Transcript The Middle Ages Begin Western Roman Empire fell in 476 A.D.

Middle Ages Unit Overview
Textbook: Chapter 9 and 10
Chapter 9: Feudal Europe
◦ Lesson: 1: The Development of Feudalism and p. 310-311, need to define Nationalism and link the two
concepts together
MID-UNIT QUIZ
Chapter 10: Medieval Europe
◦ Lesson 1: The Role of the Catholic Church
◦ Lesson 2: The Crusades
◦ Lesson 4: Changes in Government and Economics
FINAL UNIT TEST
Students will be able to describe the
transition from feudalism to nationalism
and describe the Catholic Church’s role
during the Middle Ages.
MIDDLE AGES LEARNING GOAL
Students will be able to describe the transition from feudalism to
nationalism and describe the Catholic Church’s role during the Middle Ages.
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Students are able to
describe the transition
from feudalism to
nationalism and THREE of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Approaching Proficiency
Level 2
Below Proficiency
Level 1
Students are able to describe
the transition from feudalism
to nationalism and TWO of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Students are able to describe
the transition from feudalism
to nationalism and ONE of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Far Below Proficiency- Level 0
Students are able to
describe the transition
from feudalism to
nationalism and ALL of
the following involving the
Proficiency
Level 3
No Evidence
Exceeds Proficiency
Level 4
Arizona Smith video – 23 minutes
World History- Medieval and Early Modern Times
A History of the Middle Ages
Today’s Learning Target to Reach Our Goal!
Students will be able to
describe the transition from
feudalism to nationalism.
Based on Today’s Learning Target,
Students will be able to describe the transition from feudalism to
nationalism.
I COULD TEACH
today’s learning
target!
I MET today’s
learning target!
I ALMOST met
today’s learning
target!
I’m WORKING on
today’s learning
target!
I DON’T UNDERSTAND
today’s learning target!
I can describe
the transition
from feudalism
to nationalism
as well as TEACH
someone who is
struggling to
understand.
I can describe
the transition
from feudalism
to nationalism
without reviewing
my ISN. I got this!
I can describe
SOME OF the
transition from
feudalism to
nationalism
without reviewing
my ISN.
I can describe
the transition
from feudalism
to nationalism
with the help of
my ISN notes.
I can NOT describe
the transition from
feudalism to
nationalism. I don’t
have useful notes in
my ISN. I need help!
ISN:
th
4
Quarter Table of Contents
Left Side
Page
Right Side
Page
BLANK
40
4th Quarter Social Studies
41
Middle Ages Learning Goal & Scales
42
Anticipatory Guide for Feudal Europe
43
The Emergence of Feudalism
44
Feudal Pyramid of Power
45
Symbols for Coat of Arms/final copy of Coat of Arms
46
Typed Coat of Arms descriptive paragraph
47
The Transition from Feudalism to Nationalism
48
Draft of quiz, paragraph
49
Concept Map- Edu & Gov’t
50
Christianity- Edu/Gov’t
51
Be the Teacher Quiz
52
Christianity, Crusades/Econ, Inq.
53
Anticipatory Guide for Feudal Europe- Changes to Europe after the Fall of Rome
Directions: Number your ISN , on PAGE 43 , from #1-5 and write agree or disagree next to each
statement if you think it was a change that occurred after the Fall of Rome.
1. Increase in the size and power of government
2. Reduction in the long-distance trade
3. Increase in learning and devotion to Greek and Roman
culture
4. Rise of cities and disappearance of rural villages and farms
5. Political disorder and constant warfare led to the
development of feudalism in Europe
The Middle Ages Begin
Middle Ages-1,000 year period ( 500-1450)in Europe after the fall of Rome, it is also called
the medieval period.
Changes to Europe after the Fall of Rome- Answers
1.
DISAGREE, a DECLINE in the size and power of government
2.
AGREE, REDUCTION in the long-distance trade
3.
DISAGREE, a DECLINE in learning and devotion to Greek and Roman culture
4.
DISAGREE, a DISAPPEARANCE of cities and a RISE of rural villages and farms
5.
AGREE, Political disorder and constant warfare led to the development of feudalism in Europe
All of these changes led to the rise of feudalism; the need for kings
and nobles to secure their land amidst instability and warfare.
Big Ideas about Feudal Europe
After the fall of Rome, a political and social system called feudalism
developed in Europe.
Many societies rely on family roles and social classes to keep order.
Feudal society was divided into well–defined classes.
At the top were kings and wealthy landowners.
At the bottom were peasants, many of whom worked for the landowners.
The Emergence of Feudalism
Notes for ISN p. 44
Warfare and the constant threat of invasion led to the creation of a political and
social system known as feudalism. Feudalism emerged largely as a way for kings
and nobles to hold onto their land and power during so much warfare.
Feudalism was based on an agreement between two groups of nobles—lords
and vassals. A lord was a powerful noble who owned land. Lords gave pieces of
their land to lesser nobles called vassals. These plots of land were called fiefs. In
return for the land, the vassal owed his lord service in his court and army. Many
vassals were warriors known as knights. Thus, they fought on behalf of the lord.
Other vassals hired knights to defend the lord and his property. Vassals also paid
taxes to their lord in return for their fief (land).
Kings and nobles created a new
system to keep their power during
all of the chaos/war
New system known as feudalism;
based on agreements between two
groups of nobles: lords and vassals
Lords – powerful land owning
nobles; gave land to vassals (lesser
nobles)
In return, vassals defended lords’
property, many were knights
Vassals also paid lords’ taxes for
their fief, or piece of land
Copy Image in ISN P.45
Fun Facts about the
Middle Age’s Feudal System
oAround 90 percent of the people worked the land as peasants.
oPeasants worked hard and died young. Most were dead before they reached 30
years old.
oThe kings believed they were given the right to rule by God. This was called
"divine right.”
oThe Lord held absolute power over the fief or manor including holding court
and deciding punishments for crimes.
Brainpop Feudalism
The Transition from Feudalism to Nationalism
Notes Needed for ISN Page 48
Feudalism is a political and social system for kings and nobles to hold on to their land and
power during warfare.
Because of famine and disease (Black death), there was a decrease in workers.
Because there was a decrease in workers, they demanded more power and rights.
Because they demanded more power and rights, the people were able to become merchants
and craftsmen known as the middle class.
Because of the middle class, towns and cities began to grow.
Because of this growth, power changed from owning land to having money.
Because of success of the middle class, people had a feeling of pride and belonging to their
country which is known as Nationalism.
The Transition from Feudalism to Nationalism
Nationalism: A belief in the importance of your country or a feeling that you
are proud to belong to your country. Devotion to their country and patriotism.
The feudal society of Europe left the ideals of loyalty and honor which remain
strong to this day.
Another legacy of the European Middle Ages is surnames, or family names.
Many European family names have medieval origins. For example, a person
took a family name from his or her job. Family names such as Baker, Carpenter,
Cook, and Taylor are still common today.
Many medieval structures such as churches and castles still stand in Europe.
One of the most powerful institutions during this time was the Catholic Church,
which remains very active to this day.
Coat of Arms
During the Middle Ages, knights used a coat of arms to identify themselves. One man in
armor looked a lot like another, so the coat of arms was used to identify a knight in battle. In
a society where few people could read and write, pictures were very important.
Only the oldest son would inherit his family’s coat of arms unchanged; his younger brothers
would usually add a symbol to show who they were. The symbol a younger son added was
often a smaller picture placed in the middle of the shield. When a woman married, the coat
of arms of her family was often added to her husband’s arms. Sometimes the arms were
quartered, or divided into parts. In this case, the man’s family coat of arms was in the upper
left quarter and lower right, while the woman’s family’s arms were in the other two quarters.
Shields are “read” like a book, starting at the upper left, going across and then down.
Examples of
Coat of Arms
Personal Coat of Arms Directions
You will be creating your own Coat of Arms based on your hobbies, personality, character, and
family. Make sure that you choose colors, animals, images and symbols which represent you.
You should refer back to the notes in your ISN for specific colors, animals and symbols.
The following information must be included on your Coat of Arms:
A symbol/picture to represent an important place to you.
A symbol/picture to represent a hobby or activity that represents you.
Select a color that best represents your character and personality (refer to ISN p.46)
An animal that represents you (refer to ISN p.46)
Another symbol/picture that represents you (refer to ISN p.46)
Include a personal motto (words or phrase that represents you) at the top.
Coat of Arms DUE Thursday, March 24th
For ISN Page 46 copy the COLORS, ANIMALS, and SYMBOLS that best represents you and your family in
each “charge” or section of the arms. You will copy these “charges” on your final Coat of Arms.
For ISN Page 47 you will TYPE and PRINT a paragraph explaining the following information:
1. A symbol/picture to represent an important place to you.
2. A symbol/picture to represent a hobby or activity that represents you.
3. Select a color that best represents your character and personality (refer to ISN p.46)
4. An animal that represents you (refer to ISN p.46)
5. Another symbol/picture that represents you (refer to ISN p.46)
6. Include a personal motto (words or phrase that represents you) at the top.
Compose your paragraph should include an introductory and concluding sentence using proper
sentence structure and spelling.
Both are DUE on Thursday, March 24
Are you prepared for
a mid-unit quiz on the
Middle Ages?
ARE YOU PROFICIENT ON THE LEARNING TARGET?
STUDENTS WILL BE ABLE TO DESCRIBE THE TRANSITION
FROM FEUDALISM TO NATIONALISM .
QUIZ NEEDS TO BE CREATED!
Students will be able to describe the transition from feudalism to
nationalism and describe the Catholic Church’s role during the Middle Ages.
Students are able to
describe the transition
from feudalism to
nationalism and THREE of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Approaching Proficiency
Level 2
Below Proficiency
Level 1
Students are able to describe
the transition from feudalism
to nationalism and TWO of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Students are able to describe
the transition from feudalism
to nationalism and ONE of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Far Below Proficiency- Level 0
Students are able to
describe the transition
from feudalism to
nationalism and ALL of
the following involving
the role and spread of the
Catholic Church during
the Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Proficiency
Level 3
No Evidence
Exceeds Proficiency
Level 4
Today’s Learning Target to Reach Our Goal!
Students will be able to
describe the role of the Catholic
Church during the Middle Ages.
Based on Today’s Learning Target,
Students will be able to describe the role of the Catholic
Church during the Middle Ages.
I COULD TEACH today’s
learning target!
I MET today’s
learning target!
I ALMOST met today’s I’m WORKING on
learning target!
today’s learning
target!
I DON’T UNDERSTAND
today’s learning target!
I can describe the
role of the
Catholic Church
during the
Middle Ages as
well as TEACH
someone who is
struggling to
understand.
I can describe
the role of the
Catholic Church
during the
Middle Ages
without reviewing
my ISN. I got this!
I can describe
SOME OF the
role of the
Catholic Church
during the
Middle Ages
without reviewing
my ISN.
I can NOT describe
the role of the
Catholic Church
during the Middle
Ages. I don’t have
useful notes in my
ISN. I need help!
I can describe
the role of the
Catholic Church
during the
Middle Ages
with the help of
my ISN notes.
The Role of the Catholic Church during the Middle Ages
Why was the Church so powerful?
1. It owned land. The Church owned many large areas of farmland. People who
grew crops on this land had to give one tenth of everything they grew to the
Church, this was called the Tithe. Therefore, the Tithe caused hardships for the
poor.
2. Center of town life: Christianity and the Catholic Church played a major role
in Europe during the Middle Ages. The local church was the center of town life.
People attended weekly ceremonies. They were married, baptized, confirmed,
and buried at the church. The church even confirmed kings on their throne
giving them the divine right to rule.
The Role of the Catholic Church during the Middle Ages
Why was the Church so powerful?
3. Rich and Powerful: The Catholic Church became very rich and powerful during
the Middle Ages. Eventually, the church owned about one third of the land in
Western Europe. They did not have to pay the king any tax for their land,
therefore the leaders of the church became rich and powerful.
4. It wasn’t controlled by a king: The Church was Roman Catholic and therefore
was lead by the Pope.
Spread of Christianity
The Spread of Christianity Through Education
P. 51 in your ISN
• The Church 1. played a dominate role in education by helping to establish
universities. As cities grew, Catholic schools expanded into early forms of
universities.
• During the Middle Ages, religious structures known as monasteries arose
across Europe. 2. Monasteries were places where religious followers called
monks practiced a life of prayer and worship. In monasteries, 3. monks studied
Christian works and made copies of the Bible. By doing so, they 4. preserved
and promoted the ideals and beliefs of Christianity.
The Spread of Christianity Through Government
continued on p. 51 in ISN
The 1. Church, as a political institution, in Medieval Europe was
powerful and organized. The 2. men who filled important positions in
the church had strong social and political ties to Europe’s nobility.
3. Many Church officials helped European political leaders run their
kingdoms.
4. The King could not tell anyone from the Church what to do since
the Pope led the Church.
New political ideas changed the structure of England's government.
Directions p. 50 ISN.
Make two small concept maps and write the main idea in the center of each
one. (The spread of Christianity through education and one for the spread of Christianity and government. For
each topic that is connected to the main idea write it in a bubble and make an illustration. Use a different color for
each topic. You must have at least 3 topics that support each main idea.
The Spread of Christianity Through The Crusades and
Inquisition P. 53 in ISN
From 1096-1279, Christians including Catholics, launched the Crusades,
military expeditions, from Christian/Catholic Europe to Palestine.
Christians and Catholic leaders wanted access to the sacred sites in the Holy
Land (Jerusalem and the area around it) and hoped to gain power through
warfare.
Crusades failed to take control of the Holy Land.
Crusades led to the Inquisition, a court used by Church officials to punish
people opposed to Church teachings.
Spread of Christianity- Economics
P. 53 in ISN
•The Crusades enhanced existing trade.
•The Crusades brought more goods, spices, and textiles to
Europe.
• Increase in trade added to changing European Economy.
•The government, known as Parliament, would eventually
control the collection of taxes by the laws they passed.
Be the Teacher!!- ISN Pg. 52
Directions: Your job is to create a quiz from the notes you
took on the Spread of Christianity from yesterday and today.
You must have 3 questions. They can be multiple choice, fill in
the blank, matching, or short answer. Focus on the most
important facts from your notes and include an answer key on
page 52.
Have a classmate take your quiz and see how they do. 
Students will be able to describe the
transition from feudalism to nationalism
and describe the Catholic Church’s role
during the Middle Ages.
MIDDLE AGES LEARNING GOAL
Students will be able to describe the transition from feudalism to
nationalism and describe the Catholic Church’s role during the Middle Ages.
Students are able to
describe the transition
from feudalism to
nationalism and THREE of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Approaching Proficiency
Level 2
Below Proficiency
Level 1
Students are able to describe
the transition from feudalism
to nationalism and TWO of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Students are able to describe
the transition from feudalism
to nationalism and ONE of
the following involving the
role and spread of the
Catholic Church during the
Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Far Below Proficiency- Level 0
Students are able to
describe the transition
from feudalism to
nationalism and ALL of
the following involving
the role and spread of the
Catholic Church during
the Middle Ages:
1. Education
2. Government
3. Crusades/Inquisition
4. Economics
Proficiency
Level 3
No Evidence
Exceeds Proficiency
Level 4
Are you prepared for
the unit test on the
Middle Ages?
ARE YOU PROFICIENT ON THE LEARNING GOAL SCALE?