In+Western+Europe

=Unit 12: In Western Europe=

Unit Objectives

 * Recognize ways in which the fall of Rome affected culture and civilization in Western Europe
 * Describe the role of the Christian Church, including the monasteries and individuals, in preserving the learning of Europe and spreading Christianity
 * Identify important events, individuals, and groups in the development of a new social structure in Western Europe between A.D. 500 and 1000
 * Describe the structure and role of feudalism
 * Identify key characteristics of European culture in the Middle Ages
 * Describe major causes, results, events, and individuals of the Crusades
 * Identify important events and people in the development of monarchies in Western Europe during the late Middle Ages
 * Recognize major contributions and legacies of medieval England to the development of democracy
 * Identify geographic characteristics of Western Europe
 * Use maps to trace the routes of the Barbarian invasions

Key Words

 * illuminations:** decorations on manuscripts that were painted with gold and bright colors
 * abbot:** the leader of the monastery
 * monasticism:** the monk's way of life, dedicated to prayer and work
 * scriptorium:** a writing room where skilled scribes work
 * Henry II:** the great-grandson of William I who gave England a new system of justice that included courts, juries, common law, and uniform treatment of legal cases
 * Crusades:** medieval wars fought by Christians to recapture the Holy Land the the Muslims Turks
 * Holy Land:** a strip of land along the eastern coast of the Mediterranean Sea that is sacred to Jews, Christians, and Muslims, and that includes the city of Jerusalem

Lesson 1: Where to Turn?
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Wave after wave of land-hungry tribes attacked the Roman Empire and gradually weakened it. The barbarians finally sacked Rome and sent the emperor, Romulus Augustulus, into exile. The infrastructure of the empire began to decay. The old systems of law and administration crumbled and Europe became a dangerous place.

Lesson Objectives

 * Explain major cultural and civil consequences of the collapse of Roman civilization


 * 1) Read Chapter 5, from the beginning to "A Matter of Faith," pages 503-505 in //The Human Odyssey: Prehistory Through the Middle Ages.//
 * 2) Complete [[file:MS_WDHISTA_12_01_Fall.pdf]]

Lesson 2: Monasteries Carry On
The Middle Ages: Religion (click on "Read More About Religion" The Rule of St. Benedict [|Visiting the Abbey of Monte Cassino] Montecassino Abbey Book of Kells

Although strong, central government disappeared when Rome fell, there was one institution that continued scholarly pursuits, provided hospitality for travelers, and assisted the sick and poor. It was the Christian church. Almost everyone in Europe belonged to the church. Headed by the pope, the church organized its followers under the leadership of archbishops, bishops, and parish priests who worked among the people. Other religious men joined monasteries where they lived quiet lives of work and prayer. Following rules set out by Benedict of Nursia, the monasteries were instrumental in spreading Christianity, preserving learning, and providing stability in hostile times.

Lesson Objectives

 * Describe the role of the Christian church and the monasteries in spreading Christianity and preserving learning
 * Identify Benedict of Nursia at the fifth-century founder of the Benedictine rule that helped spread monasticism through Europe
 * Describe the basic organizational structure of the Christian church by A.D. 800


 * 1) Read Chapter 5, from "A Matter of Faith" to "Charlemagne and the Faithful Franks," pages 506-510. As you read, complete [[file:MSWDHISTA_12_02_reading_guide.pdf]]
 * 2) Pretend to be a monk and write a letter describing life in the monastery. Follow the example of the monks and use your best handwriting and create some illuminated letters and other illustrations on the page. (Look at some examples of the illuminated manuscript in the Book of Kells link) Your letter should explain the following:
 * what it means to be part of a monastic community
 * the organization of the church
 * the offices or daily schedule of prayer
 * the labor requirements and the type of work performed
 * the commitment to hospitality and to caring for the sick and the poor
 * the dedication to preserving learning and spreading Christianity

As you view the websites, think about how you would have coped with the following:
 * maintaining silence throughout the day
 * being forbidden to own property
 * attending church eight times a day
 * not leaving the monastery

3. Read on in Chapter 5, from "Charlemagne and the Faithful Franks" to "The Work of Angels," pages 510-514 4. As you read list examples that show that Charlemagne was a Christian king devoted to the work of the church and the restoration of unity and order in Europe.

Lesson 3: Charlemagne
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Charlemagne Charlemagne Study Guide

What determines greatness? In the eighth century, an energetic Frankish king who loved learning and music caught people's attention as he waged war against the Saxons, the Lombards, and finally the Moors. He united under Christianity a vast realm that sprawled across Europe. Once he had established peace, he turned his restless energy to settling up schools and monasteries to encourage education and hope. In recognition of his greatness, on Christmas day in A.D. 800 the pope crowned Charlemagne emperor of the Holy Roman Empire.


 * 1) Read Charlemagne by Dale Gelfand
 * 2) Review the websites and your textbook and complete the personality profile of Charlemagne
 * 3) Label the map of Charlemagne's empire. Use your atlas if necessary
 * 4) Read Chapter 5, "The Work of Angels" to the end, pages 513-519

Lesson 4: Viking Ventures
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The Vikings at BBC School The Viking's Ship Museum Viking Raids

At home, on land, or at sea, the Vikings were strong and adventurous. Their ships were light and swift, and helped the Vikings launch surprise attacks along the coasts of Ireland and mainland Europe. for nearly 300 years, these seafaring Norsemen raided, and then colonized parts of Europe. They were so successful in their efforts that historians have dubbed the era "the Viking Age".

Lesson Objectives

 * Identify the geographic and climatic features of Scandinavia that encouraged people to got to sea
 * Recognize characteristics of Norse culture and its legacy
 * Recognize the routes and characteristics of Viking raids and expeditions


 * 1) Read Chapter 6, from the beginning to the second column of page 527, the sentence that starts "While Rollo and his followers became Christians...", pages 521-527. Complete The Reading Guide.
 * 2) Look closely at the map on pages 522-523 of your textbook. Note some of Scandinavia's geographic features. Then, think back to your reading and list some other features that may have motivated the Vikings to go to sea.
 * 3) Take a virtual field trip to the links above - The Vikings at BBC Schools and The Viking's Ship Museum
 * 4) Now you should be ready to write your own log of a Viking voyage. Write the long in your history journal using these guidelines: Include information on some of the geographic and climatic features of Scandinavia; describe your route; tel the story of at least one raid; make a long entry for two different dates.
 * 5) Complete the lesson assessment:[[file:Lesson 4 Assessment.docx]]
 * 6) Revisit the Vikings at The Vikings at BBC School. There is a lot more to see, and some fun activities, too! Click Activities to try your hand at the Viking explorer game or help Thorkel on his trading trip. Or learn more about Viking Raids at the Viking Raids link.
 * 7) You can watch these after completing the lesson if you wish: Vikings: Journey to New Worlds Kids Animated History with Pipo: The Vikings How and Why: The Vikings

Lesson 5: Gods and Leaders
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Vikings: The North Atlantic Saga

The Vikings were rough-and-ready adventurers who raided monasteries and plundered churches and villages. But most Norsemen were farmers, some of whom spent only their summers going "a-viking." The Norse made many contributions to life and culture that prevail today. They developed an alphabet, named the days of the week, and added to the mythology of the times. They sailed longships far from Scandinavia and North America some 600 years before Columbus.

Lesson Objectives

 * Recognize characteristics of Norse culture and its legacy
 * Identify Erik the Red and Leif Erikson and their major achievements


 * 1) Read Chapter 6, from "While Rollo and his followers became Christians..." to the end, pages 527-531
 * 2) Browse through Understanding The Norse Myths by Brian Williams
 * 3) Go the the Vikings: The North Atlantic Saga link and learn about the ports they visited. When you get to the site, click Viking Voyage, and then choose a viewing program. As you travel, you will stop at each original Viking port along the voyage.
 * 4) Create a new log entry by adding to the logs you created in the previous lesson, Viking Ventures.
 * 5) Decide which stop is your favorite. Write the name of your favorite port along with an explanation of why you choose it.
 * 6) Complete the lesson assessment.[[file:Lesson 5 Assessment.docx]]
 * 7) Learn about Norse gods and legends at Norse Mythology
 * 8) Explore some of the Norse people's favorite pastimes at Hurstwic

Lesson 6: The Structure of Medieval Society
Feudal System

Feudalism developed in the Middle Ages as a system of protection, justice, and division of labor. Under this system, different classes of people performed different duties and behaved in certain ways. Lords granted land to vessels in return for loyalty and military service. Peasants grew crops and provided food and labor. Knights served their lord and followed a code of chivalry. The centuries-old rules of the code helped shape our ideas of good conduct today.

Lesson Objectives

 * Explain the reasons for the development of the feudal system
 * Identify the purpose and main principles of the code of chivalry


 * 1) Read Chapter 7, from the beginning to "Minding the Manor," pages 533-538
 * 2) Answer the following questions in your history journal:
 * What class system developed as local power shifted away from kings into the hands of landowners?
 * How did this system develop, and why did it develop?
 * What groups of people made up the class system?
 * Explain the purpose and principles of the code of chivalry.

According to your text, "the code of chivalry described an ideal knight as charitable, kind, and loyal." Had there been such an ideal knight, how would he have behaved? Think about the behavior and duties that the code of chivalry required. Then create a poster that advertises for the ideal knight. e sure to explain why chivalry is important and also list all the qualities of a chivalrous knight. Illustrate your poster with a drawing of the knight that you would like to find.

Explore life in the Middle Ages at Feudal Life Pay particular attention to the different classes of people and how they lived. Also, watch the video from the link above (Feudal System).

Lesson 7: Manors
media type="custom" key="26067024" During the early Middle Ages, life in Western Europe was organized along clearly drawn lines of responsibility. Safety and self-sufficiency were foremost. Behind the fortified walls surrounding the manor house, a lord could rule his domain almost like a king in a castle. Peasants lived hard lives in service to the lord of the manor. In return, he gave them plots of land to farm and the protection of his knights.

Lesson Objectives

 * Describe the feudal pyramid and the roles of relationships among the classes
 * Describe the main features of life on a manor


 * 1) Read Chapter 7, from "Minding the Manor" TO the end, pages 538-541.
 * 2) Complete the Medieval Social Pyramid (Draw line from group to appropriate level of the pyramid, or write name of group in correct spot)
 * 3) Read about the feudal system in The Medieval World by Phillip Steele. Write a brief description of the roles of relationships among the classes and describe the main features of life on a manor.

Lesson 8: Christendom


People in Western Europe a millennium ago referred to the world they lived in as Christendom. Why? Life in the Middle Ages was guided not by governments as we know them, but by the Christian church, its leaders, and its great thinkers. The church was the great unifying force for both the religious and nonreligious aspects of the daily lives of the people. it owned land, charged taxes, operated courts, and ran schools. All Christians were expected to attend church services weekly and to confess their sins at least once a year to a priest. In a time when many people were haunted by fears of disease, war, and starvation, the church offered them the promise of a better life in heaven. In a hard age, this was a comforting message.

Lesson Objectives

 * List examples of the ways in which the Christian church exercised authority, influenced daily life, and offered hope to the Europeans during the Middle Ages
 * Identify Thomas Aquinas


 * 1) Complete [[file:MS_WDHISTA12_10_ReadingGuide.pdf]] as you read Chapter 8, from the beginning to "Treasures of Faith: The Romanesque Style", pages 543-548.

Recall that Thomas Aquinas's writings included teachings on reason, logic, and the ideas of Aristotle. Aquinas's most famous work was the //Summa Theologica// (Summary of Theology). In this expansive volume, Aquinas explained the logic behind Christian beliefs.

Read aloud the following quotations from this famous philosopher and think about what they might mean. Choose three and rewrite them in your own words or explain what you think they mean.
 * "To one who has faith, no explanation is necessary. To one without faith, no explanation is possible."
 * "To live well is to work well, to show a good activity"
 * "To convert somebody, go and take them by the hand and guide them."
 * "The test of the artist does not lie in the will with which he goes to work, but in the excellence of the work he produces."
 * "Peace is the work of justice indirectly, in so far as justice removes the obstacles to peace; but it is the work of charity (love) directly, since charity, according to is very notion, causes peace."
 * "Justice is a certain rectitude of mind whereby a man does what he ought to do in the circumstance confronting him."
 * "In order for a war to be just, three things are necessary. First, the authority of the sovereign. Secondly, a just cause. Thirdly, a rightful intention."
 * "Beware the man of one book."
 * "The things that we love tell us what we are."

Lesson 9: Building on Faith
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Build Your Own Gothic Cathedral

European cathedrals are much more than places of worship. They are architectural tributes to their builders, and examples of innovative technology. Romanesque churches from the eleventh century are massive, fortress-like structures with thick walls and few windows. Their huge columns and Roman arches give the style its name. In the mid-twelfth century a new style emerged known as the Gothic style. Gothic cathedrals have steep, pointed arches, tall spires, and flying buttresses--graceful stone arches that help support the outer walls, which are much thinner than their Romanesque counterparts. Inside, stained-glass windows and unobstructed space give the sanctuary a light, airy feeling, in medieval Europe, these churches and cathedrals served as safe havens from the tribulations of the times.

Lesson Objectives

 * Recognize the characteristics and purposes of Romanesque churches
 * Recognize the characteristics, uses, and construction challenges of Gothic cathedrals


 * 1) Read Chapter 8, from "treasures of Faith: The Romanesque Style" to "A Command from the Pope," pages 546-549.
 * 2) Browse through Cathedral: The Story of its Construction by David Macauley
 * 3) In your History Journal, describe the main challenge faced by those who designed and constructed Gothic cathedrals, and then describe how they overcame this challenge.
 * 4) Complete the From Romanesque to Gothic worksheet
 * 5) The massive Romanesque churches and soaring Gothic cathedrals of the Middle Ages were built to last. Most, in fact, are still around. Visit the sites below to explore several of this remarkable buildings. Afterwards draw or create your own version of either a Romanesque or Gothic building.

Canterbury Cathedral, England Located in the center of the historic city of Canterbury, England, Canterbury cathedral is actually a combination of Romanesque and Gothic style. The crypt, built in 1100, is Romanesque. The many lofty spires and towers are Gothic.

Cologne Cathedral, Germany Begun in 1248, this Gothic masterpiece was built in several stages. It was not fully completed until 1880. Again, the pointed arches draw the eyes upward, as you can see in the detail of the front of the cathedral.

Sainte Foy Abbey-Church, France Built in the middle of the eleventh century, Sainte Foy Abbey-Church is a good example of the Romanesque style. The church served two purposes: it was a destination for pilgrims and an abbey-church for a community of monks. Romanesque churches have fewer windows than Gothic cathedrals, so they have a fortress-like look.

Ste. Madeleine, France Construction on Ste. Madeleine began in 1120. The design incorporated many rounded Roman arches. The thick stone walls of Romanesque churches like Ste. Madeleine restricted the height to which they could be built.

Lesson 12: Cultures in Conflict
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The Crusades

The Crusades began with a request for help in 1071. for nearly 400 years, Muslims had ruled Palestine, a small strip of land along the Mediterranean coast that was once part of the Byzantine Empire. To Jews, Palestine was the "promised land." To Muslims, it was the place where Muhammad's spirit had traveled to heaven. To Christians, it was the site of the birth and death of Jesus. Palestine was considered the Holy Land and Jerusalem its holiest city.

When Muslim warriors began attacking the Byzantine Empire, the emperor asked the pope in Rome for help. If the Byzantine Empire fell, Christians might lose access to the city of Jerusalem. In 10595 Pope Urban II called for a holy war against the Muslim Turks.

The First crusade began in 1096 when French nobles headed for the Holy Land, and it ended when the Christian army took the city of Jerusalem. The victory set up a violent tug of war between Christians and Muslims over Palestine until 1291, when the last of the Christian cities in the region fell to the Muslims during the fifth or Last Crusade.

The wars left Christians and Muslims bitter rivals. Christians and Jews were also deeply divided, since the crusaders had destroyed many Jewish settlements in the conflicts. but the Crusades changed the world in other ways as well. Crusaders brought back new ideas from the East, Greek texts from eastern libraries came west. Western scholars began translating Muslim works on mathematics, philosophy, and medicine. And goods from the east began making their way to European marketplaces in greater quantities.

Lesson Objectives

 * Identify the attitudes, beliefs, and events that led to the Crusades
 * Identify Saladin and Richard the Lion-Heart
 * Describe the direct and indirect results of the Crusades
 * Define //Crusades// and //Holy Land//


 * 1) Read Chapter 8 from "A Command from the Pope" to "A Favor from Saint James," pages 549-555, then answer the following questions in your History Journal:


 * What was happening in Constantinople in 1071?
 * Where did the Byzantine emperor turn for help? Why? What was the result?
 * How did the Jews, Christians, and Muslims view the region that included the city of Jerusalem? Why?
 * What role did Saladin and Richard the Lion-Heart play in the Crusades?
 * Describe the direct and indirect results of the Crusades.

2. Complete the Witness to the Crusades worksheet: 3. Take the lesson assessment.

Robin Hood is said to have lived in England during the time of Richard the Lion-Heart. But did he really? Make your own decision by exploring these websites and watching the original Robin Hood movie. (On Apple TV)
 * The Robin Hood Legend
 * The Robin Hood Project

Lesson 11: Monarchs
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The Bayeaux Tapestry The Full Bayeaux Tapestry The Invasion of England

One of the most famous dates in history is 1066. That year witnessed a shift in power from France to England as William, Duke of Normandy, became William I, King of England. The events of the year heralded the rise of monarchies and a dramatic change in the framework of government. William"s Great Council--a group of nobles and church leaders who met regularly to adivse the king and help him make laws--was the ancestor of legislatures that represent the will of the people.

Lesson Objectives

 * Define monarch
 * Describe the Norman Conquest
 * Describe the most important characteristics of the growth of monarchies in Europe during the late Middle Ages
 * Identify William the Conqueror and his achievements
 * Analyze maps for information on England and France


 * 1) Complete [[file:MS_WDHISTA_12_13_ReadingGuide.pdf]] as you read chapter 9, from the beginning to "Henry II Strengthens the Throne," pages 561-564.
 * 2) Use the atlas in the back of your textbook to complete [[file:MS_WDHISTA_12_13_NormanConquest.pdf]]
 * 3) Explore the links above for the Bayeux Tapestry, said to tell the story of the Norman Conquest.

Lesson 12: New Ideas of Justice
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Henry II Common Law, Birth of a State, Henry II, and the Angevins History of the Common Law Henry II Women in World History: Female Heroes : Eleanor of Aquitaine Queen Eleanor of Aquitaine

King William I kept a tight rein on his feudal lords, and so did William's great-grandson Henry. Under Henry II's rule, England became one of the strongest monarchies in Europe. The reforms Henry made to England's legal system became the foundation of legal systems in many countries, including the United States. Henry's wife, Eleanor of Aquitaine, was influential as well. A woman ahead of her time, she traveled from one end of Europe to the other arranging royal marriages for her children and grandchildren. In wartime she hopped on her horse and galloped around the countryside calling men to battle. When her son Richard was away from the throne during the Crusades, she helped run England herself.

Lesson Objectives

 * Define common law and jury
 * Recognize ways in which monarchs consolidated power
 * Identify Henry II and his legacy


 * 1) Read Chapter 9 from "Henry II Strengthens the Throne" to "The Magna Carta," including the sidebar "Eleanor of Aquitaine," pages 564-566.
 * 2) Research courts, juries, and common law to find out the role Henry II played in these areas of government. Write at least two sentences that describe what Henry contributed to these areas of England's legal system, and how his actions affected England and the world. Be sure to identify your sources.
 * 3) Use the information in your textbook, as well as information from the above links, to create a personality profile of Eleanor of Aquitaine. (Worksheet in the homework folder)

Lesson 13: Limiting Power
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Magna Carta and it's American Legacy Magna Carta Translation Runnymede Picture Gallery

The Magna Carta was written in 1215, but its influence stretched far beyond its time. English barons forced King John to sign the Magna Carta, which formally recognized the nobles' ancient rights and limits on taxation. The nobles insisted that copies of the document be made so it could be read aloud in every county in the kingdom. The Magna Carta made legal and official the idea that no one in England, not eve the king, had absolute power. With the signing of the Magna Carta, the journey toward constitutional government had begun.

Lesson Objectives

 * Explain why the Magna Carta was written and describe its key arguments
 * Explain the Magna Carta's legacy to democratic government
 * Analyze excerpts from the Magna Carta to assess its impact on future political thought

2. Visit the above websites to help complete 3. Take the Lesson Assessment.
 * 1) Read Chapter 9 from "The Magna Carta" to the end, pages 566-569. Answer the following questions in your history journal:
 * Why did the nobles demand that King John sign the Magna Carta?
 * What did the Magna Carta say about taxes?
 * Why did King John agree to sign the Magna Carta?
 * Why was the Magna Carta important to future generations?

Lesson 14: Review and Reflect

 * 1) Browse through your History Journal in preparation for your Unit Assessment.
 * 2) Complete the Unit Assessment (2 separate parts) [[file:Unit 12 assessment.docx]] [[file:MS_WDHISTA_12_17_UAS.pdf]]