Centennial High School Humanities 9 / 2018-2019 Welcome to Humanities 9. Humanities 9 is a team taught class (History--Ms. La Place & English--Mrs. Crombie-Stotik). DUE DATE: Thursday, August 23, 2018. Email Address: jlaplace961@columbus.k12.oh.us History Assignment Checklist: Middle Ages Documents Geography Activity Coat of Arms Google Classroom Sign-in Google: Google Classroom Sign-in to Google: User Name: studentid#@columbus.k12.oh.us Password: Your birthday 00-00-0000 Click on the plus sign on the upper right hand corner Enter the following code: 46uab4z
Name Date The European Middle Ages /50 Directions--Read all the directions and documents before you begin. Read each document carefully, underlining key phrases and words that address the documentbased question. You may also wish to use the margin to make brief notes. Answer the questions for each document. Based on the information found in the documents, formulate a thesis that directly answers the question. Organize supportive and relevant information into a brief outline. Write a well-organized paragraph proving your thesis. The paragraph should be logically presented and should include information both from the documents. What was life like in the Middle Ages? Part A: Examine each document carefully, and answer the questions that follow Document 1 Feudalism was a political, economic, and social system in which nobles were granted the use of land that legally belonged to the king. In return, the nobles agreed to give their loyalty and military services to the king. The peasants or serfs worked the land for the knights and nobles and in return they received protection and a portion of the harvest to feed their families. The image below shows the structure of feudal society a social, political, and economic hierarchy. Source: World History Patterns of Interaction. NOBLES SERFS
Document 2 The manor was the economic side of feudalism. The manor was a largely self-sufficient system in which the lord s land (granted by the king) was farmed by his serfs (essentially slaves bound to the land). The manor included not just farmers, but also artisans who provided for the needs of the manor, a chapel, forest for hunting, and pastureland for farm animals. The two images below show the physical layout of the manor system. For the majority of Europeans, life was hard. Serfs, or peasants obligated to work the lord s land, had no freedoms. In return for laboring 6 days out of the week, they were granted only one day a week to farm to feed themselves and their families. They also had to pay high rents to the lord s to use his land. There was no alternative, since peasants needed the lord s protection from raiding invaders Source: World History Patterns of Interaction, and http://www.uncp.edu/home/rwb/lecture_mid_civ.htm Source: Piers Plowman, in World History Patterns of Interaction Literature Section.
Document 3 The role of the Church was very large in Medieval Europe. More than any other institution, it unified Europeans and gave every person a sense of how the world worked. Since political leaders only had local power, the Church was the most powerful institution. This secondary source describes the multiple roles the Church played in the Middle Ages. Source: http://www.mnsu.edu/emuseum/history/ middleages/church.html In a time of great political chaos, the Roman Catholic Church was the single, largest unifying structure in medieval Europe. It touched everyone's life, no matter what their rank or class or where they lived. With the exception of a small number of Jews, everyone in Europe was a Christian during the Middle Ages from the richest king down to the lowest serf. From the moment of its baptism a few days after birth, a child entered into a life of service to God and God's Church. As a child grew, it would be taught basic prayers, would go to church every week barring illness, and would learn of its responsibilities to the Church. Every person was required to live by the Church's laws and to pay heavy taxes to support the Church. In return for this, they were shown the way to everlasting life and happiness after lives that were often short and hard. In addition to collecting taxes, the Church also accepted gifts of all kinds from individuals who wanted special favors or wanted to be certain of a place in heaven. These gifts included land, flocks, crops, and even serfs. This allowed the Church to become very powerful, and it often used this power to influence kings to do as it wanted. Document 4 The map below represents Europe in the later Middle Ages. Europe, although isolated at first, became more connected to the established global trade along the Silk Roads. The increase in trade connecting Europe to places along the Silk Roads was initiated by non-christian merchants (Jews and Muslimsmany from the Middle East). Jewish merchants were known throughout Europe for bringing luxury goods to the major towns and trade centers of Europe. Due to their wealth, Jews were often persecuted in hard times, especially during the Plague. Source:http://images.google.com/imgres?imgurl=http://web000.greece.k12.ny.us/SocialStudiesResource s/social_studies_resources/ghg_documents/trade; Medieval History Sourcebook, Accounts of the Routes of Jewish Merchants to the East, 847
Document 5 Europe in the Middle Ages was a dangerous place. Invasions from Muslims, Mongols, and other tribal groups were common. War between lords was common. The value of protection and warriors created a social code called Chivalry. Knights fought for lords and ladies and lived by a gentleman-warrior code of Chivalry. The painting below depicts medieval knights. Source: http://www.the-dogs-ofwar.com/crusades1.jpg
Name Date Part A-Document Questions: Answer questions on loose-leaf paper in blue or black ink. Turned in on the first day of class. Document 1: a. How did feudalism provide for the security of the people of medieval Europe? Document 2: a. How was manorialism different from feudalism? b. How did medieval farmers deal with the problem of soil exhaustion? Document 3: a. Why would the Church and religious life have had such great appeal at this point in history? Document 4: a. How might increased trade with China and the Middle East have impacted later medieval society which had previously been so isolated? Document 5: a. What does the Code of Chivalry tell us about medieval values in general? Don't summarize the code. Part B-Open Response: What was life like in the Middle Ages? Thesis statement (claim) Evidence (use the documents provided) -One well developed paragraph (5-8 sentences) -Due first day of class (25 points) -Written in blue or black ink (legible) on loose leaf paper or typed on a separate piece of paper, 12 pt. font. -Turned in on first day of class (Thursday, August 23, 2018)
World Continents /18 Identify the following on the map below: North America, South America, Africa, Asia, Australia, Antarctica, Europe, Pacific Ocean,Atlantic Ocean, Indian Ocean, Arctic Ocean, Mediterranean Sea, Persian Gulf, Red Sea, Caribbean Sea, North Sea, Gulf of Mexico, and South China Sea. 80 N 160 W 140 W 120 W 100 W 80 W 60 W 40 W 20 W 0 20 E 40 E 60 E 80 E 100 E 120 E 140 E 160 E Arctic Circle 60 N 40 N 20 N Tropic of Cancer Equator 20 S Tropic of Capricorn N 40 S W E 60 S Antarctic Circle S km 0 mi 0 1000 2000 1000 2000 80 S
60 N Europe Identify the countries of Europe. On the back of this sheet write the country and its capital. /88 Arctic Circle Norwegian Sea LEGEND N National boundary National capital W E km 0 200 400 50 N S North Sea Baltic Sea mi 0 200 400 ATLANTIC OCEAN Bay of Biscay 40 N Adriatic Sea Black Sea 10 W Strait of Gibraltar Aegean Sea Mediterranean Sea 0 10 E 20 E 30 E
Medieval Coat of Arms Background In Europe during the Middle Ages, knights wore full-body armor that made them unrecognizable on the battlefield and in tournaments. In order to set themselves apart, knights would decorate their shields and banners with colors and symbols. Knights would have their symbol on a garment they would wear over top of their armor known as a surcoat. Over time, these colors and symbols were passed down and became family symbols and became known as a coat of arms. As time went on, more families had a coat of arms and some towns even adopted them. In an age when many people could not read or write, these symbols became easy ways to distinguish a person, place, or family. Directions You will design your own personal coat of arms. Think of colors, images, symbols, or other things that are important to you and your family. What would you want strangers to know about you? There are also colors and symbols that have traditional meaning in heraldry. Heraldry is the art of creating coats of arms. Over time these colors, symbols, and animals have developed and held significance. Feel free to use these examples below: Colors White - Peace Black - Grief Blue - Loyalty Red - Strength Green - Joy Purple Royalty Gold - Generosity Symbols Axe - Devoted Crescent - Intelligence Crosses - Christianity Crown - Authority Fire - Zeal Heart - Passion Moon - Serenity Oyster Shell - Traveler Ring - Fidelity Star - Nobility Sun - Glory Sword - Warlike Castle Fortitude Animals Bear - Protectiveness Camel - Determination Dog - Loyalty Eagle - Leadership Dragon - Defender Fox - Cleverness Griffin - Bravery Lion - Courage Snake - Ambition Deer - Peace Tiger - Valor Wolf - Vigilance
Coat of Arms Rubric Visual Appeal: Neatness, color, good choice of background and visuals, impressive first impression Possible Points 10 Self-Evaluation Points Received Teacher Evaluation Creativity / Originality: The Coat of Arms is creatively presented and done with a new or unique twist Effort: Obvious effort went into project; not a hasty, Gotta-get-it-done look Organization: Each section of the Coat of Arms is easy to understand and has a clear purpose. Ideas and Content: Followed instructions for project, thorough knowledge of the purpose of a Coat of Arms is apparent. Includes all required information. 10 5 5 10 Total Points 40