the Gobi Desert The Black Death began in the Gobi Desert

(between China and Mongolia) in the late (between China and Mongolia) in the late 1320s. No one knows why it spread so 1320s. No one knows why it spread so severely at that time. There had been a severely at that time. There had been a smaller epidemic in Europe the 6th century, smaller epidemic in Europe the 6th century, which was far less severe. The disease had which was far less severe. The disease had been relatively dormant in the centuries been relatively dormant in the centuries following it. There is some speculation that, in following it. There is some speculation that, in the 14th century, the Earth’s temperature the 14th century, the Earth’s temperature began to cool, and that may have had began to cool, and that may have had something to do with the outbreak.something to do with the outbreak.

Where in the World?Where in the World?

The Black Death - TheoriesThe Black Death - Theories

One theory is that the Tartars (people from an undefined region between the Sea of Japan and Dnieper, known as Tatary) attacked an Genoese trading outpost (Kaffa) on the coast.

The Genoese people were walled in their city and they were starving. The Tartars suddenly started dying in large numbers, but before they retreated, they used catapults to hurl dead bodies over the town walls, spreading the Black Death among the people.

The Genoese people panicked and fled in ships, landing in Messina in northern Italy and bringing the plague to Europe. By the time they reached Messina, most of the people onboard were already dead. Once the authorities in Messina realized that the ships had brought a terrible disease, they ordered them out of the harbour, but it was already too late.

Forms of “the death”Forms of “the death” There were three forms of the Black There were three forms of the Black

Death: the septicemic plague, the bubonic Death: the septicemic plague, the bubonic plague, and the pneumonic plague. plague, and the pneumonic plague.

The first two were transmitted through flea The first two were transmitted through flea bites, and the third was through airborne bites, and the third was through airborne saliva droplets coughed out by an infected saliva droplets coughed out by an infected person. The plague bacteria was carried in person. The plague bacteria was carried in these droplets and, when breathed into a these droplets and, when breathed into a healthy person’s lungs, began to multiply healthy person’s lungs, began to multiply and make that person sick.and make that person sick.

A flea biteA flea bite When a flea bites an animal or When a flea bites an animal or

human, it squirts saliva or partially human, it squirts saliva or partially digested blood into the bite, then digested blood into the bite, then sucks out blood from its victim. Fleas sucks out blood from its victim. Fleas can travel very quickly, as they have can travel very quickly, as they have powerful hind legs that help them powerful hind legs that help them jump up to 200 times their body jump up to 200 times their body length, and up to 130 times their length, and up to 130 times their height.height.

Seriously, just a flea bite?Seriously, just a flea bite?

Nasty little things!Nasty little things! Fleas and rats were hosts for the disease. Oriental Fleas and rats were hosts for the disease. Oriental

black rats carrying the bacteria were bitten by black rats carrying the bacteria were bitten by fleas, and the bacteria multiplied inside the fleas, fleas, and the bacteria multiplied inside the fleas, blocking their stomachs. This caused the fleas to blocking their stomachs. This caused the fleas to be very hungry, but since their stomachs were be very hungry, but since their stomachs were blocked they couldn’t satisfy their hunger. blocked they couldn’t satisfy their hunger.

As they fed, infected rat blood was regurgitated As they fed, infected rat blood was regurgitated (flowed back out or was thrown out of the (flowed back out or was thrown out of the stomach) into the bite wound and infected the stomach) into the bite wound and infected the flea’s victim and the bacteria now had a new flea’s victim and the bacteria now had a new host. host.

The flea soon starved to death and the humans The flea soon starved to death and the humans became very ill and died.became very ill and died.

RATS!!!!!RATS!!!!!

Symptoms…yuck!Symptoms…yuck! The bubonic plague was the most common form of The bubonic plague was the most common form of

the Black Death, with 30% to 75% of the people the Black Death, with 30% to 75% of the people dying after contracting it. dying after contracting it. Bubonic Bubonic refers to the refers to the bubo, or enlarged lymphatic glands, that were bubo, or enlarged lymphatic glands, that were characteristic of the disease.characteristic of the disease.

Enlarged and inflamed lymph nodes resulted in large Enlarged and inflamed lymph nodes resulted in large swellings in the arm pits, neck, and groin areas. The swellings in the arm pits, neck, and groin areas. The swellings eventually burst, and death soon followed.swellings eventually burst, and death soon followed.

Victims had headaches, a high fever (38°C to Victims had headaches, a high fever (38°C to 40.5°C), nausea, vomiting, and aching joints. 40.5°C), nausea, vomiting, and aching joints. Symptoms appeared in two to seven days.Symptoms appeared in two to seven days.

The entire course of the disease, from initial fever to The entire course of the disease, from initial fever to death, took only three to four days at the most.death, took only three to four days at the most.

Check this out!Check this out! https://www.youtube.com/watch?https://www.youtube.com/watch?

v=1CVDIHrIQjo – Horrible Histories v=1CVDIHrIQjo – Horrible Histories

A nineteenth-century painting depicts the agony of plague victims. The Black Death of the 1340s, the worst outbreak of plague in history, decimated Europe's population.

Pneumonic Plague – another form Pneumonic Plague – another form of the Black Deathof the Black Death

The pneumonic plague was the second most-The pneumonic plague was the second most-common form of the Black Death. The pneumonic common form of the Black Death. The pneumonic and septicemic plagues were probably seen less and septicemic plagues were probably seen less because victims often died sooner.because victims often died sooner.

This prevented easy transmission of the disease, as This prevented easy transmission of the disease, as was seen in the bubonic plague. The pneumonic was seen in the bubonic plague. The pneumonic plague infected the lungs. Symptoms appeared one plague infected the lungs. Symptoms appeared one to three days after initial exposure to the disease to three days after initial exposure to the disease and included slimy saliva, tinged with blood, cough, and included slimy saliva, tinged with blood, cough, chills, and high fever. This mixed with mucus from chills, and high fever. This mixed with mucus from the lungs, and as the disease progressed, the saliva the lungs, and as the disease progressed, the saliva became free-flowing and bright red.became free-flowing and bright red.

The mortality rate was 90% to 95%. Were the The mortality rate was 90% to 95%. Were the disease to appear today, that rate would be reduced disease to appear today, that rate would be reduced to 5% to 10% due to modern medical treatments.to 5% to 10% due to modern medical treatments.

Septicemic Plague – dead man Septicemic Plague – dead man walking.walking.

The septicemic plague was the rarest form The septicemic plague was the rarest form of the Black Plague. Symptoms were a of the Black Plague. Symptoms were a high fever and skin turning deep shades of high fever and skin turning deep shades of purple due to blood clotting all over the purple due to blood clotting all over the body. body.

Victims usually died the same day the Victims usually died the same day the symptoms appeared. In some cities, up to symptoms appeared. In some cities, up to 800 people died each day. 800 people died each day.

The mortality rate for this form was almost The mortality rate for this form was almost 100% and even today there is no 100% and even today there is no treatment for it.treatment for it.

When you see symptoms, it’s too When you see symptoms, it’s too late!late!

Giovanni BoccaccioGiovanni Boccaccio

How to avoid the Black Death – How to avoid the Black Death – PARTY!PARTY!

Healthy people avoided sick people in order to Healthy people avoided sick people in order to

save themselves. Some groups of people formed save themselves. Some groups of people formed small communities and shut themselves off from small communities and shut themselves off from everyone else, eating good food, and drinking everyone else, eating good food, and drinking fine wine in moderation, avoiding all excess, and fine wine in moderation, avoiding all excess, and passing the time with music and dancing. Others passing the time with music and dancing. Others thought that they would die anyway, so why not thought that they would die anyway, so why not have a lot of fun? They drank until they were have a lot of fun? They drank until they were drunk, danced, and sang all the time, going from drunk, danced, and sang all the time, going from tavern to tavern or house to house. They even tavern to tavern or house to house. They even went into abandoned houses, and used them as if went into abandoned houses, and used them as if they owned them.they owned them.

Black Death UniformsBlack Death Uniforms The government had medical workers The government had medical workers

trying to treat and prevent the spread of trying to treat and prevent the spread of the plague. They wore bizarre outfits of the plague. They wore bizarre outfits of long black robes, thick leather gloves, long black robes, thick leather gloves, boots, and face masks that looked like a boots, and face masks that looked like a bird’s head and beak. The “beak” of bird’s head and beak. The “beak” of these masks was fitted with materials these masks was fitted with materials soaked in perfumes and supposed soaked in perfumes and supposed disinfectants. The mask also had lenses disinfectants. The mask also had lenses to protect the eyes from air-borne to protect the eyes from air-borne bacteria.bacteria.

Can you see a resemblance?Can you see a resemblance?

Children and the Black DeathChildren and the Black Death Children suffered severely from the Children suffered severely from the

effects of the plague. Many were left effects of the plague. Many were left without parents and many were without parents and many were abandoned to the streets if they caught abandoned to the streets if they caught the plague, to prevent them from the plague, to prevent them from passing it to their parents. Little girls passing it to their parents. Little girls were the most unfortunate, as parents were the most unfortunate, as parents were quicker to abandon them, but were quicker to abandon them, but tended to keep boys to pass on the tended to keep boys to pass on the family name.family name.

It didn’t stop in EuropeIt didn’t stop in Europe Has happened many time since the great Has happened many time since the great

outbreak in the 1300s.outbreak in the 1300s. Italy 1629-1630Italy 1629-1630 Australia 1900Australia 1900 Los Angeles, CA 1934-1925Los Angeles, CA 1934-1925 Southern BC, Canada every year a couple Southern BC, Canada every year a couple

of huntersof hunters The World Health Organization reports The World Health Organization reports

1000-3000 cases per year, usually in 1000-3000 cases per year, usually in Africa, Asia and South America.Africa, Asia and South America.

How does it compare?How does it compare? To SARS?To SARS? Bird Flu?Bird Flu? West Nile?West Nile? AIDS?AIDS? If half the people in Canada suddenly If half the people in Canada suddenly

died of a terrible disease, how do you died of a terrible disease, how do you think this would effect our society?think this would effect our society?

Chapter 1: The RenaissanceChapter 1: The RenaissanceConcept Map- “Concept Map- “Effects of Disease on Effects of Disease on

SocietySociety””Instructions:1. Brainstorm categories that would describe the different areas that a

terrible disease could affect a society.

2. Under that category, provide examples that would explain the type ways that part of society would be change. (Think of the many different ways something can change: in a good and bad way, how something is structured, creation of new ideas/invention, how people behave, power, etc…

1. Think-Pair-Share: With a partner share your ideas, and help better your responses.

1. Then on the back of the page do the reflection that follows.

Effectsof a

Diseaseon a

Society…

Cause and effectCause and effectWhat is it?What is it?

CauseCause: : Is the reason or reasons why something Is the reason or reasons why something happened. happened.

EffectEffect: : Is the effect that resulted from that event Is the effect that resulted from that event

A “A “Cause and effect ChartCause and effect Chart” explains why a ” explains why a certain event happened and the type of effect it certain event happened and the type of effect it had on a situation, group of people, object, had on a situation, group of people, object, etc...etc...

The “effects” of a situation can be described in many different The “effects” of a situation can be described in many different ways. The type of change that resulted can be a new: idea, job, ways. The type of change that resulted can be a new: idea, job, organization, point of view, perspective, belief, value, or organization, point of view, perspective, belief, value, or behavior. It could also be a type of physical damage or change; behavior. It could also be a type of physical damage or change; a change in government, status or changes in the type a change in government, status or changes in the type relationship people have with people, the environment or with relationship people have with people, the environment or with other institutions. A new type of research can come about from other institutions. A new type of research can come about from the cause of a situation. Can you think of other examples of the cause of a situation. Can you think of other examples of what “effects” can look like?what “effects” can look like?

Phrases/ Expressions that can help you figure out the Phrases/ Expressions that can help you figure out the cause and effect of a particular situation or event:cause and effect of a particular situation or event:

I think………was caused by……….I think………was caused by………. The main cause of …….. was probably…..The main cause of …….. was probably….. The effects of ……….. were …….The effects of ……….. were ……. Due to the fact that ……….Due to the fact that ………. The reason for ……. was……..The reason for ……. was…….. ………………occurred, and consequently……occurred, and consequently…… That wasn’t caused by…… because…..That wasn’t caused by…… because…..

The “effects” of a situation can be The “effects” of a situation can be described in many different ways. The described in many different ways. The type of change that resulted can be a new: type of change that resulted can be a new: idea, job, organization, point of view, idea, job, organization, point of view, perspective, belief, value, or behavior. It perspective, belief, value, or behavior. It could also be a type of physical damage or could also be a type of physical damage or change; a change in government, status or change; a change in government, status or changes in the type relationship people changes in the type relationship people have with people, the environment or with have with people, the environment or with other institutions. A new type of research other institutions. A new type of research can come about from the cause of a can come about from the cause of a situation. Can you think of other examples situation. Can you think of other examples of what “effects” can look like?of what “effects” can look like?

Questions that can help you Questions that can help you determine the facts:determine the facts:

Why did that happen? (causes, reasons)Why did that happen? (causes, reasons) What are all the possible reasons of why What are all the possible reasons of why

that happened? (causes, reasons)that happened? (causes, reasons) What evidence do I already have of why What evidence do I already have of why

that happened? (causes, reasons)that happened? (causes, reasons) What happened? (the effect, the results of the causes)What happened? (the effect, the results of the causes) How did everything change? (effects, what happened How did everything change? (effects, what happened

because of that situation)because of that situation) What changed because of that event? (effects)What changed because of that event? (effects) How did people, world react? (effects)How did people, world react? (effects) How did things end? (effects)How did things end? (effects)

Words used to describe Words used to describe “cause” and “effect”:“cause” and “effect”:

CAUSE

Words That Can Be Used…

Example… Causes of Immigration to CanadaYour sentence gives the reason(s) why that event or

situation happened. Because - People moved to Canada from Europe because they were

unemployed. As a result of - People moved to Canada from Europe as a result of being

unable to find an affordable place to live. Since - Since living conditions in Europe were so bad, many

Europeans immigrated to Canada. Is due to/ Was due

to- The increase of population to Canada was due to economic

pressures in Europe. Leads to - Poor quality of life often leads to people leaving their home

land.

Reasons for / why- The reason why so many people left Europe was because of the

poverty that existed there.

Words used to describe Words used to describe “cause” and “effect”:“cause” and “effect”:

EFFECT

Words That Can Be Used…

Example… What happened because of the many people that moved to Canada?Your sentence needs to describe what changed? How things ended? How

people/world was affected? Were new ideas, developments created?

Therefore - For most European it was difficult to purchase a home. Therefore many chose to rent instead.

So - Fossil fuels will probably become exhausted due to the increase in population so scientists are exploring alternative ways of creating energy.

Consequently / As a result

- The construction industry increased as a result of the increase of population in Canada.

Since - Prices of houses went up since there weren’t enough homes for the many Europeans that immigrated to Canada.

In addition - In addition to an increase of population in Canada, crime went up as well.

Thus - Living Conditions in Europe were terrible. Thus, many people moved to Canada for a better life.

Causes/ Caused - Europeans that immigrated to Canada caused Canada to become a diverse society.

How to chart/ or illustrate How to chart/ or illustrate cause and effect:cause and effect:

Causes/ Reasons Why…

UnemploymentPovertyHomelessIncrease of populationPressure from other country.Poor quality of life

Event /Topic:

Europeans Immigrating to

Canada

Effects/ New Developments/Changes that resulted from the

increase of population:

Cost of houses going up.

Increase in population in CanadaEuropeans had a better quality of life here.Scientists exploring alternative ways of creating energy.

Written ResponseWritten ResponseFor example:For example: Many Europeans left their home country Many Europeans left their home country duedue to to

a very poor quality life there; a very poor quality life there; as a resultas a result many many immigrated to Canada. Europeans found it very immigrated to Canada. Europeans found it very difficult to purchase a room difficult to purchase a room becausebecause of high of high housing cost. housing cost. HenceHence, many found themselves , many found themselves renting instead. renting instead. In additionIn addition,, Environmental Environmental Canada was very concerned about the gas Canada was very concerned about the gas emissions in the atmosphere emissions in the atmosphere thusthus funding funding scientists to explore new ways to produce scientists to explore new ways to produce energy. energy.

AssignmentAssignment

Worldview: Chapter 1 RenaissanceWorldview: Chapter 1 RenaissanceThe Black PlaqueThe Black Plaque

(Causes/ Reasons why it happened)

What caused the Black Plague to happen? Why did it happen?

Migaldil SS8: Worldview

Topic/ Event The Black Plague

(Causes/ Reasons why it happened) What caused the Black Plague to happen? Why did it happen?

(Effects / results of the Black Plague)

Describe the many changes, new developments that resulted because of the Black Plague… Refer to “Tools for Learning Handout”.

Society

Economy Time

Social Studies 8 Worldview: Chapter 1 Renaissance

The Black Plaque

Migaldil SS8: Worldview

Topic/ Event The Black Plague

(Causes/ Reasons why it happened) What caused the Black Plague to happen? Why did it happen?

(Effects / results of the Black Plague)

Describe the many changes, new developments that resulted because of the Black Plague… Refer to “Tools for Learning Handout”.

Society

Economy Time

Social Studies 8 Worldview: Chapter 1 Renaissance

The Black Plaque

Now summarize your chart by writing a “cause and effect” description of the Black Plaque…

• Your description should support the expectations of the rubrics. As you are doing your rough copy make sure you keep these key suggestions in mind…

• Make sure each of your paragraphs has a topic sentence and supporting details.

• Clearly describe at least 4-5 cause-and-effect relationships.

• Your description should end with a clear and interesting conclusion.

• Be sure your ideas are in the best order and do a final check for any spelling and grammatical errors.

Chapter 1: RenaissanceCritical Analysis of the Black

Plague

Writing About Cause and Effect—Rubric 8.S.2. - distinguishes cause, effect, sequence and correlation in historical context - analyze the historical contexts of key events of a given time period 8.S. 8 -communicate in a persuasive and engaging manner through written/oral assignment

Name: __________________________ Class: ____ Mark: ______ / 12 = _______%

Criteria4

Excellent!3

You Get It!!2

Good Try!1Needs More Practice

Score /12

Cause-and-Effect

Relationships 8.S.2

At least 4 cause-and -effect relationships described for each worldview element.

At least 3 cause-and -effect relationships described for each worldview element.

At least 2 cause-and -effect relationships described for each worldview element.

At least 1cause-and -effect relationships described for each worldview element.Has difficulty identifying what is a cause and what is the result of that cause.

Clear logical description

8.S.2

Cause-and-Effect relationships are very logical and clearly explained.

Cause-and-Effect relationships are clearly explained.Sequence is somewhat logical.

Cause-and-Effect relationships are basic.Sequence is somewhat difficult to follow and understand.

Cause-and-Effect relationships need clarification.Sequence is extremely difficult to follow and understand.

Communication (Written Literacy)

8.S. 8

Topic sentence creative and grabs the interest of the reader.A creative, clear, and interesting concluding sentence was concluded.Information was effectively organized.No punctuation, grammatical or spelling errors.

Topic sentence was simple but well strong.A clear concluding sentence was included.Information was well organized.One - three punctuation, grammatical or spelling errors.

A very simple but somewhat general topic sentence was included.A simple and somewhat general concluding sentence was included.Information was somewhat organized.Four - six punctuation, grammatical or spelling errors.

No introductory sentence included.No concluding sentence included.Information was poorly organized.More than 6 punctuation, grammatical or spelling errors.

A changing societyA changing society FeudalismFeudalism

A hierarchy.A hierarchy. People ranked by People ranked by

importance.importance. Born into and Born into and

stayed there.stayed there. Based on land, Based on land,

loyalty, duty.loyalty, duty. Allegiance to king.Allegiance to king.

Medieval country lifeMedieval country life Most people lived Most people lived

in rural villages.in rural villages. ManorManor

Peasants assigned Peasants assigned land to harvest.land to harvest.

Peasants worked Peasants worked cooperativelycooperatively

Medieval country life (con’t)Medieval country life (con’t)

Peasants paid a Peasants paid a portion to “Lord of portion to “Lord of the Manor”the Manor”

Had to build roads, Had to build roads, clear forests.clear forests.

Worked hardWorked hard

Medieval country life (con’t)Medieval country life (con’t) Two types of Two types of

peasants:peasants: FreemenFreemen

Rented land from lordRented land from lord Worked for payWorked for pay

SerfSerf Most of the peasantsMost of the peasants Not allowed to leave Not allowed to leave

without permissionwithout permission Travel to nearest Travel to nearest

towntown

Medieval towns Medieval towns were farm were farm communities.communities.

Close to castle, Close to castle, palace, or palace, or monastery.monastery.

Stone walls to Stone walls to protect themselves.protect themselves.

Towns had shops.Towns had shops.

Town life (con’t)Town life (con’t)

DirtyDirty CrowdedCrowded Rat-infestedRat-infested

Town life (con’t)Town life (con’t)

Provided freedom Provided freedom and new and new opportunities.opportunities.

Freedom to do Freedom to do whatever they whatever they wanted.wanted.

Married whom they Married whom they pleased.pleased.

Made money.Made money.

Town life (con’t)Town life (con’t)

By law:By law: Runaway serfs could Runaway serfs could

gain freedom by gain freedom by staying in a town for staying in a town for one year and a day.one year and a day.

Town life (con’t)Town life (con’t)

Peasants opened Peasants opened workshops, learned workshops, learned trades, and worked trades, and worked as servants and as servants and labourers.labourers.

Town life (con’t)Town life (con’t) Goods and trade Goods and trade

organized by organized by organizations organizations called “guilds”called “guilds”

Controlled prices, Controlled prices, standards of standards of quality, and quality, and decided who could decided who could apprentice.apprentice.

Women in medieval societyWomen in medieval society What was the role What was the role

of women in of women in medieval socitey?medieval socitey?

Rural womenRural women Town womenTown women Had many childrenHad many children Worked in fieldsWorked in fields Made clothesMade clothes Cooked mealsCooked meals Preserved foodPreserved food

Worked in tradesWorked in trades Sold goodsSold goods Able to inherit property Able to inherit property

and guild membershipand guild membership Could work in textiles Could work in textiles

and brewingand brewing

Women (con’t)Women (con’t) Wealthy women Wealthy women

had many had many opportunities.opportunities. School (away or School (away or

home)home)

Women (con’t)Women (con’t)

Negatives:Negatives: Made few choicesMade few choices Marriages were Marriages were

arranged, often at arranged, often at birthbirth

Challenges to the feudal systemChallenges to the feudal system Hundred Years’ Hundred Years’

WarWar In 1337, France and In 1337, France and

England went to England went to warwar

Lasted more than a Lasted more than a century (Hundred century (Hundred Years’ War)Years’ War)

Hundred years warHundred years war

Hundred years warHundred years war

Devastated the Devastated the country sides of country sides of France and England.France and England.

Peasants revolted Peasants revolted due to high rents due to high rents and taxes to finance and taxes to finance the war.the war.

The Peasants’ revoltThe Peasants’ revolt French peasants French peasants

were called were called “Jacques “Jacques Bonhomme”Bonhomme”

Revolts ended Revolts ended brutally by brutally by authorities.authorities. Still unrest Still unrest

remained.remained.

The black deathThe black death Nobles who still Nobles who still

had land rented or had land rented or sold it to serfs.sold it to serfs.

Serfs were Serfs were released from released from obligation to lordsobligation to lords

Feudal System Feudal System came undone.came undone.

Ring Around the rosesRing Around the roses Nursery rhyme Nursery rhyme

associated with the associated with the Black Death:Black Death: Ring around the Ring around the

rosesrosesA pocketful of A pocketful of posiesposiesAtchoo, Atchoo, we Atchoo, Atchoo, we all fall downall fall down

““Roses” refer to the Roses” refer to the boils that developedboils that developed

““Posies” are flowers Posies” are flowers believed to avoid believed to avoid the Plaguethe Plague

Sneezing was sign Sneezing was sign of Plagueof Plague

““We all fall down” We all fall down” refers to people refers to people dyingdying

Options for peasantsOptions for peasants

Stay where they Stay where they know (security).know (security).

Move to towns to Move to towns to start new life start new life (adventure, (adventure, opportunity).opportunity).

Change in economyChange in economyBefore black death

200 serfs lived and worked on manors. Wages were low.

To hire 80 workers for 300 days/year at 1 penny/day.

80 x 300 x 1 = 24 000 pennies

Total expenses for year: 24 000 pennies.

After black death

60 serfs died of plague or left for higher wages. Peasants demanded higher wages.

To hire 80 workers for 300 days/year at 3 pennies/day.

80 x 300 x 3 = 72 000 pennies

Total expenses for year: 72 000 pennies.

Time and moneyTime and money

Money was needed Money was needed in the towns to buy in the towns to buy things.things.

As a result, people As a result, people thought of time thought of time differently.differently.

Time and moneyTime and money Activities ruled by Activities ruled by

rising and setting rising and setting of sun and of sun and changing of changing of seasons.seasons.

Only people who Only people who needed exact time needed exact time was Church – to was Church – to pray.pray.

People used:People used: Sun dialsSun dials Water clocksWater clocks HourglassesHourglasses

Mechanical clocks Mechanical clocks invented because invented because of towns.of towns.

Wealth in societyWealth in society Town and city Town and city

(urban) people had (urban) people had opportunity to move opportunity to move up socially.up socially.

New social structure New social structure developed.developed.

Middle class Middle class introduced.introduced. Based on money.Based on money. Loved material Loved material

possessions.possessions.

This love for This love for material material possessions possessions resulted in resulted in expansion of trade.expansion of trade.

PeasantsGowns

Men’s wear

Who’s whoWho’s who Because peasants had money, the Because peasants had money, the

sumptuary law was introduced:sumptuary law was introduced: Controlled consumption or how people Controlled consumption or how people

spent their money.spent their money. Restricted what people could wear in Restricted what people could wear in

different classes.different classes.

A new social structureA new social structure

Top Level: Aristocracy

Middle Level: Middle Class

Bottom Level: Lower Class

High Church officials Merchants and businesses

Peasants

Rulers or lords Craftspeople Rural laborers

Old noble families Shopkeepers Urban laborers

Wealthy merchants Bankers Servants

Priests The unemployed

THE CHURCH

HierarchyHierarchy Show obedience to Show obedience to

group abovegroup above What similarities can What similarities can

you see between the you see between the feudal system and feudal system and the Church?the Church?

Pope

Archbishops

Bishops

Priests

Parishioners

What’s to come!What’s to come! http://www.bing.com/videos/search?http://www.bing.com/videos/search?

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