Document B: Magna Carta, Excerpt of Primary Source
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1 Part 1: Review the six sources on the previous screens. For each source, complete the steps to analyze the information presented in the source. Respond to each question that follows the background information about the source. Think about which sources you might use to support your essay in response to the following prompt: Is the Dark Ages an appropriate term to describe the Middle Ages? Your body paragraphs will support the thesis that you have developed. Part 2: Select three of the six primary and secondary source documents to support your response to the prompt. Using details from the documents for support, write a three to five paragraph essay in response to the prompt. Submit both the analysis questions for your three selected documents and your essay to your instructor for grading. Tip: In your essay, be sure to reference the specific document used for support. For example, you might say "According to the Magna Carta " Document B: Magna Carta, Excerpt of Primary Source Document Analysis 1. How did religion influence the Magna Carta? The Catholics. 2. How did the Magna Carta limit the power of King John? It basically created the rule of law. 3. How did the Magna Carta lay the foundation for democracy? It created checks and balances. Know that we, at the prompting of God and for the health of our soul and the souls of our ancestors and successors, for the glory of holy Church and the improvement of our realm, freely and out of our good will have given and granted to the archbishops, bishops, abbots, priors, earls, barons and all of our realm these liberties written below to hold in our realm of England in perpetuity. Article 1: In the first place we grant to God and confirm by this our present charter for ourselves and our heirs in perpetuity that the English Church is to be free and to have all its rights fully and its liberties entirely. We furthermore grant and give to all the freemen of our realm for ourselves and our heirs in perpetuity
2 the liberties written below to have and to hold to them and their heirs from us and our heirs in perpetuity. Article 29: No freeman is to be taken or imprisoned or disseised of his free tenement or of his liberties or free customs, or outlawed or exiled or in any way ruined, nor will we go against such a man or send against him save by lawful judgement of his peers or by the law of the land. To no-one will we sell or deny of delay right or justice. Magna Carta, 1215 Document C: Joan of Arc, Painting Joan of Arc ( ), a national heroine of France, claimed to hear voices from God that called her to help the French drive the English out of France. Indeed, she led a French army in a victory over the English at Orleans. Later, a French court with English sympathies sentenced her to death. By her acts of bravery and by helping to unite the French, Joan contributed to the formation of a French national identity. Indeed, most French people view her as a symbol of national consciousness. This miniature painting was created around 1450, during the Late Middle Ages. European painting at that time started to show some of the naturalistic influence of the ancient Greek and Roman artists. However, these works retain some of the flatness that characterized medieval art.
3 Document Analysis 1. How does this painting show the influence of religion on politics? It binds them both together. 2. Do you think the painter of this picture viewed Joan of Arc as a heroine? Explain. Yes I feel like the artist respects her. 3. How does this painting combine the style of the ancient Greek and Roman artists with that of the artists of the Middle Ages? Give examples. The design and look looks middle ages. Like the pillars on buildings and mosaics. Document D: Kokin Wakashū Anthology Tanka or Waka is a type of Japanese poetry. It developed during the Middle Ages. The Kokin Wakashū is a collection of about 1,000 of these poems. Emperor Daigo, who reigned from CE, ordered poets to compile the book. Therefore, it was an official collection. Inclusion in it was a great honor. The book included not only the poems but also information about the poets and their inspirations when available. The compilers divided the poems into sections by topic such as the seasons, traveling, and love.
4 Document Analysis 1. Do you think the style of the book suggests anything about its value? Explain. The value is up there it looks old without seeing the date. It is probably a dead language. 2. When was the edition in this image published? How does that relate to its original publication? CE this is from, it looks newer but I did not see a publication date? 3. What do the types of poems in this collection tell you about Japanese society at this time? They loved poetry and singing. They liked love, life, and music. Is the Dark Ages an appropriate term to describe the Middle Ages? Yes it is there is more insight about the year 2000 than the light shining on the middle ages. I will explain everything to you as my teacher and you will learn more from this than the whole module!
5 This time period is considered dark because only a limited written record survived to shine light on the time bridging the two better documented eras of the Romans and the Renaissance. But it is also the case that Renaissance thinkers wanted to draw a clear connection between their own time and the great learning of Ancient Greece and Rome. To do this, they had to ignore the long period of time that fell in between. There are really no specific dates in the dark ages. They are really vague or widespread. But there is a lot of info of the time period it is not a lot compared to the time spread. Such as Kokin Wakashū it is a great work that we do not know that much about. The Dark ages are dark no one thought of writing much down or have news casting or reel to reel. So we are stuck in the dark in information. I hope I have brought you to the light in the dark ages and you feel more confident as a teacher.
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