PREPARING FOR UNIT TESTS, USING THESE TEST AS A GUIDE!

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1 PREPARING F UNIT TESTS, USING THESE TEST AS A GUIDE! What is the purpose of a pre-published Unit Test? Grammar: To take time to remember key points of historical grammar facts that we ve studied this year. To summarize F our students (they are not old enough to summarize for themselves!) To teach them to take this kind of test. Dialectic: To take time to remember key points of historical grammar facts that we ve studied this year. To help students summarize (in their case, connect the dots once again) what they ve learned in the unit AS A WHOLE. To bring closure and a sense of accomplishment. To teach them to take this kind of test. To evaluate whether they need remedial work in studying for this kind of test next time. Rhetoric: To take time to remember key points of historical grammar facts that we ve studied this year. To give students a chance to summarize for themselves what they ve learned in the unit AS A WHOLE. Students should generate charts, or mind maps, or outlines that go back through the Unit and look at it from a bird s eye view, picking out for themselves the dominant themes of the unit and relating them to one another. If they re new to this kind of study, of course you ll have to help them. To bring closure and a sense of accomplishment. To teach them to take this kind of test. To evaluate whether they need remedial work in studying for this kind of test next time. What are NOT purposes of pre-published Unit Tests? To cause Mom to feel like a failure, and run screaming from the house, never to return. To test (especially Grammar level) students on material they ve never seen, or only lightly treated weeks ago. To be the only kind of evaluation you use: please see Reviewing techniques: Grammar: Look through the portfolio you created with your child, slowly. Review maps, activities, and pictures if you have them. Review the pictures only (no text) in your spine book (ideally Usborne s Medieval World). On each page, ask the child if he remembers what the pictures and maps are about. Ask your child to tell you his favorite memories from each week-plan you ve covered so far (reminding him of the subject of the week first). Go through the themes in the Weekly Overview pages with him, and quiz him orally to see what he remembers. Tie threads from earlier units into the lessons of this past unit. Dialectic: Take time to remember (both with them, orally, and through review of previous weekly quizzes or reading notes) key points of grammar facts that we ve studied this year. Help students summarize (in their case, connect the dots once again) what they ve learned in the unit AS A WHOLE. The test preparations should bring closure and a sense of accomplishment to the unit's end. Teach them to prepare for, and take, this kind of test. Evaluate whether they need remedial work in studying for this kind of test next time. Rhetoric: Direct your student to take time to remember key points of grammar key facts that he's studied this year. Teach, if you've not done so before, effective methods for reviewing key factual information from reading/discussion notes, creating new charts or mind maps, or oral quizzing among siblings or with you. Give students a chance to summarize for themselves what they ve learned in the unit AS A WHOLE. Students should generate charts, or mind maps, or outlines that go back through the Unit and look at it from a bird s eye view, picking out for themselves the dominant themes of the unit and relating them to one another. If they re new to this kind of study, of course you ll have to help them. Structure your review to bring closure and a sense of accomplishment to the student's studies. Teach them to take this kind of test. Evaluate whether they need remedial work in studying for this kind of test

2 Unit Test: Unit 1: The Middle Ages Lower Grammar * Page 1 Part 1: Map skills: Your teacher will tell you whether you should do this on paper or out loud. She will give you blank, outline maps for these questions. 1. Name and point out the 7 continents. 2. Name and point out the 4 oceans. 3. Point out to your teacher: The Alps The Pyrenees The Apennines The British Isles The Italian peninsula The Greek peninsula Japan China Scandinavia India The Mediterranean Sea The Red Sea The Arabian Sea Jerusalem Mecca Constantinople Rome Paris London Part 2: Write down the letter in front of the correct answer on a separate piece of paper. 1. We study history because. a. Because it s HIS story (Jesus'). It s all about Him! b. What we believe influences what we do. c. What others have done before us was an example for us to learn from! d. All of the above! 2. Constantine was the first Roman Emperor. a. good b. Christian c. wicked d. ever 3. The greatest emperor of the Byzantine Empire after Constantine was. a. Alexander b. Justinian c. Nero d. Leo X 4. The Byzantine artists were skilled in. a. painting icons b. illuminating texts c. creating intricate mosaics d. a, b, and c 5. Who started Islam? a. Moses b. Jesus c. Muhammad d. Gabriel 6. What is a minaret? a. house of prayer b. a tall tower on a mosque c. a dance d. a boat 7. What is the Koran? a. a type of building b. Islam's holy book c. a type of ship d. a type of sword 8. The Dark Ages were so named because. a. The Roman Empire was destroyed and there was no good government. b. Raiding barbarians looted and killed people very often. c. People forgot how to build and write literature and create other works of art. d. All of the above. 9. A monastery was a place where lived and worked. a. priests b. soldiers c. farmers d. monks 10. Vikings most commonly lived in. a. grass huts b. longhouses c. castles d. monasteries 11. Charlemagne was king of the. a. Angles b. Franks c. Romans d. Visigoths Please sit with your child and read these questions aloud if he needs help! 1999 Marcia Somerville. All rights reserved.

3 Unit Test: Unit 1: The Middle Ages Lower Grammar Page In most castles, the noble people slept and ate and lived in the. a. portcullis b. keep c. moat d. tower 13. Soldiers who guarded the gate slept and ate in the castle's. a. keep b. gatehouse c. portcullis d. stable 14. An iron grill that protected the castle gate was called a. a. keep b. battlement c. portcullis d. moat 15. A was a tract of land given by a lord to his vassal. a. manor b. field c. fief d. country 16. was a ceremony of submission that all vassals performed. a. Homage b. Heraldry c. Chivalry d. Investiture 17. The called on the men of Europe to fight the Muslims in Crusades. a. Lord b. Pope c. Vassal d. King 18. Marco Polo traveled to and back. a. Europe b. Japan c. China d. Mecca 19. was the leader of the Mongols whom Marco Polo served. a. Genghis Khan b. Ming Lee c. Iraneous Khan d. Kublai Khan 20. invented the printing press with moveable type. a. John Wycliffe b. John Hus c. Johannes Gutenberg d. William Tyndale Choose one of the following topics about which to write a paragraph, or describe aloud, (teacher's choice). If you are writing, take time to mind map or sensory chart before beginning, and make your work neat and orderly! Describe the life of a noble lady. Include what she would wear, things she might do all day, and where, when and what she would eat. Describe a castle. Include in your paragraph all of the following terms, and what they were used for: keep, battlements, mews, portcullis, gate house, moat, drawbridge, and great hall. Describe a monastery. Tell what kinds of things monks did each day by telling what they would do in each of these places: dormitory, lavatorium, hospice, refectory, scriptorum, and chapel. Tell it like a story if you want to. Describe the 5 "pillars of Islam"--5 things a Muslim does to try to become acceptable to God. Tell why doing all these things will not succeed in making a Muslim acceptable to God.

4 Unit Test: Unit 1: The Middle Ages Upper Grammar Page 1 Part 1: Map skills: Your teacher will tell you whether you should do this on paper or aloud. She will give you blank, outline maps for these questions. Name and point out (or list or label on a blank map) the 7 continents. Name and point out (or list or label on a blank map) the 4 oceans. Point out to your teacher, or label on a blank map: The Alps The Pyrenees The Apennines The British Isles The Italian peninsula The Greek peninsula Japan China Scandinavia India The Mediterranean Sea The Red Sea The Arabian Sea Jerusalem Mecca Constantinople Rome Paris London Tokyo Beijing Venice Genoa Florence Shade on your map, or show your teacher, the areas where: Charlemagne's Empire reached at its fullest extent in RED. The general location of the Papal States (Pepin's Donation) in BLUE. The general area where the Holy Roman Emperors ruled in ANGE The general outlines of the Mongol Empire at its fullest extent in GREEN. Section 2: Fill in the letter for the correct answer on a separate sheet of paper: 1. We study history because. a. Because it s HIS story (Jesus'). It s all about Him! b. What we believe influences what we do. c. What others have done before us was an example for us to learn from! d. All of the above! 2. Constantine was the first Roman Emperor. a. good b. Christian c. wicked d. insane 3. Jesus was born during the time when the Empire was strong. a. Greek b. Phoenician c. Alexandrian d. Roman 4. The greatest emperor of the Byzantine Empire after Constantine was. a. Alexander b. Justinian c. Nero d. Leo X 5. During the Byzantine Empire, the Christian church split into two main groups: Roman Catholicism and Orthodox. a. Western b. Southern c. Northern d. Eastern 6. Who started Islam? a. Moses b. Jesus c. Muhammad d. Gabriel 7. What is a minaret? a. house of prayer b. a tall tower on a mosque c. a dance d. a boat 8. What is the Koran? a. type of building b. Islam's holy book c. type of ship d. type of sword

5 Unit Test: Unit 1: The Middle Ages Upper Grammar Page 2 9. The Dark Ages were so named because. a. The Roman Empire was destroyed and there was no good government. b. Raiding barbarians looted and killed people very often. c. People forgot how to build and write literature and create other works of art. d. All of the above. 10. A monastery was a place where lived and worked. a. priests b. soldiers c. farmers d. monks 11. Vikings most commonly lived in. a. grass huts b. longhouses c. castles d. monasteries 12. Charlemagne was king of the. a. Angles b. Franks c. Romans d. Visigoths 13. In most castles, the noble people slept and ate and lived in the. a. portcullis b. keep c. moat d. tower 14. Charlemagne was remembered most for: a. Developing and administering well a large empire. b. Promoting learning by establishing schools and causing the training of teachers. c. Defending, and being crowned by, the Pope in 800 AD. d. All of the above. 15. The pastime of hunting on horseback with birds of prey was called. a. hue and cry b. falconry c. birding d. the mews 16. A was a tract of land given by a lord to his vassal. a. manor b. field c. fief d. country 17. was a ceremony of submission that all vassals performed. a. Homage b. Heraldry c. Chivalry d. Investiture 18. Soldiers who guarded the gate slept and ate in the castle's. a. keep b. gatehouse c. portcullis d. stable 19. An iron grill that protected the castle gate was called a. a. keep b. battlement c. portcullis d. moat 20. The called on the men of Europe to fight the Muslims in Crusades. a. Lord b. Pope c. Vassal d. King 21. Marco Polo traveled to and back. a. Europe b. Japan c. China d. Mecca 22. was the leader of the Mongols whom Marco Polo served. a. Genghis Khan b. Ming Lee c. Iraneous Khan d. Kublai Khan 23. led the French to victory against the English and inspired them to become a unified nation during the 100 Years War. a. Joan of Arc b. Henry V c. Charlemagne d. Alfred the Great

6 Unit Test: Unit 1: The Middle Ages Upper Grammar Page invented the printing press. a. John Wycliffe b. John Hus c. Johannes Gutenberg d. William Tyndale 25. People built cathedrals with stained glass windows mostly because. a. They liked the pretty colors. b. Generally, people couldn't read, but they could understand Bible stories in pictures. c. Glass was cheaper than stone. d. People thought God liked colored glass better. Vocabulary Section: on a separate piece of paper, define the following words: 1. pilgrimage 2. fresco 3. isthmus 4. manuscript 5. usurp 6. peasant 7. lance 8. ruthless 9. plague 10. schism Writing: choose one of the following topics about which to write a paragraph. Take time to mind map before beginning, and make your work neat and orderly! Describe a day in the life of a noble lady. Include what she would wear, what she would do all day, and where, when and what she would eat. Describe a castle. Tell in your paragraph what all these things were, and what they were used for: keep, battlements, mews, portcullis, gatehouse, moat, drawbridge, and great hall. Describe a monastery. Tell what kinds of things monks did each day by telling what they would do in each of these places: dormitory, lavatorium, hospice, refectory, scriptorum, and chapel. Describe the 5 "pillars of Islam"--5 things a Muslim does to try to become acceptable to God. Tell why doing all these things will not succeed in making a Muslim acceptable to God.

7 Unit Test: Unit 1: The Middle Ages Dialectic Page 1 Part 1: Map skills: Your teacher will tell you whether you should do this on paper or aloud. She will give you blank, outline maps to use in answering these questions: 1. Name and point out (or list or label on a blank map) the 7 continents. 2. Name and point out (or list or label on a blank map) the 4 oceans. 3. Point out to your teacher, or label on a blank map: The Alps The Pyrenees The Apennines The British Isles The Italian peninsula The Greek peninsula Japan China Scandinavia India The Mediterranean Sea The Red Sea The Arabian Sea Jerusalem Mecca Constantinople Rome Paris London Tokyo Beijing Venice Genoa Florence Shade on your map the areas where: Charlemagne's Empire reached at its fullest extent in RED. The general location of the Papal States (Pepin's Donation) in BLUE. The general area where the Holy Roman Emperors ruled in ANGE The general outlines of the Mongol Empire at its fullest extent in GREEN. The kingdom of the Lombards, who were defeated by Pepin and Charlemagne in PURPLE. Fill in the answers to the following questions on a separate piece of paper: 1. The "Fall of Rome" is dated AD, though, of course, only the half of the Roman Empire "fell." 2. Constantine was the first emperor of the Roman Empire. 3. During the Byzantine Empire, the Christian church split into two main groups: Roman Catholicism and Orthodox. 4. Constantinople was finally conquered by the in 1453 AD. 5. An is a kind of painting of "holy" people that was mistakenly worshipped by people in the Byzantine churches. An is one who opposes or destroys one of these. 6. Who started Islam? 7. What does "Islam" mean? 8. What is the Koran? 9. What is a mosque? 10. The Dark Ages were so named because (give 3 reasons). 11. Charlemagne was remembered most for 3 things. What were they? 12. The strict code of relationships that developed during the High Middle Ages was called. 13. was a set of well-defined economic relationships between the lord and his peasants. 14. The wars, which the Pope sanctioned and encouraged against the Muslims, were called the. 15. The architectural style of the early Middle Ages was called ; that of the high and late Middle Ages was called Marcia Somerville. All rights reserved.

8 Unit Test: Unit 1: The Middle Ages Dialectic Page The famous traveler who visited the far east during the Middle Ages was. 17. The Mongol leader he served was. 18. was the pope who represented the height of Christendom when he announced that he judged all men and was judged by none. 19. By the end of the Middle Ages, which 4 European countries were well defined in modern form? 20. The and The were used by God to break down the Feudal System and prepare men's hearts for the Reformation. 21. The unexpected arrival of inspired the French toward a national identity by leading French troops against the English. 22. What are two ways that the Crusades furthered God's plans in Europe? 23. was the chief scholastic, who set out to save the Catholic Church by reconciling the Bible with the writings of. 24. was the great English reformer who is called the Morning Star of the Reformation. 25. invented the printing press. Vocabulary Section: on a separate piece of paper, define the following words: 1. deprecate 2. dialectic 3. disabuse 4. discursive 5. disseminate 6. doleful 7. droll 8. effrontery 9. embargo 10. enunciate Writing: Choose one of the following topics, displaying techniques you've been learning about this year. Take time before beginning to pre-write. Use lots of facts. Write 2-3 paragraphs. Describe a day in the life of a noble lady. Include what she would wear, what she would do all day, and where, when and what she would eat. Describe a castle. Tell in your paragraph what all these things were, and what they were used for: keep, battlements, mews, portcullis, gatehouse, moat, drawbridge, and great hall. Compare/contrast the western Roman Catholic Church with the Eastern Orthodox Church. Describe the 5 "pillars of Islam"--5 things a good Muslim does to try to become acceptable to God. Tell why doing all these things will not succeed in making a Muslim acceptable to God.

9 Unit Test: Unit 1: The Middle Ages Rhetoric Page 1 Part 1: Map skills: Your teacher will tell you whether you should do this on paper or aloud. She will give you blank, outline maps from which to answer these questions. 1. Name and point out (or list or label on a blank map) the 7 continents. 2. Name and point out (or list or label on a blank map) the 4 oceans. 3. Point out to your teacher, or label on a blank map: The Alps The Pyrenees The Apennines The British Isles The Italian peninsula. The Greek peninsula. Japan. China. Scandinavia India. The Mediterranean Sea. The Red Sea. The Arabian Sea. Jerusalem Mecca Constantinople Rome Paris London Tokyo Beijing Venice Genoa Florence Shade: Charlemagne's Empire reached at its fullest extent in RED. The general location of the Papal States (Pepin's Donation) in BLUE. The general area where the Holy Roman Emperors ruled in ANGE The general outlines of the Mongol Empire at its fullest extent in GREEN. The kingdom of the Lombards, who were defeated by Pepin and Charlemagne in PURPLE. Fill in the Blanks: On a separate piece of paper, fill in the blanks with the correct word(s): 1. The "Fall of Rome" is dated AD, though, of course, only the half of the Roman Empire "fell." 2. During the Byzantine Empire, the Christian church split into two main groups: the Roman Catholic Church and the Orthodox Churches. 3. An is a kind of painting of "holy" people that was mistakenly worshipped by people in the Byzantine churches. An is one who opposes or destroys one of these. 4. Who started Islam, and in what century? in AD. 5. What does "Islam" mean? 6. Why didn't Muslims create statues or paintings? 7. Give 3 reasons why the Dark Ages were so named. 8. The primary occupation of most Vikings was. 9. The Vikings established permanent settlements on and. 10. What happened on Christmas Day, 800 AD? 11. Name the three things we remember Charlemagne for most. 12. The strict code of social and governmental relationships among the nobility that developed during the High Middle Ages was called ; was a set of well-defined economic relationships between any overlord and his peasants. 13. The wars, which the Pope sanctioned and encouraged against the Muslims, were called the. 14. The architectural style of the early Middle Ages was called ; that of the high and late Middle Ages was called. 15. The famous traveler who visited the Far East during the Middle Ages was and the Mongol leader he served was.

10 Unit Test: Unit 1: The Middle Ages Rhetoric Page was the pope who represented the height of Christendom when he announced that he judged all men and was judged by none. 17. By the end of the Middle Ages, which 4 European countries were well defined in modern form? 18. The and the were used by God to break down the Feudal System in His time. 19. The unexpected arrival of inspired the French toward a national identity by leading French troops against the English. 20. What are two ways that the Crusades furthered God's plans in Europe? 21. was the chief scholastic, who set out to save the Catholic Church by reconciling the Bible with the writings of. 22. was the great English reformer who is called the Morning Star of the Reformation. 23. invented the printing press? 24. were the institutions that gave political power and protection to merchants and craftsmen in towns during the late Middle Ages. 25. The were instrumental in uniting Englishmen in a heartfelt national identity. Time Line Section: on a separate sheet of paper, make a time line which starts at 450 and ends at Mark each century, beginning with 500. Now, label the following time periods/events as accurately as you can: The crowning of Charlemagne in Rome. The Middle Ages The Black Death The High Middle Ages The Renaissance The 100 Years War The Viking Age The Wars of the Roses Innocent III (height of papal power) The Babylonian Captivity The Great Schism The Fall of Rome Essay Question: take 45 minutes to answer your choice of these two questions. Alert your teacher to time you, now, please before beginning. 1. It is easy to see that modern nation stated grew out of specific events in the Middle Ages. In a carefully constructed essay, trace the developments of common culture, permanent governmental institutions, and national consciousness in England, France, and Spain. Note parallel developments in these countries, as well as important differences between them. 2. Many see the feudal system as static and primitive, but it was in many ways a positive way of ordering society. In a well-constructed essay, describe the rise of feudalism, its customs and strengths in its full expression, and how it declined and devolved into modern social and governmental systems. Comment on the strengths of feudalism in all three of your descriptive paragraphs.

11 LOWER GRAMMAR: ANSWERS: Part 1: Map skills. Refer to source map for corrections. 1 point for each label. This section: 30 possible points. Part 2: Multiple Choice. 1 point per question. If 2 blanks, 1/2 point per blank. This section: 20 possible points. 1. d 2. b 3. b 4. d 5. c 6. b 7. b 8. d 9. d 10. b 11. b 12. b 13. b 14. c 15. c 16. a 17. b 18. c 19. d 20. c Part 3: Paragraphs. 50 points total. This is harder to grade. You should, in your mind, combine two separate grades for this section: paragraph construction and factual content. If you are new at grading paragraphs, try going through the work twice and assigning two different grades, then combining them. Grade the student against himself: is this his best effort? Below is a sample paragraph that, for a second grader, would be an A+, even if he only narrated it for you to write down. It s probably more like a Third Grader s written work. A castle was the home of a wealthy nobleman. The nobleman and his family lived in the keep. They slept there and ate there. The great hall was in the keep. It was a big feast room. The battlements were the tops of the walls around the castle. The soldiers kept watch there. The gatehouse was around the drawbridge and portcullis. The knights slept there. The drawbridge was a bridge that could be raised in time of war. The portcullis was an iron grill that went up and down. The moat was a ditch filled with water. The drawbridge crossed it when it was down. Castles were safe homes for many people. Note: your child should have a topic sentence, a concluding sentence, and lots of facts, in order to get an A. At this age, if every sentence begins with "the," that's ok. It s also ok if your 1-3 grader begins each sentence with the topic: example: The keep was The battlements were The drawbrige was We are looking for advanced children (third graders) to rearrange terms even more than I did above in a different order than they are given in the question. You should tell your child beforehand that handwriting and neatness would be a part of his grade. Give a half-letter grade (from B to B+, for instance) for a very neat paper; mark down a half-letter grade for messiness, and explain why when you do. Do not grade for spelling at this age, unless your child has misspelled simple, common words that you feel he should be responsible for. For answers to questions about Islam, see Teacher's Notes, Week 3.

12 UPPER GRAMMAR: ANSWERS: Part 1: Map skills. Refer to source map for corrections. 1/2 point for each label. (30 possible labels) 1 point for each shaded area. 1 point for overall neatness. Total points this section: 20. Part 2: Multiple Choice. 1 point per question. If 2 blanks, 1/2 point per blank. Total points: 25 for this section. 1. d 2. b 3. d 4. b 5. d 6. c 7. b 8. b 9. d 10. d 11. b 12. b 13. b 14. d 15. b 16. c 17. a 18. b 19. c 20. b 21. c 22. d 23. a 24. c 25. b Vocabulary: 1 point each correct definition. (10 points this section.) 1. pilgrimage: a trip to a religious site for a religious purpose. 2. fresco: a painting using wet plaster on a wall. 3. isthmus: a narrow strip of land between two large bodies of land. 4. manuscript: a hand-written document, or book. 5. usurp: unlawfully seize a position of authority. 6. peasant: the lowest class in feudal society; farm laborers. 7. lance: a long spear-like weapon used by knights. 8: ruthless: having no mercy; showing no pity. Cruel. 9. plague: a very dangerous disease that spreads rapidly and often causes many deaths. Bacteria cause plague. It occurs in several forms, one of which is bubonic plague. The plague is common in Asia and has several times swept through Europe. (any of this will be fine.) 10. schism: a division into hostile groups. Writing: See explanation of how to grade writing above. Compare sample answer above with sample answer below to see how students should have refined their writing. Sample (next page) is for a typical strong writer in 5 th Grade. It would be a perfect, A+ paper. Allow 45 points for this section. A castle was the home of a wealthy nobleman. Lords and ladies, and their guests, slept and ate in the keep. The great hall was the main dining room. Feasts were held there. Battlements were wide walkways on the tops of the walls surrounding the castle. The soldiers kept watch there, and fought off invaders in times of war. The moat was a ditch filled with water that helped protect the castle. The gatehouse was located at the approach to the castle. This was where the knights slept. The drawbridge and portcullis were parts of the gatehouse. The drawbridge was a heavy, wooden bridge that could be raised in time of war; the portcullis was an iron grill that went up and down to protect the main entrance. In a time of war, peasants fled to the castle for safety. Castles were safe homes for many people in the Dark Ages. Note: sentence syntax variations, and more detailed facts than younger student's version. More sophisticated use of reorganization of the original list, phrases and punctuation. It is longer and has a more interesting conclusion, as well. For answers to questions about Islam, see Teacher's Notes, Week 3.

13 DIALECTIC: ANSWERS Part 1: Map Skills: 1/2 point each label. 1 point each shading question. (Section = 20 points.) Part 2: Fill in the blanks. 25 questions; 1 point per correct question. Divide point between answers when a question requires multiple answers ; Western 2. Christian 3. Eastern (or East) 4. Muslims 5. icon; iconoclast 6. Mohammed (or Muhammad) 7. "submission" 8. the holy book of Islam 9. a Muslim place of worship (temple) 10. a) The Roman Empire was destroyed and there was no central government. b) Raiding barbarians often looted and killed people c) People forgot how to build, write literature and create other works of art. 11. a) Developing and administering well a large empire. b) Promoting learning by establishing schools and causing the training of teachers. c) Defending, and being crowned by, the Pope in 800 AD. 12. Feudalism 13. Manorialism 14. Crusades 15. Romanesque; Gothic 16. Marco Polo 17. Kublai Khan 18. Innocent III 19. Spain, Portugal, France, England 20. Hundred Years War; Black Death (Some may write Crusades, trade or rise of towns. These were results of the changes, not causal, but you can give credit at your discretion.) 21. Joan of Arc 22. Answers will vary: a) stimulated trade b) new products introduced to Europe c) Europe's awareness of cultures besides their own were heightened d) brought back manuscripts of ancient writings 23. Thomas Aquinas; Aristotle 24. John Wycliffe 25. Johannes Gutenberg Vocabulary: 1 point each. Ten points total for this section. 1. deprecate: to express strong disapproval of; plead against; protest against. 2. dialectic: discussion or debate, on the basis of logic, of the truth of a theory or opinion; logical argumentation. 3. disabuse: to free from deception or error. 4. discursive: wandering from one subject to another; rambling. 5. disseminate: to scatter widely; spread abroad. 6. doleful: very sad or dreary; mournful; dismal. 7. droll: humorous, odd or quaint, but amusing 8. effrontery: audacity; shameless boldness; impudence 9. embargo: an order of a government forbidding merchant ships to enter or leave its ports 10. enunciate: to pronounce words or syllables clearly; articulate Writing: See notes on what to look for and the samples for students in younger grades, above. This is an A+ paper for an 8 th Grader. Example 1: Have you ever wondered what it was like to live in a Medieval Castle? Wealthy noblemen, their families and their guests lived in castles during the Middle Ages. They slept and ate in the part of the castle called the keep. In the keep, which was a large, squarish, centrally located, stone building, there were many rooms. Bedrooms and ladies' sitting rooms occupied the top floor. On the ground floor, one generally found the great hall, which was the main dining room. Feasts were held there seasonally, and the main meal for castle dwellers and soldiers was served there nightly. The great hall, and all rooms in the keep, were lighted only by fires and candles, and were often cold and drafty. Rushes were spread on the floors of most of the

14 rooms, except when a very wealthy person might have a carpet in his or her bedroom. The basement of the keep housed storage rooms, kitchen help, and dungeons. The castle was well protected. It was surrounded by walls, which were thick--sometimes as many as ten feet thick. Battlements were the walkways atop the walls. Soldiers (also called knights) kept watch from there, and fought off invaders in times of war. The moat was a ditch filled with water that helped protect the castle. The knights slept in the gatehouse, which was located at the approach to the castle. The drawbridge and portcullis were parts of the gatehouse. The drawbridge was a heavy, wooden bridge that could be raised in time of war; the portcullis was an iron grill that went up and down to protect the main entrance. In a time of war, peasants fled to the castle for safety. Castles were safe homes for many people in the Dark Ages. Note: this answer shows even more sophistication in sentence construction and organization. The two main functions of the castle (living quarters and protective features) are grouped together and broken into two paragraphs, and the descriptive details of the keep are added. Note the use of the technique of exploration in the beginning of the piece, and note the extra descriptive details that make this a truly fine answer. For content to answers on the compare/contrast question, see Teacher's Notes, Week 2. Make sure you grade this answer for organization according to the guidelines in the Writing Manual for compare/contrast writing! For content answers to questions about Islam, see Teacher's Notes, Week 3.

15 RHETIC: ANSWERS Part 1: Map Skills: 1/2 point each label. 1 point each shading question. (Section = 20 points.) Part 2: Fill in the blanks. 25 questions; 1 point per correct question. Divide point between answers when a question requires multiple answers ; Western 2. Eastern 3. icon; iconoclast 4. Mohammed (or Muhammad) in 610's 5. "submission" 6. The Koran forbade imaging animals or people; it was offensive to the one true Creator, Allah. 7. a) The Roman Empire was destroyed and there was no good government (or protection against crime).as a result. b) Raiding barbarians looted and killed people very often. c) People forgot how to build and write literature and create other works of art. 8. farming 9. Greenland; Iceland 10. Charlemagne was crowned Emperor of the Romans by the Pope (not Holy Roman Emperor!) 11. a) Developing and administering well a large empire. b) Promoting learning by establishing schools and causing the training of teachers. c) Defending, and being crowned by, the Pope in 800 AD. 12. Feudalism; manorialism 13. Crusades 14. Romanesque; Gothic 15. Marco Polo; Kublai Khan 16. Innocent III 17. Portugal, Spain, France, England 18. Hundred Years War; Black Death (are best answers). Some might include rise of trade, or towns, or Crusades (in terms of bringing back manuscripts and initiating trade) but these were more results than causes. Use your own discretion in grading. 19. Joan of Arc 20. Answers will vary: a) stimulated trade b) new products introduced to Europe c) Europe's awareness of cultures besides their own were heightened d) brought back manuscripts of ancient writings 21. Thomas Aquinas; Aristotle 22. John Wycliffe 23. Johannes Gutenberg 24. guilds 25. Wars of the Roses Time line: check against Week 9 Student Activity pages. Essay question: This is harder to grade. You should, in your mind, combine two separate grades for this section: 1) essay construction/stylistic elements and 2) factual content. If you are new at grading essays, try going through the work twice and assigning two different grades, then combining them. Grade the student against himself: based on weekly work, is this his best effort? Below are the factual points that which, if the student included all of them, would constitute an A+ for each essay on content only. Essay 1: It is easy to see that modern nation states grew out of specific events in the Middle Ages. In a carefully constructed essay, trace the developments of common culture, permanent governmental institutions, and national consciousness in England, France, and Spain. Note parallel developments in these countries, as well as important differences between them. It is easy to see that modern nation states grew out of specific events in the Middle Ages when one looks for the developments of first a shared common culture, then permanent governmental institutions, and finally an emerging national consciousness. These developments were clearly displayed in the histories of England, France, and Spain during the Middle Ages. In England, a common culture developed slowly as waves of invaders constantly subverted and added people to existing populations of England. Balancing the unsettling influences major changes of cultural leaders (or invaders) was the fact that England was a relatively small island. This forced her people to learn first to live together, then (after some time) accept one another, and finally, to peacefully coexist. Beginning with Alfred, and strengthened by William the Conqueror and his successors, governmental forms emerged that remained essentially constant, no matter who was on the throne. These were, in chronological

16 order: the establishment of a hereditary monarchy, a central record-keeping office (which recorded tax payments and other essential administrative events), King's Courts, the common law, and Model Parliament. The Hundred Years War caused men to regard themselves as Englishmen, distinct from Frenchmen. The 30-year Wars of the Roses caused all inhabitants of the island to concern themselves with national affairs as they declared allegiance to one house or the other. The crowning of Henry Tudor, the common experiences of wars and plagues, and the heritage of strong kings gave the people the sense of common identity and a strong line of leaders to rule the modern nation-state of England. Unique to English government were the signing of the Magna Charta by King John in 1215 and the meeting of the Model Parliament under Edward III. These two important events furthered the importance of parliament s role by limiting the ability of the king to directly tax his subjects. In England, the king in need for money for wars must ask his subjects for funds. In France, a common culture began with strong tribal unity (esp. among the Franks, Burgundians, and Normans). These tribes did not attempt to overwhelm and rule one another as in England, but instead grew strong and prosperous within their traditional boundaries. However, these strong traditions delayed national unity, since France was large and open and lacked the clear geographical boundaries that England enjoyed. The counties (as they became) were not forced to mingle and coinhabit. Permanent governmental institutions were also slower to evolve in France than in England; as the feudal system crystallized, French kings were kings in name only because of problems of distance and communication, and because of the entrenched, strong, feudal lords who, though they might swear allegiance, had no desire to submit to a central authority in any practical way. However, over time, the strong Capetian kings did succeed in establishing many of the same forms of government as English kings did: a hereditary monarchy (even if only in name), a central record-keeping bureaucracy, King's Courts, a growing body of civil law, the Estates-General (French parliament), and very significantly, the right of the King to tax without permission of the people. The Hundred Years War with England defined for Frenchmen their identity as distinct from Englishmen. Joan of Arc inspired Frenchmen with an articulated vision of unity under one king. The rise of towns and trade, the long war, the peasant revolts, and the Black Death, and the slow societal change from a landbased economy to a money-based economy all contributed to the breakdown of feudal loyalties and the growing power, prestige, and functional role of the king. With the strengthening of central power came the strengthening of a national identity. A key difference developed here as well. Whereas in England, the power of Parliament was firmly established over the common purse of the nation, in France the king was given direct control over national taxation because of the desperate situation of the Hundred Year s War. In Spain, cultural unity was defined by religious orientation. Christians were distinct from Muslims, and small, separate kingdoms formed along religious and geographic lines. The governmental forms in Spain were fewer and less uniform. All kingdoms had hereditary monarchies and developed central treasuries and bureaucracies. Several kings convened Cortes (parliaments), but these were given no real power at all. Christian kings led central armies against the Muslims. It was more the presence of a common enemy that united people and helped kings to consolidate power than any other significant factor, though kingdoms were also united through marriages of their sovereigns. If we look for the developments of cultural unity, permanent governmental forms that depended not on persons but on roles, and a sense of nationalism as the defining elements of modern nation states, it is easy to pick these out in the events of Medieval England, France, and Spain. Essay 2: Many see the feudal system as static and primitive, but it was in many ways a positive way of ordering society. In a well-constructed essay, describe the rise of feudalism, its customs and strengths in its full expression, and how it declined and devolved into modern social and governmental systems. Comment on the strengths of feudalism in all three of your descriptive paragraphs. Many see the feudal system as static and primitive, but it was in many ways a positive way of ordering society. The feudal system in its fully orbed expression was surely better than the era which preceded it! Feudalism developed out of a desperate situation, brought order, chivalry, and security to much of Europe, and then dissolved gracefully into modern nation states. In the end, the feudal system is best seen as a merciful gift from God. The feudal system is faintly discernable in the early 900 s. From 476 AD (the fall of Rome) until the 900 s, chaos, death, danger, and disease were the only certainties in European life as century after weary century passed in the so-called Dark Ages. There were no central authorities to reign in the sins of men, or order them into a productive society. Wandering tribes, raiding Vikings, and individual criminals controlled the countryside. Charlemagne s brief but amazing kingdom gave post-roman Europe its first taste of feudal order. Charlemagne brought order through granting territories to loyal lords who ruled them in his name. Upon his death, his kingdom was divided among his three grandsons who fought one another and shattered

17 the central aspects of the kingdom. Yet, Europeans had tasted of the security and order Charlemagne brought, and their emotions were fired by his example as a Christian king. Feudalism developed from two main threads: the loyalty given to German tribal leaders and the administrative example of Charlemagne. In its full expression, it involved a blending of social and political roles into a formal ordering of relationships. Lords were those who owned land. The king was the titular landowner of the entire nation, but rarely exercised true authority outside his local territories. Because of the rugged nature of the world, where travel was hard and distances were long, kings relied on vassals loyal servants who swore loyalty to them and promised to provide them with a set number of soldiers. Kings gave vassals large parcels of land (fiefs), and thus vassals of the king became land owners and rulers of peasants on their lands. If their fiefs were large enough, these new lords might make other men their servants in a like process, creating vassals for themselves. The men that these lords employed as professional soldiers were called knights. Knights had servants called squires and pages. All of these men had wives and daughters, who were given titles of nobility commensurate with their rank in society. All aspects of life succession, marriage, duties of government, loyalty, and living arrangements were defined and ordered by the codes of feudalism, which came to be expressed as chivalry. Much pageantry and tradition was observed during this era, as tournaments (jousts, with ladies fair, heraldic flags, and armor shining), ceremonies (oaths of fealty, investitures, Church pageants, and knightings), and quests (pilgrimages, searches for dragons, and Crusades), filled Medieval days. In these times, land was the measure of wealth; the accompanying manorial system gave lords nearly total control over the lives of the peasants and tradesmen who lived on their land. Though the life of a peasant was hard, at least he had a chance for food and protection from raiders as he toiled in the shadow of the manor. Feudalism was doomed to extinction by three new forces in the 1400 s. Calamity, trade, and gunpowder ended this orderly system. Calamity came in the form of the Black Death (which killed ¼ of Europe s population in the space of five year) and the Hundred Years War that raged over much of the French countryside, draining the wealth of English and French coffers. Trade, resurrected by the returning Crusaders and those following in their wake, revived the towns of Europe. These growing towns further stimulated growing trade relationships, and with the personal loyalties disrupted by plague and war, peasants abandoned manors to seek their freedom and fortunes in the towns. As personal feudal relationships ended, and as money replaced land as the basis of power, kings gained ever-more-secure holds on the administration of their kingdoms without having to give up power or autonomy to servants. Because of the development of gunpowder (and weaponry that used it, such as guns and cannons), castles became less and less desirable as defensive positions. Towns (where soldiers could be mustered) and central armies replaced castles and bands of knights. Slowly, feudalism gave way to centralized, modern states and freer, money - based social relationships. Though the feudal system did seek to crystallize and define and preserve distinct roles in European society, and though the lot of peasants was difficult, the feudal system did give to Europeans a stable, orderly, and at times beautiful society in which it was possible to live, prosper, and even derive some pleasure from their brief sojourns on Earth.