The Middle Ages Period
The Early Middle Ages SLMS/09 The Dark Ages The term the Middle Ages was coined by historians who did not know what to call the time period between the classical era (Rome) and the rebirth of the classical era, (ie. the Renaissance), in Europe. The concept of The Dark Ages, was introduced by Petrarch (an Italian scholar of the 1300s), and refers to the time period directly after the Fall of Rome until the rise of feudalism roughly from 500-800 CE. It is also called the early Middle Ages. The Dark Ages were initially characterized by waves of tribal invasions and migrations (from 400-700). In general this time period yielded few artistic, architectural or technological innovations or accomplishments. A Muslim Europe? By 700, Europeans faced a new threat this time, from the Middle East. Muslim Arabs had rapidly conquered northern and eastern Africa, and had pushed into Spain as well. They were making their way into the rest of the continent, and spreading Islam in their wake. In 732, Charles Martel was the ruler of the Franks a Germanic people with a Kingdom in Central & Western Europe. Martel fought the Muslims at the Battle of Tours in France, and was able to stop their advance into the rest of Western Europe. Historians often consider this battle to be one of the most influential because of the historic implications for Europe. The Fall of Rome Rome fell in 476 as a result of many factors, but ultimately because of the invasions of the Huns. As Rome fell, Western Europe experienced a power vacuum, since there was no state or tribe powerful enough to succeed the Empire. Without Rome as a centralizing and unifying factor, various tribes, such as the Lombards, Goths, Visigoths, Vandals, Ostrogoths, Huns, Franks, Angles & Saxons swarmed Europe. It was a chaotic and violent time. Charlemagne Charlemagne was the grandson of Charles Martel, and his name means Charles the Great. He is known for expanding the Frankish Kingdom into an Empire, and creating the Carolingian Dynasty. Charlemagne worked to bring culture and learning to his kingdom. He opened Churches and palace schools, and encouraged the development of literacy. The font Carolingian was developed at this time. Charlemagne was crowned the First Holy Roman Emperor in 800, loosely reviving the power of Ancient Rome. It was really the first large centralized state Europe had seen since Rome, but it was not to last. According to Frankish custom, the father s possessions were divided among the sons, and Charlemagne s kingdom was divided among his heirs.
Early Middle Ages 1. What did the term Middle Ages refer to? 5. What threat did Europe face in the 700s? 2. Who coined the term Dark Ages? 6. Who was Charles Martel? What did it refer to? What did he do? 3. What was the Dark Ages characterized by? 7. Why might the Battle of Tours be considered a turning point in world history? 8. Who was Charlemagne? Why do you think it was named a Dark age? What is he known for? (At least 3 things ) 4. When did Rome fall? What happened to Western Europe as a result? (2 things ) 9. What was the Holy Roman Empire? What was its significance? 10. What happened to Charlemagne s kingdom?
Early Middle Ages Key 1. What did the term Middle Ages refer to? The time period between the classical era (Rome) and the rebirth of the classical era, (ie. the Renaissance), in Europe. 2. Who coined the term Dark Ages? Petrarch (an Italian scholar of the 1300s) What did it refer to? It refers to the time period directly after the Fall of Rome until the rise of feudalism roughly from 500-800 CE. 3. What were the Dark Ages characterized by? By waves of tribal invasions and migrations (from 400-700). In general this time period yielded few artistic, architectural or technological innovations or accomplishments. Why do you think it was named a Dark age? Because it yielded few artistic, architectural or technological innovations or accomplishments, it was a period of darkness or ignorance. 4. When did Rome fall? 476 CE What happened to Western Europe as a result? (2 things ) 1) Europe experienced a power vacuum as a result of the fall of Rome, and had no centralized authority. 2) Various tribes, such as the Lombards, Goths, Visigoths, Vandals, Ostrogoths, Huns, Franks, Angles & Saxons swarmed Europe. It was a chaotic and violent time. 5. What threat did Europe face in the 700s? Muslim Arabs had rapidly conquered northern and eastern Africa, and had pushed into Spain as well. They were making their way into the rest of the continent, and spreading Islam in their wake. 6. Who was Charles Martel? Ruler of the Franks What did he do? In 732, Martel fought the Muslims at the Battle of Tours in France, and was able to stop their advance into the rest of Western Europe. 7. Why might the Battle of Tours be considered a turning point in world history? Had Muslim Armies conquered, ruled and converted Europe to Islam, the history of the world might have altered greatly. 8. Who was Charlemagne? The grandson of Charles Martel What is he known for? (At least 3 things ) 1) Expanded the Frankish Empire, formed the Carolingian Dynasty. 2) Emphasized culture and learning. Opened churches & schools, promoted literacy. 3) Crowned the 1st Holy Roman Emperor. 9. What was the Holy Roman Empire? What was its significance? A political empire of central Europe. It was really the first large centralized state Europe had seen since Rome. 10. What happened to Charlemagne s kingdom? It was divided among his heirs.
Feudalism SLMS/09 What is Feudalism? Feudalism is an all-in-one system it includes a political, economic and a social structure. Officially, it is a system in which land or services are exchanged for protection or loyalty. Politically, Politically feudalism tends to be a decentralized system. Although there is a king or ruler who in theory has the most power, the authority wielded by the king is not overwhelming, and is generally limited somewhat by the power of local lords. Economically, Economically feudalism is grounded in the possession of land. In general, land = power and money. Therefore, the economy tends to be agrarian. In fact, often feudal economies operate on the barter system, without currency, much trade, or a sophisticated economic construct. Socially, Socially feudalism yields a fairly rigid and stratified social structure. Social position is generally determined by the quantity of land owned, and that is generally determined by birth. European Feudal Social Structure The upper classes comprised, perhaps, 5% of the general population in Medieval Europe. In order, the classes were made up of the King, lords, lesser lords and knights. Knights were the warrior class, and generally were the younger sons of lords or lesser lords. The lower classes were the other 95% of the population and were made up of merchants & artisans, peasants and serfs. How does it work? In theory, the King owns all of the land in the kingdom. He cannot possibly oversee the administration of it all, so he divides the land and delegates administration of that land to his friends. Each of his friends is called a lord, and is put in charge of an enormous tract of land. (The King also has his own tract of land.) In reality, these tracts are too much for one lord to administrate, so each lord will further sub-divide the land into smaller tracts which he will contract with lesser lords to administrate. These lesser lords owe loyalty and perhaps military service to the lord, just as the lord owes it to the king. It seems all neat and clear in terms of loyalties until some enterprising lesser lord signs a feudal contract with two different lords. He gains land and perhaps favors in return for service. It becomes messy when his two lords go to war with each other. As a lesser lord who has signed a feudal contract with each, he owes EACH military service and loyalty. Which one does he support in the conflict? Feudalism tended to create a web of confusing and conflicting loyalties. Feudal Contracts Feudal contracts were signed ONLY by members of the upper classes. In a feudal contract, a lesser lord received a fief (estate) from a lord, and promised certain specified services in return. Such services might include military service, days of labor, or percentage of crops harvested.
Feudalism 1. What is feudalism? 4. In theory, how does feudalism work? a. How is land divided? 2. Describe feudalism s impact b. Who is put in charge of it? c. What is owed? d. Why could this system become a complicated web of loyalties? 5. What is a feudal contract? Political Social Economic 6. Who are the parties in a feudal contract? 3. Describe feudalism s social structure. 7. What was exchanged?
Feudalism Key 1. What is feudalism? Feudalism is an all-in-one system it includes a political, economic and a social structure. Officially, it is a system in which land or services are exchanged for protection or loyalty. 2. Describe feudalism s impact 4. In theory, how does feudalism work? a. How is land divided? The King owns all of the land in the kingdom, and since he cannot possibly oversee the administration of it all, he divides it and delegates administration of that land to his friends. Feudalism tends to be a de-centralized system. Although there is a king or ruler who in theory has the most power, the authority wielded by the king is not overwhelming, and is generally limited somewhat by the power of local lords. Feudalism yields a fairly rigid and stratified social structure. Social position is generally determined by the quantity of land owned, and that is generally determined by birth. Feudalism is grounded in the possession of land. In general, land = power and money. Therefore, the economy tends to be agrarian. In fact, often feudal economies operate on the barter system, without currency, much trade, or a sophisticated economic construct. b. Who is put in charge of it? Each of his friends is called a lord, and is put in charge of an enormous tract of land. These tracts are too much for one lord to administrate, so each lord will further sub-divide the land into smaller tracts which he will contract with lesser lords to administrate. c. What is owed? The lesser lords owe loyalty and perhaps military service to the lord, just as the lord owes it to the king. d. Why could this system become a complicated web of loyalties? When lesser lords sign multiple feudal contracts and have multiple lords, this can become complicated especially when it comes to conflict and warfare. Political Social Economic 5. What is a feudal contract? Upper class agreement involving land & loyalty. 3. Describe feudalism s social structure. The upper classes were about 5% of the general population, and included King, lords, lesser lords and knights. The lower classes were the other 95% of the population and were made up of merchants & artisans, peasants and serfs. 6. Who are the parties in a feudal contract? Lords and Lesser Lords (or Lords and King). 7. What was exchanged? A fief (estate) was given in exchange for service (military, labor or % of crops).
The Church SLMS/09 The Roman Catholic Church In the absence of a unified, centralized, powerful government (ie. Rome), the Catholic Church played an important role in Western Europe. Eventually, the Catholic Church became the only commonality in Europe. As tribes filtered through, and eventually converted, the only thing that all Europeans had in common was the Christian Church. The Church, in essence, became the centralizing factor in Europe. Role of the Church The Church played many roles for many years in Western Europe. First of all it was the only source of literacy and education in Western Europe for centuries. Priests, monks, nuns and bishops needed to be literate in Latin (the language of the Church and most Bibles at the time). They also tended to be literate in their own language. This made clergy invaluable to the nobility and in royal courts during the early and middle Middle Ages, because most people (including the upper classes) were illiterate. The nobles needed the clergy to write and authenticate contracts of all sorts. Along the same lines, monks spent years painstakingly copying all kinds of manuscripts. As such, the Church became important in the preservation of the Western cultural heritage. Finally, it was the job of the Church to administer the sacraments special rites and rituals important to Christianity. The Church s Power Because of the roles the Church played in Medieval life, it wielded a lot of power. In fact, the Catholic Church s power peaked during the Middle Ages in Europe. First power: Royal Favor. Because the Church clergy were the only literate ones in society, they were often called upon by nobles or the king, to write, translate or witness contracts. These acts curried favor with important and powerful people, and as a result, clergy often received gifts or favors for these services. Second power: Monopoly. The Catholic Church was the only game in town. That is to say, the Church was the only source of Christianity in Western Europe. This yielded tremendous power. Third power: Control of the Sacraments. Since the Church dispensed the sacraments, they had control over who received them. To be denied the sacraments was to be denied entrance to Heaven. The sacraments included things like baptism, confirmation, communion, confession, and the last rites. Without the sacraments, a person was in danger of eternal damnation. Denial of the sacraments was known as excommunication. Popes sometimes excommunicated kings who crossed them. They could also excommunicate an entire region this was known as an Interdict. Fourth power: Land. The Church became one of the largest landowners in Europe. Much of this land was given as favors for services rendered to powerful people. As such, Church bishops often became powerful feudal lords.
The Church 1. What kind of force was the Catholic Church in Europe during the Middle Ages? 5. Describe the powers of the Church. a. 2. Why was it such a powerful force? b. 3. Explain the role the Church played in: a. Education > c. b. Literature > d. c. Sacraments > 6. Define: Excommunication 4. When did the Church s power reach its peak? 7. Define: Interdict
The Church Key 1. What kind of force was the Catholic Church in Europe during the Middle Ages? It was a centralizing and unifying force in Europe. 2. Why was it such a powerful force? The Catholic Church became the only commonality in Europe, and in the absence of a powerful central government, the Church became that centralizing force. 3. Explain the role the Church played in: a. Education > It was the only source of literacy and education in Western Europe for centuries. Priests, monks, nuns and bishops needed to be literate in Latin (the language of the Church and most Bibles at the time). They also tended to be literate in their own language. b. Literature > Monks spent years painstakingly copying all kinds of manuscripts. As such, the Church became important in the preservation of the Western cultural heritage. c. Sacraments > The Church controlled and administered the sacraments special rites and rituals important to Christianity. 4. When did the Church s power reach its peak? The Catholic Church s power peaked during the Middle Ages in Europe. 5. Describe the powers of the Church. a. Royal Favor: Because the Church clergy were the only literate ones in society, they were often called upon by nobles or the king, to write, translate or witness contracts. These acts curried favor with important and powerful people, and as a result, clergy often received gifts or favors for these services. b. Monopoly: The Catholic Church was the only game in town. That is to say, the Church was the only source of Christianity in Western Europe. c. Control of the Sacraments: Since the Church dispensed the sacraments, they had control over who received them. To be denied the sacraments was to be denied entrance to Heaven. The sacraments included things like baptism, confirmation, communion, confession, and the last rites. Without the sacraments, a person was in danger of eternal damnation. d. Land: The Church became one of the largest landowners in Europe. Much of this land was given as favors for services rendered to powerful people. As such, Church bishops often became powerful feudal lords. 6. Define: Excommunication Denial of the sacraments, an expulsion from the Church 7. Define: Interdict the excommunication of an entire region
The High Middle Ages SLMS/09 The High Middle Ages The High Middle Ages refers to the period near the end of the Middle Ages from 1000-1300. Many believe that the roots of the Renaissance were planted during this time. This time was characterized by a revival of education. Many major European Universities were established during the High Middle Ages, including the Universities at Bologna, Oxford, Cambridge, Paris, Salamanca and Padua. These schools were originally established under the auspices of the Church, and by the end of the era, they were accepting lay students the sons of wealthy lords. This time period was also characterized by a decline in Barbarian invasions, and an increase in political organization & centralization. Decentralized feudalism reached its peak in the 1000s, and steadily increased its centralization in the person of the king. A Revival of Trade The High Middle Ages was also characterized by a revival in trade. This revival was largely a result of the Crusades the series of Holy Wars fought in the Middle East. Much trade came through the Middle East to traders in the Italian city states especially in Venice. In Northern Europe, several cities formed an alliance of trading states known as the Hanseatic League. Cities like Lübeck, Hanover, Cologne, and Amsterdam maintained a trade monopoly along the coast of Northern Europe. New Styles of Architecture Most notable about the High Middle Age period was the new style of Church architecture that was developed. Until this time, the principal style of Church architecture was Romanesque, and was reminiscent of Ancient Rome. Churches of this style had heavy domes, pillars and vaulted arches. The problem with this architectural design was that as the walls got higher, or the domes got bigger, the pillars and walls supporting the weight became thicker and thicker. Windows were openings in the walls, and they cut the supportive nature of the wall. Thus, windows in Romanesque churches tended to be small, or located in the dome area. A new architectural innovation, the Flying Buttress, was utilized in the period and became common in the new Church architecture known as Gothic. This buttress was a support that existed outside the walls of the cathedral. Stone arms connected the buttress to the wall, and the Flying Arm weight of the roof, the spire (tall pointed tower), and the wall was channeled down the arm into the outside support. Buttress Wall Thus the walls of a Gothic cathedral could be thin, and cut with huge windows. One of the characteristics of Gothic cathedrals are the huge stained glass windows. These windows typically illustrate Biblical stories, as a method of education. Since most common people of this time were illiterate, the stories served educational purposes on the Christian faith.
High Middle Ages 1. What does the High Middle Ages refer to? 6. What were windows like in this style of church? Why? 2. Describe 2 things that characterized this time period. a. 7. What was the new architectural innovation of this period? How did it work? b. 8. Sketch the Flying Buttress. 3. What helped to revive trade? 4. What was the Hanseatic League? What did it do? 9. What did the buttress allow, architecturally, in the Gothic Cathedral? 5. Describe Romanesque architecture. 10. How were stained glass windows used in Cathedrals? What was the problem with this style?
High Middle Ages Key 1. What does the High Middle Ages refer to? The High Middle Ages refers to the period near the end of the Middle Ages from 1000-1300. 2. Describe 2 things that characterized this time period. a. A revival of education. Many major European Universities were established during the High Middle Ages, including the Universities at Bologna, Oxford, Cambridge, Paris, Salamanca and Padua. b. A decline in Barbarian invasions, and an increase in political organization & centralization. 3. What helped to revive trade? The Crusades. Crusaders brought back Middle Eastern goods, and revived interest in trade. 4. What was the Hanseatic League? An alliance of trading states. What did it do? Regulated and monopolized trade in northern Europe. 5. Describe Romanesque architecture. Churches of this style had heavy domes, pillars and vaulted arches. What was the problem with this style? The problem with this architectural design was that as the walls got higher, or the domes got bigger, the pillars and walls supporting the weight became thicker and thicker. 6. What were windows like in this style of church? Why? Windows were openings in the walls, and they cut the supportive nature of the wall. Thus, windows in Romanesque churches tended to be small, or located in the dome area. 7. What was the new architectural innovation of this period? The Flying Buttress. How did it work? The buttress was a support that existed outside the walls of the cathedral. Stone arms connected the buttress to the wall, and the weight of the roof, the spire (tall pointed tower), and the wall was channeled down the arm into the outside support. 8. Sketch the Flying Buttress. Sketches will vary, but should resemble 9. What did the buttress allow, architecturally, in the Gothic Cathedral? The walls of a Gothic cathedral could be thin, and cut with huge windows. One of the characteristics of Gothic cathedrals are the huge stained glass windows. 10. How were stained glass windows used in Cathedrals? The windows typically illustrate Biblical stories, as a method of education. Since most people of this time were illiterate, the stories served to educate on the Christian faith.
The Crusades SLMS/09 The Crusades The term Crusades generally refers to a series of Holy Wars that lasted nearly 200 years between Christian Europeans and the Muslim Turks of the Middle East. The first Crusade was initiated by Pope Urban II in 1095 at the Council of Clermont. The Byzantine Emperor Alexius I asked the Pope for help in defending his Empire against the expansion of the Seljuk Turks. The Turks had recently conquered the Holy Land of Jerusalem. The Byzantine Emperor sought help from the west, and the Pope saw an opportunity to extend his influence. Keeping in mind that the East-West Schism occurred in 1054, the Pope saw this as an opportunity to reconcile the two churches. The Pope also saw this as a way to channel the energies of the military segment of society. In other words, knights and warriors were creating a significant amount of violence in European society violence that was better aimed at the Middle East. Course of the Crusades Overall, there were nearly a dozen crusades over the course of 200 years. Some were more successful than others (some were dismal failures). In each crusade, a military effort was mounted to regain the Holy Land of Jerusalem, and in some cases, they were met with success. In general however, the Byzantine Empire, or the Crusader states that were set up in the Holy Land, were too weak to hold the territory, and they reverted back to Muslim possession Results of the Crusades The results of the Crusades cannot be evaluated simply on the basis of their military success or failure. Clearly, they were considered military failures for Western Europe, however, they yielded important social, political and economic effects. Economic Effects: One of the largest and most important impacts of the Crusades was the increase of trade that was stimulated within Europe and between Europe and the Middle East. Goods from the Middle and Far East flowed into Europe en masse for the first time since the fall of Rome. Roman roads, long unused in Medieval Europe, were bustling with trade and travel by the end of the Crusades. More than just goods flowed into Europe. Technology and innovation like the astrolabe and compass also arrived, and began to stimulate European interest in exploration. Political Effects: The increase in trade would help bring about the end of feudalism. Trade necessitated the growth of towns, and towns lay outside the manor system and outside the control of lords. Towns were under the control of kings, and kings gained substantial power over lords as a result. The Church also lost power during this time, and national monarchies began to take shape with the rise of powerful kings. Social Effects: The split between the Roman Catholic Church and the Eastern Orthodox Church was solidified in this time period. Western crusaders sacked Constantinople, and killed fellow Christians there. Bad feelings following this would persist.
The Crusades 1. What were the Crusades? 6. Describe the effects of the Crusades. Economic 2. Who called for the first crusade? When? Where? 3. Who asked the Pope for help? Why? Political 4. Describe 2 motivations for the Pope to call for the Crusades. a. Social b. 5. How many crusades were there? What were the military results? 7. Why do you think some historians refer to the Crusades as the most successful failures in history?
The Crusades Key 1. What were the Crusades? The term Crusades generally refers to a series of Holy Wars that lasted nearly 200 years between Christian Europeans and the Muslim Turks of the Middle East. 2. Who called for the first crusade? When? Where? The first Crusade was initiated by Pope Urban II in 1095 at the Council of Clermont. 3. Who asked the Pope for help? Why? The Byzantine Emperor Alexius I asked the Pope for help in defending his Empire against the expansion of the Seljuk Turks. 4. Describe 2 motivations for the Pope to call for the Crusades. a. The Pope saw an opportunity to extend his influence. Keeping in mind that the East- West Schism occurred in 1054, the Pope saw this as an opportunity to reconcile the two churches. b. The Pope also saw this as a way to channel the energies of the military segment of society. In other words, knights and warriors were creating a significant amount of violence in European society violence that was better aimed at the Middle East. 5. How many crusades were there? What were the military results? Overall, there were nearly a dozen crusades over the course of 200 years. Some were more successful than others (some were dismal failures). Ultimately, even when military gains were made, the territory was not held, and it reverted to Turkish possession. 6. Describe the effects of the Crusades. Economic An increase of trade was stimulated between Europe and the Middle East. Goods from the Middle and Far East flowed into Europe en masse for the first time since the fall of Rome. Technology and innovation like the astrolabe and compass also arrived, and began to stimulate European interest in exploration. Political The increase in trade would help bring about the end of feudalism. Trade necessitated the growth of towns, and towns lay outside the manor system and outside the control of lords. Towns were under the control of kings, and kings gained substantial power over lords as a result. The Church also lost power during this time. Social The split between the Roman Catholic Church and the Eastern Orthodox Church was solidified in this time period. Western crusaders sacked Constantinople, and killed fellow Christians there. Bad feelings following this would persist. 7. Why do you think some historians refer to the Crusades as the most successful failures in history? Answers should probably reflect that although the Crusades failed militarily, they stimulated trade, helped end feudalism, and began to propel Europe toward the Renaissance.
The Development of Medieval Towns SLMS/09 The Revival of Trade The revival of Medieval trade occurred slowly over the centuries. As the impact of barbarian invasions lessened in the 10th century, travel became a bit safer. The pace of trade really picked up by the 1200s as a result of the Crusades. Armies of crusaders trekked to the Middle East and there encountered goods and luxuries not found in Europe. These goods and luxuries were brought back home, and a huge demand was created. Simultaneously, most of Eurasia was falling under Mongol rule. The Pax Mongolica (Mongol peace) created an increase in trade volume moving along the Silk Roads. Town Charters Towns often grew out of small villages in Manor systems. Eventually, most towns desired independence from the local lord, and sought a Charter of Liberation or a Charter of Rights from the king. With a Charter, towns could govern themselves, collect their own taxes and make their own rules. They owed nothing to the local lord. The town was independent. Town Charters were expensive to buy, however. As such, the issuing of town Charters became a major money-maker for many kings. It also hastened the decline of politically decentralized feudalism. Local lords lost revenue and power as towns became independent. Kings gained revenue (through the Charters), and power, beginning the centralizing process. The Growth of Towns As trade began to increase, towns began to grow in size and in number, because merchants and traders looked for an urban setting in which to exchange their goods. During the Early Middle Ages, towns had languished because travel was dangerous and trade had ground to a halt. In the late Middle Ages, town populations swelled not only with merchants, but with bankers, artisans, businessmen, laborers, and runaway serfs. These townspeople were often called burghers, after the town itself, the burg, burgh, or bourg. (It is why many towns or cities end with that suffix.) Serfs often tried to escape to independent Chartered towns. If a serf could live for a year and a day in a town without being caught, they were considered free. But it was difficult for serfs to do this. They usually had no money and few skills (aside from farming). Most turned to a life of crime to make a living. Many were caught and punished or returned to the manor. Conditions in towns were dangerous and filthy. Most buildings were constructed with wood and heated or lit with open flames creating a significant fire hazard. Crime was everywhere. There was no plumbing or sewers. Waste and garbage were tossed into the streets where stray dogs, cats or rats cleaned it up. This led to a large population of vermin, and contributed greatly to the rapid and deadly spread of the Black Plague in Europe in the 1300s.
Medieval Towns 1. What factors led to the revival of trade in Europe? 8. What types of people were found in Medieval towns? 2. What increased the volume of trade in Eurasia during this time? 9. What were these townspeople called? Where did that name come from? 3. How did towns obtain independence from lords and manors? 10. Why did serfs run to towns? 4. Why did towns want their independence? 11. What happened to them there? Why? 5. Why were kings eager to issue town charters? 12. Why was it dangerous to live in towns? 6. How did the increase in independent towns change the feudal balance of power and lead to a decline of feudalism? 13. What were the sanitary conditions (or lack thereof) like? 7. Why did towns begin to grow in the late Middle Ages? (& why not earlier?) 14. How did unsanitary conditions lead to the spread of plague?
Medieval Towns Key 1. What factors led to the revival of trade in Europe? Barbarian invasions lessened making travel safer, and trade picked up as a result of the Crusades. 2. What increased the volume of trade in Eurasia during this time? Most of Eurasia was falling under Mongol rule. The Pax Mongolica (Mongol peace) created an increase in trade volume moving along the Silk Roads. 3. How did towns obtain independence from lords and manors? Most towns received a Charter of Liberation or a Charter of Rights from the king. 4. Why did towns want their independence? Towns could govern themselves, collect their own taxes and make their own rules. They owed nothing to the local lord. 5. Why were kings eager to issue town charters? The issuing of town Charters became a major money-maker for many kings. 6. How did the increase in independent towns change the feudal balance of power and lead to a decline of feudalism? Local lords lost revenue and power as towns became independent, whereas Kings gained revenue and power, beginning the centralizing process. 7. Why did towns begin to grow in the late Middle Ages? (& why not earlier?) The revival of trade led to town development (an urban center of exchange), and it had become safer to travel. 8. What types of people were found in Medieval towns? Merchants, bankers, artisans, businessmen, laborers, and runaway serfs. 9. What were these townspeople called? Where did that name come from? Burghers, after the town itself, the burg, burgh, or bourg. 10. Why did serfs run to towns? If serfs could live a year and a day in a town without being caught, they were declared free. 11. What happened to them there? Why? Serfs usually had no money and few skills (aside from farming). Most turned to a life of crime to make a living. Many were caught and punished or returned to the manor. 12. Why was it dangerous to live in towns? Conditions in towns were dangerous and filthy. Most buildings were constructed with wood and heated or lit with open flames creating a significant fire hazard. Crime was everywhere. 13. What were the sanitary conditions (or lack thereof) like? There was no plumbing or sewers. Waste and garbage were tossed into the streets where stray dogs, cats or rats cleaned it up. 14. How did unsanitary conditions lead to the spread of plague? Garbage in the streets led to a large population of vermin (mice, rats), which carried plague via infected fleas.
The Decline of Feudalism SLMS/09 The Decline of Feudalism Feudalism was the functional system of the Middle Ages, and it worked well for many years. But slowly, things changed, and as such, the system began to decline. The Black Death The Black Plague was one of the worst pandemics in history. The outbreak peaked in Europe in the mid 1300s, and claimed more than 25 million victims, or 40% of Europe s population. The plague was spread by infected fleas that lived on rats. The filthy condition of European cities allowed for the rapid spread of this disease. The plague had many impacts on Europe, but one was that it hastened the decline of feudalism. Because so many people died in the pandemic, there was a scarcity of laborers. As such, serfs could demand their freedom from lords and peasants could demand greater plots of land in exchange for their labor. The feudal system began to fall apart. Military Factors The nature of warfare began to change in Europe in the 1300s. The first change came with the development of the English longbow. Suddenly, infantry who specialized in the bow were more important than mounted knights. More important, however, was the introduction of gunpowder from Asia. This would dramatically change Medieval warfare, since cannons could blow holes in castle walls. Economic Factors Feudalism had a land based economy and was predicated on the exchange of loyalties and services in relation to that land. As the Crusades helped foster a revival of trade, the economy of Europe began to shift away from land and toward commerce. In Feudalism, the Manor system was a self-sufficient unit. Middle Eastern trade offered products that a manor could not produce or provide. As towns developed in the wake of increased trade, they became independent of manors, further weakening the feudal system. Political Factors Feudalism tended to exist as a decentralized political system, but over time, there were factors that helped Kings to centralize their power, and thus, move away from the feudal system. Kings also gained power through the establishment of towns, even as lords lost power. The disaster of the Crusades and subsequent decline in power of the Catholic Church was one factor that led to the rise of powerful national monarchies. Kings were eager to hasten the decline of the Church since the Church was a major land-owner in Europe. Finally, as the economy became more commercial, lords and knights preferred to pay for their military obligation, rather than serve it themselves. Kings began to develop professional standing armies, ending the military aspect of feudalism.
Decline of Feudalism 1. What was the basis of the feudal economy? 2. Why did that economic basis begin to change after the Crusades? 8. Describe 2 ways warfare changed in the 1300s in Europe & how it helped the decline of feudalism. a. 3. What was the self-sufficient economic unit of feudalism? b. 4. Why did the economy shift away from the Manor system? 9. How did kings gain power over lords? 5. What was the Black Plague? 10. How did kings gain power at the expense of the Church? When did it hit Europe? How many fell victim? 6. How was it spread? 11. Why were kings eager to see the Church decline? 7. How did the plague hasten the decline of feudalism? 12. What brought about the end of the military aspect of feudalism?
Decline of Feudalism Key 1. What was the basis of the feudal economy? Land. 2. Why did that economic basis begin to change after the Crusades? As the Crusades helped foster a revival of trade, the economy of Europe began to shift away from land and toward commerce. 3. What was the self-sufficient economic unit of feudalism? The Manor System. 4. Why did the economy shift away from the Manor system? Middle Eastern trade offered products that a manor could not produce or provide. As towns developed in the wake of increased trade, they became independent of manors, further weakening the feudal system. 5. What was the Black Plague? The Black Plague was one of the worst pandemics in history. When did it hit Europe? Mid-1300s. How many fell victim? 25 million, or 40% of Europe s population. 6. How was it spread? The plague was spread by infected fleas that lived on rats. 7. How did the plague hasten the decline of feudalism? Because so many people died in the pandemic, there was a scarcity of laborers. As such, serfs could demand their freedom from lords and peasants could demand greater plots of land in exchange for their labor. 8. Describe 2 ways warfare changed in the 1300s in Europe & how it helped the decline of feudalism. a. The development of the English longbow. Suddenly, infantry who specialized in the bow were more important than mounted knights. b. the introduction of gunpowder from Asia. This would dramatically change Medieval warfare, since cannons could blow holes in castle walls. 9. How did kings gain power over lords? Through the establishment of towns. Towns operated independently of manor systems, and served to empower (and enrich) kings. 10. How did kings gain power at the expense of the Church? The Crusades were a disaster for the Church, and led to a loss of power. Kings were happy to usurp it. 11. Why were kings eager to see the Church decline? As a major land-owner, the King wanted to see the Church weaken in power and influence. 12. What brought about the end of the military aspect of feudalism? Kings began to develop independent, professional armies of their own. Thus they didn t need to rely on their lords.
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Uses for Readings SLMS/10 Assignments using just the Readings & Questions: 1. Readings may be used as homework assignments. a. Assignments may be collected and graded. b. They may be used as the basis of large group class discussion. c. Students may be divided into small groups for discussion of the reading. Teacher may assess this any number of ways, and may choose to have the groups present key aspects of their discussion. d. Different readings may also be assigned to different groups of students, and used as a jigsaw activity the next day in class. Each group should discuss and then present key information from the reading while other groups make notes on their presentation (or fill in the question sheets). 2. Readings may be used as classwork assignments. a. Each reading may be used individually as part of the day s lesson to help present or solidify the day s material. The reading may be completed individually, or in groups, and may be used for large class or small group discussions. b. The readings may be used as a stations activity. The question sheets may be photocopied into a packet which students carry from station to station as they complete the different readings. Stations may take one 80-90 minute block or two 40-50 minute periods. c. In the interest of saving time, different readings may be completed by different groups for a jigsaw activity in which each group completes one reading, discusses it, and presents it to the class. Students should fill out the question sheets for other readings while groups are presenting. Project springboard Assignments: 3. Students (individually or in a group) may be asked to create a poster reflecting the important points of the reading. This may also be done as a jigsaw activity and used as a visual presentation aid when sharing the reading information. 4. The reading may be distributed to different groups (or individuals) as background information for a Powerpoint presentation. Each group should present the information in their reading to the class through a powerpoint. 5. Students (individually or in a group) should be asked to assume the persona of an historical figure during the time period of the reading (gender, social status and occupation should be chosen by the student or assigned by the teacher). The students should create journal or diary entries written by the figure during the time frame of the reading.
Project springboard Assignments, cont 4. Students may be asked (individually or in groups) to create a Travel Brochure advertising the civilization or event chronicled in the reading. Brochures might include any number of things (depending on the reading), but some suggestions are: Geography and climate, major cities, geographic sites to see; Cultural aspects (ie. Language, clothing, customs, theater, sporting events; Transportation; Cuisine (ie. Recommended restaurants, local specialties, etc); Recommended Tourist sites and Shopping Centers; Religious Venues (churches, temples, festivals, traditions); Famous products available (souveneirs); Literary, Scientific, Mathematical, or Technological achievements; Lodging (hotels, motels, B&B s) and Night Life. 5. Students may be asked (individually or in groups) to create a Newspaper based on the civilization or event chronicled in the reading. Newspapers might include sections on World & International News, Local News (weather, events, play & book reviews, local happenings), Sports, Living Section (Cultural fashion, religious events, cuisine, horoscopes, Dear Abby ), Classifieds, Editorials & Letters to the Editor, and Political Cartoons. 6. Similar to the Newspaper, students may instead elect to deliver the information as a News Broadcast. This newscast might be presented live in class, or may be filmed elsewhere and presented in class as video. 7. Students may be asked (individually or in groups) to create a Chart or Graphic Organizer of the information contained in the reading. This may be used to help present the information to other groups as part of a jigsaw activity, and/or it may be used as a study guide. 8. The reading may be used as a springboard for further research on the topic leading to a short Research Paper, or an Oral Report on the topic. 9. Students (individually or in groups) may also be asked to create a Website of information based on the reading. This may be done group by group, or it may be done in jigsaw fashion in which each group creates one or two pages of the larger website dedicated to the overall topic or civilization. Free web hosting services can be found at www.freewebs.com, www.freewebsites.com, www.brinkster.com (at the bottom, free webhosting), www.geocities.yahoo.com, among others! 10. Students (individually or in groups) may be asked to create an easy Digital Movie about the information in the reading. This does not need to involve video cameras or complex video editing (although it certainly can!). This can be accomplished simply with Windows Movie Maker (standard on all PCs). It yields a simple moving powerpoint with music. Pictures and video clips may be easily incorporated into the presentation.