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Page 1: Timesaving Tools TEACHING  · PDF fileChapter 10 Resources Timesaving Tools ... Daybreak and church 5:00 A. ... Which people seem to have the most power?

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Chapter 10 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape program is available from Glencoe as a supplement to Chapter 10:

• Scourge of the Black Death(ISBN 0–7670–0534–1)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany this video,check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 10 L2

Graphic Organizer StudentActivity 10 Transparency L2

CHAPTER TRANSPARENCY 10

Europe in the Middle Ages (1000–1500)

Map OverlayTransparency 10 L2

Spread of the Black Death

Seville

Avignon Genoa Florence

Siena

RomeNaples

VeniceBordeaux

CarpathianMts.

Danube

R.

Po R.

Ebro R.

NorthSea

Black Sea

Mediterranean Sea

Atlant icOcean

BalticSea

Hamburg

London

ParisAngers

Calais

Dublin

Bristol

Leicester

YorkLancaster

Durham

Norwich

Valencia

Barcelona

MontpellierPyrenees Mts.

Marseilles

MajorcaMinorca

CorsicaPisa

Alps

Mts.

Nuremberg

CologneErfurt

Liege

Zürich

Strasbourg

Würzburg

Dubrovnik

Messina

Sardinia

Sicily

Constantinople

Taurus Mts.

CyprusCrete

0 250 500 Miles

0 250 500 750 Kilometers

Map Overlay Transparency 10

Enrichment Activity 10 L3

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Section 1 describes the lives of the feudallords and vassals and the living and work-ing conditions of the peasants. One of theimportant roles at this time was the man-

★ Enrichment Activity 10 ★★

agement of the household, a task often per-formed by a noblewoman. The descriptionbelow gives an account of what that taskcould involve.

The Noble Household

DIRECTIONS: Complete the activities below.

1. Imagine that you are the noblewoman of a castle with a household of 50 people. Use theinformation above and from the textbook to imagine the tasks you have to complete inone day. Fill in the tasks on the following roster.

4:30 A.M. Daybreak and church5:00 A.M. _______________________________________________________________________7:00 A.M. _______________________________________________________________________9:00 A.M. _______________________________________________________________________11:00 A.M. ______________________________________________________________________1:00 P.M. ________________________________________________________________________3:00 P.M. ________________________________________________________________________4:30 P.M. Sundown and church5:00 P.M. ________________________________________________________________________7:00 P.M. Bed

2. Imagine that you must provide dinner for your guests and your immediate household—about 15 people. Make a list of items you may need to collect. Think of all the places youmay need to travel on your own estate and elsewhere to acquire these things. Make anote about where to get each item. The list is begun for you. Use an extra sheet of paperto continue your list.

Items for DinnerItem Location

4 loaves of bread mill

small jug of cooking oil market in town

A feudal household could be quite large. Important nobles could have a household of as many as200 people. This meant a lot of management. Some of the work had to be delegated to various

people, such as those in charge of the preparation and serving of food and wine or the manufactureand maintenance of clothing and linens. These people, in turn, made sure that the work was done. Inaddition, enormous quantities of food had to be gathered and purchased. Guests had to be enter-tained by musicians and performers. Horses and livestock had to be overseen, and farm work carriedout and supervised. Children needed to be cared for and educated. Rooms had to be cleaned andwarmed. Often, a chapel operated as a church and was attended at least once a day. Letters to lordsand vassals had to be written. Rents had to be collected.

Primary Source Reading 10 L2

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An Italian Writer Describes the Black Death

Giovanni Boccaccio was a thirteenth century Italian writer who wroteDecameron, the story of a group of men and women who survive theBlack Death by fleeing their city. Read this excerpt from the introduc-

tion of his book to learn more about what it was like during the time of thisterrible epidemic.

Guided Reading In this selection, read to understand some of the effects of an epidemic plague on people in theMiddle Ages.

The symptoms were not the same as in theEast, where a gush of blood from the nose wasthe plain sign of inevitable death; but it beganboth in men and women with certain swellingsin the groin or under the armpit. They grew tothe size of a small apple or an egg, more or less,and were vulgarly called tumours. In a shortspace of time these tumours spread from the twoparts named all over the body. Soon after thisthe symptoms changed and black or purplespots appeared on the arms or thighs or anyother part of the body, sometimes a few largeones, sometimes many little ones. These spotswere a certain sign of death, just as the originaltumour had been and still remained.

No doctor’s advice, no medicine could over-come or alleviate this disease, An enormousnumber of ignorant men and women set up asdoctors in addition to those who were trained.Either the disease was such that no treatmentwas possible or the doctors were so ignorant thatthey did not know what caused it, and conse-quently could not administer the proper remedy.In any case very few recovered; most peopledied within about three days of the appearanceof the tumours described above, most of themwithout any fever or other symptoms.

The violence of this disease was such thatthe sick communicated it to the healthy whocame near them, just as a fire catches anythingdry or oily near it. And it even went further. Tospeak to or go near the sick brought infectionand a common death to the living; and to touchthe clothes or anything else the sick had touchedor worn gave the disease to the person touching.

...Such fear and fanciful notions took posses-sion of the living that almost all of them adoptedthe same cruel policy, which was entirely to

avoid the sick and everything belonging tothem. By so doing, each one thought he wouldsecure his own safety.

Some thought that moderate living and theavoidance of all superfluity [non-essentials]would preserve them from the epidemic. Theyformed small communities, living entirely sepa-rate from everybody else. They shut themselvesup in houses where there were no sick, eatingthe finest food and drinking the best wine verytemperately, avoiding all excess, allowing nonews or discussion of death and sickness, andpassing the time in music and suchlike plea-sures. Others thought just the opposite. Theythought the sure cure for the plague was todrink and be merry, to go about singing andamusing themselves, satisfying every appetitethey could, laughing and jesting at what hap-pened. They put their words into practice, spentday and night going from tavern to tavern,drinking immoderately, or went into other peo-ple’s houses, doing only those things whichpleased them. This they could easily do becauseeveryone felt doomed and had abandoned hisproperty, so that most houses became commonproperty and any stranger who went in madeuse of them as if he had owned them. And withall this bestial [animal] behaviour, they avoidedthe sick as much as possible.

In this suffering and misery of our city, theauthority of human and divine laws almost dis-appeared, for, like other men, the ministers andthe executors of the laws were all dead or sick orshut up with their families, so that no dutieswere carried out. Every man was therefore ableto do as he pleased.

Many others adopted a course of life mid-way between the two just described. They did

P R I M A R Y S O U R C E R E A D I N G 10

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 10 L1

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HANDOUT MATERIAL

Meet the Medievals—Worksheet

1. Which people seem to have the most power?

Which seem to have the least power?

2. Assumptions we can make about the quality of these people’s lives:

3. The political situation here is subject to change. How is this related to the interdependency of vari-ous groups of people?

4. At this point, the character we would like to be is because .

Lord Godwin of AmsburyI am Lord Godwin, in the service of King Jeffrey,now the ruler of this region of England. I am theowner of a large estate, granted me by the king inturn for my loyalty and my legions of knights. I amsworn to protect my king—a duty I hold as dear asmy own life. But I am ambitious and have sent myknights to battle John of Lamprey, lord to KingRichard, a possible usurper of the Crown.

Lady ElizabethI am wife to Lord Godwin and the mother of hisseven children (two of which have died of theplague). I am mistress of the estate, which is nosmall task, for there are 100 servants, cooks, arti-sans, and peasants who need my attention. I alsokeep an herb garden for the medicines my house-hold might need.

Sir StephenI am the son of Lord Godwin and will soonbecome a knight. I have spent several years as apage and squire to a neighboring lord, whommy father trusts. If I can prove myself at tour-ney, I will earn the right to bear arms for KingJeffrey. Someday he may grant me a fief for mybravery.

Mary, prioress of Saint AgathaI am the daughter of Lord and Lady Godwin. Iwould not marry the man my father ordered me tomarry, so I have taken refuge in the Convent ofSaint Agatha. I will serve God and the good peas-ants of the nearby village with my skills in medicinethat I learned from my mother.

Jack BuilderI am called Jack Builder because I am a mason, askilled artisan. I have served many an importantlord and clergyman. I was an apprentice to themaster builder of King Jeffrey’s castle, and I wasmaster builder of the cathedral that serves HolyCross in the Woods. The cathedral is the mostimportant building in town.

AgnesI am a serf who lives on the estate of Lord Godwin.I work on the estate with my husband and ourthree children. I pull a plow and sow seeds. In deepwinter, I am invited to the great house to help withthe needlework and mending. Godwin will alwaysbe my lord, unless Richard seizes the throne fromKing Jeffrey. Then this estate will be granted toJohn of Lamprey, and he will be our new lord.

10H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 10 L2

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In the twelfth to fourteenth centuries,towns began to expand and so did the middle class. The middle class gained itsincome from buying and selling goods.

Today, in many countries the middle classmakes up most of the population. Read thistwelfth-century description of medievalLondoners and an early take-out restaurant.

Historical Significance Activity 10

The Beginnings of the Middle Class

!

DIRECTIONS: Fill in the chart to compare and contrast the description of medieval take-outto take-out today.

Restaurant Take-out: Then and NowMiddle Ages Today

Location

Foods

Customers

Reasons forPurchasing

Those engaged in the several kinds of business, sellers of several things, contrac-tors for several kinds of work, are distributed every morning into their several

localities and shops. Besides, there is in London on the river bank, among the winesin ships and cellars sold by the vintners, a public cook shop; there eatables are to befound every day, according to the season, dishes of meat, roast, fried and boiled,great and small fish, coarser meats for the poor, more delicate for the rich, of game,fowls, and small birds. If there should come suddenly to any of the citizens friends,weary from a journey and too hungry to like waiting till fresh food is bought andcooked . . . there is all that can be wanted. However great the multitude of soldiersor travellers entering the city, or preparing to go out of it, at any hour of the day ornight,—that these may not fast too long and those may not go supperless,—they turnhither, if they please, where every man can refresh himself in his own way. . . .

—From The Medieval Reader edited by Norman F. Cantor

Cooperative LearningActivity 10 L1/ELL

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A Day in the Life: Europe in the Middle Ages

★ Cooperative Learning Activity 10 ★★

BACKGROUNDEuropean society during the medieval period was characterized by rigidly stratifiedclasses. The class divisions were derived from the feudal system and were com-prised of king and queen, clergy, noble lords and ladies, rural peasants or serfs, andthe few merchant or craftsman freemen and their families. By working as a groupto create a five-minute play that illustrates life in the Middle Ages, you will learnmore about medieval life and society.

GROUP DIRECTIONS1. As a group, review the roles and classes that made up medieval society in the

High Middle Ages from about A.D. 1000 and 1300. Use your textbook chapters 9and 10 as a quick reference.

2. Brainstorm ideas for a short dramatic presentation that would illustrate rolesand interactions among classes. Be specific about scene, plot, and characters.Describe how the characters would interact and what they would say.

3. Create a script and assign all group members roles in the play. You might wantto assign a group leader role to one member to act as director and to another asscript or dialogue coach to help individual actors write and deliver their linesand rehearse their roles. Possible roles include the following.rural peasant priestmerchant or craftsman monklord/noble lady/nobleknight king or queenbishop nun

Your plot and dialog should showcase the different, yet interdependent classesthat existed in medieval society. The more interaction among the characters and classes that you can build into your drama or comedy, the better your playwill be.

4. Present your play to the class. Use props or costume enhancements where possible.

ORGANIZING THE GROUP1. Group Work/Decision Making As a group, appoint a director to oversee the

development of the script and the details of the short play. Brainstorm possiblescenarios in which medieval roles and characters might interact. Decide on abasic setting and plot for the play. Create a list of characters, with names, to fitinto your scene and setting. Assign roles to individuals and let them improviseand spontaneously play act some possible dialogue and plot ideas. The charac-ters might want to use jot notes to record their lines. Create a final version ofthe script from which all the actors will rehearse.

Cause Effect/Cause Effect

Graphic Organizer 13:

Cause–Effect Chart

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Chapter 10 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 10 L2

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Name ____________________________________ Date ________________ Class __________

Linking Past and Present Activity 10

Old and New Solutions for the Problem of Poverty

Critical Thinking

Directions: Answer the following questionson a separate sheet of paper.1. Making comparisons: Compare the

sources of money for poor relief in theMiddle Ages with those in modern times.

2. Making inferences: Why do you thinkhelping the poor is important to the wellbeing of a community or state?

3. Synthesizing information: Why did theleaders of medieval towns take stepsagainst paupers? Do research in the libraryand on the Internet to discover which legalmeasures—besides banishment—weretaken against petty criminals and vagrants.Write a brief report of your findings andexplain how harsh punishment might havecontributed to a rise in the crime rate.

Then In the late Middle Ages, when townsand cities began to develop around local mar-ket centers, a variety of charitable institutionsbegan to spring up. Hospitals and almshouseswere the most prevalent of these institutions.Originally, hospitals served any person whowas in need of either health care or shelter.Almshouses provided food, clothing, and shelter.

Lay people, as well as religious leaders,founded, supported, and served in these insti-tutions. Some lay people joined the clergy incharitable organizations called confraternities.Guilds established almshouses for impover-ished members and made loans to thosetemporarily out of work. Guilds also set asidefunds to support the widows and orphans ofdeceased members. City governments ranoffices that were dedicated to the relief ofpoverty. Cities also contributed money to thecharitable organizations run by individualsand trade organizations. Wealthy people oftenwilled small annual donations to the poor intheir parish.

As urban populations increased, an ever-growing number of poor people furtherstrained the resources of the different supportgroups. In order to make the distribution ofrelief to the poor more efficient and effective,city governments began to take on a greaterrole in distributing aid than did private organi-zations.

Some civic leaders began to view paupersas potential revolutionaries and/or criminals.To reduce the threat of social unrest, civic lead-ers designed work programs for beggars andbanished them from the city if they refused towork.

Now Providing for the poor in modern societyhas become a highly centralized function.Although private and religious organizationsstill play a significant role in fighting poverty,the governments of nations have taken overmost of the job. In the United States, individualstates make the welfare laws; the federal gov-ernment provides the funds necessary to enactthe different welfare programs.

Most of the Western democracies help theircitizens through illness, unemployment, oldage, and other periods of financial insecurity.In some countries, the government provides itscitizens with medical care. All democratic gov-ernments offer a free education through atleast secondary school.

Citizens pay taxes to support the benefitsthey enjoy. Lately, an influx of immigrants todeveloped nations has placed a heavy burdenon these nations’ welfare systems. Since manyimmigrants are unable to secure employmentthat pays a living wage, they depend uponpublic assistance. Some people consider this tobe unfair, arguing that newcomers to a countryshould not automatically be supported by thatcountry. Yet others believe that public assis-tance should be available to all people wholive in a country. Most immigrants however,regardless of their income level, still pay theirshare of taxes.

Lately, government officials have begun toreconsider many welfare policies. Politicalleaders in the United States have pointed outthat issuing welfare checks has created a cul-ture of dependent people. Consequently, theyhave enacted work programs designed to takepeople off welfare. In countries with moderatesocialist governments—such as Sweden—some citizens have become willing to give uptheir benefits in exchange for lower taxes.

Time Line Activity 10 L2

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Time Line Activity 10

Europe in the Middle AgesDIRECTIONS: Medieval Europe in the years A.D. 1050–1500 underwent dramatic conflicts,innovation, and cultural diffusions. Some events of that time are shown on the time linebelow. Read the time line, then answer the questions that follow.

1. What important institutions began in the mid-twelfth century?

2. For how many years was the papal court out of Rome?

3. During which war was Joan of Arc alive?

4. How old was Joan of Arc when she died?

5. What were two important battles of the Hundred Years’ War?

6. During which century did the church first seek to increase its control over heretics?

7. What war between the English royal houses began in the 1400s?

1431 Joan of Arc burnedat the stake.

A.D.1000 A.D.1200 A.D.1400 A.D.1600

1232 Iquisition is created tobattle heresy.

1435 War of theRoses begins.

1099 Crusaders captureJerusalem.

c . 1150 Beginnings of universities

1309 Pope Clement in Avignon

1377 Pope Gregory XI returnsto Rome.

1415 Battle of Agincourt;Jan Hus martyred.

1412 Joan of Arc is born.

1337 Hundred Years’ War begins

1346 Battle of Crécy

Reteaching Activity 10 L1

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Europe in the Middle Ages

In the years a.d. 1000–1500, medieval Europe went through major changes and upheavalsthat affected all segments of society.

DIRECTIONS: The diagram below shows the five main aspects of medieval Europe at itsheight. Complete the diagram by listing examples of the most important events, people,countries, and dates under the appropriate heading. A few entries have been done for you.

Reteaching Activity 10‘

Name Date Class

Economics

• improved farming techniques

Religion

• Interdiction

Education

• scholasticism

Arts

• Gothic cathedrals

Military

• the Hundred Years’war

Medieval Europe atIts Height

Vocabulary Activity 10 L1

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Name Date Class

Europe in the Middle Ages: 1000—1500DIRECTIONS: Fill in the terms across and down on the puzzle that match each numbereddefinition.

Vocabulary Activity 10f

Across

1. direct royal taxation on land or property

8. document guaranteeing the rights of townspeople

9. paid apprentice

10. learning that emphasized reason andfaith

12. object of religious veneration; a piece ofthe body or personal item of a saint

13. artisan who owned his own shop

Down

2. Christian rite

3. unpaid employee learning a trade

4. economic system that replaced barter (two words)

5. language of everyday speech

6. a traveling poet-musician

7. landed estate run by lord

11. to forbid

2

1

8

5 6

3 4

7

1110

12

13

9

Chapter 10 TestForm A L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. a tenth of one’s produce

2. artisans and merchants living in walled cities

3. members of the wealthiest and most powerful families

4. practice by which secular rulers chose nominees for churchoffices and gave them the symbols of their office

5. forbids priests from giving the sacraments to a certain groupof people

6. composer and important contributor to Gregorian chant

7. court created by the Church to find and try heretics

8. attempted to reconcile Aristotle’s teachings with thedoctrines of Christianity

9. defeated the French at the Battle of Agincourt

10. an annual direct tax, usually on land or property

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. In order to encourage trade between Flanders and Italy, the counts ofChampagneA. built a road between the two, upon which their town was a major stopping point.B. offered free wine to traders traveling through their fiefdom.C. initiated a series of trade fairs in the chief towns of the territory.D. agreed not to tax the merchants of these two countries.

12. A was a heavy, wheeled plow with an iron plowshare.A. dozer C. dirkB. carruca D. cabochon

13. Serfs were different from peasants in that serfsA. did not have to provide military service to the lord.B. could live anywhere they chose except land that was part of a lord’s estate.C. were legally bound to the land upon which they worked and lived.D. lived in the cities and were not farmers like the peasants.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 10 Test, Form A

Column B

A. Saint ThomasAquinas

B. bourgeoisie

C. Inquisition

D. patricians

E. interdict

F. tithe

G. taille

H. Hildegard ofBingen

I. lay investiture

J. Henry V

Chapter 10 TestForm B L2

Performance AssessmentActivity 10 L1/ELL

Name ������������������������������������������������������� Date ������������������������� Class ���������������

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★ Performance Assessment Activity 10

Use with Chapter 10.

Europe in the Middle Ages

BACKGROUNDBeginning in the Middle Ages, students were encouraged to go to universities.

Often located in towns and cities, the universities offered students an education and anew way of life.

TASKA medieval university has hired you as a recruitment official to promote its

services to prospective students. You have been asked to create a bulletin board toshow the advantages of a higher education and the attractions of the university. Youwill need to research to find pictures of universities and university life. You also willneed descriptions of the studies and activities at the university.

AUDIENCEYour audience is medieval students who may be thinking of going on to a

university.

PURPOSEThe purpose of the bulletin board is to attract students to the university. You may

want to promote one particular medieval university.

PROCEDURES

1. Form a team with two other students. Research to find descriptions of medieval universities and university life, the features of medieval towns, and pictures of uni-versities, professors, and students.

2. Working together, decide which information will be the most effective as promo-tional material and how you will display it.

3. Create an attractive promotional title.

4. Revise your plan with all members of the group suggesting alternative contentsand designs for the bulletin board.

5. Create a final bulletin-board display, title, and captions to go with your illustrations.

ExamView® ProTestmaker CD-ROM

Mapping History Activity 10 L2

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France in A.D. 1400sThe Hundred Years’ War between France and England lasted for 116 years.During this time, England had the advantage for the first 92 years, until the timeof Joan of Arc. Having inspired the troops, Joan of Arc began driving the Englishback to the north of France. When the war ended in A.D. 1453, her efforts hadhelped push the English back to the port of Calais.

DIRECTIONS: The map below shows France in the A.D. 1400s. Use the map tocomplete the activities that follow.

Mapping History Activity 10

1. Which areas of France were occupied by English forces?

2. Which areas of France were occupied by French forces?

3. Name three cities that were strategic battle sites in the Hundred Years’ War.

4. Under Joan of Arc’s leadership, the French battled from Orléans to Reims.Reims is approximately 80 miles (120 kilometers) northeast of Paris. MarkReims on the map. Gradually, the French made their way to Calais. Trace theFrench forces’ route from Orléans to Calais.

ENGLANDLondon

Paris

Avignon

Agincourt

Orléans

Calais

Crécy

FlandersLow

Countries

Champagne

Bu

rgundy

Mediterranean Sea

HOLYROMANEMPIRE

ATLANTICOCEAN

English Channel

Loire River

Seine River

Garonne River

Rhôn

eRi

ver

4°W 0° 4°E 8°E

50°N

45°N

Lambert Conic Conformal Projection

0 50 100 miles

50 100 kilometers0

Burgundian landsEnglish possessionsFrench landsBattle sites

N

S

EW

France in the A.D. 1400s

World Art and MusicActivity 10 L2

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Troubadour music was composed by and for theupper classes. Knights possessed vast wealth

and leisure time, both of which they liked to display.In addition to giving lavish banquets, they pursuedthe arts in order to gain a reputation for being cul-tured. Around this time, upper-class women beganto be revered and referred to as “ladies.”

The words in a troubadour’s song were of foremostimportance. The music was simple so that it would not

interfere with the poetry. The poems tended to beabout courtly and chivalrous love, in which a lady wasworshiped from afar with great respect and dignity.The object of the troubadour’s affection was depictedas so perfect that she was unobtainable. These werenot despondent poems, however—the troubadourwas content never to possess his beloved. Often thetroubadour would imply that he would be dis-appointed or disillusioned if she accepted his offers.

TroubadoursSometime during the mid–1000s, poet-musicians called troubadours began

to appear in southern France. Most were male members of the nobility. Somewrote songs, some sang, and some both wrote and sang. Occasionally, trouba-dours accompanied themselves on stringed instruments. Their songs–whichwere written in the everyday language of the people–were at first taught orallyand memorized. It was not until much later that these songs were written.What this meant was that a troubadour could easily change the words of asong to suit his circumstances. Amazingly, more than 2,500 songs survive.

DIRECTIONS: Read the passage below about these travelling musicians. Thenanswer the questions in the space provided.

WoWorld Art and Music Activity 10

Bas relief scene of medieval troubadours

History and GeographyActivity 10 L2

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HISTORY AND GEOGRAPHY ACTIVITY 10★

“Whether lifting our eyes to the soaringnave vaults, or peering into the depths ofthe aisles, the whole atmosphere is one ofreligious mystery. . . . [One] cannot butexperience a little of that unearthly joy sokeenly felt by the devotees of our cathe-dral.” What impression do these words byEtienne Houvet, curator of Chartres, giveof this French cathedral?

Reflecting the central role of the Churchin people’s lives during the Middle Ages,cathedrals were built for the glory of God.During the A.D. 1100s, a new system ofconstruction that originated in France

Gothic Cathedrals

Romanesque

Gothic

Gothic design broke free of the thick central walls and heavy, rounded arches that characterized Romanesque cathedrals.

Ribbed vaults brought new height to cathedral ceilings with support from pointed arches. The arches were formed by narrow stone ribs that extended from tall pillars.

Ribbed Vaults

Flying buttresses helped “open up” the interior space. These stone beams supported the main walls which could then enclose stained-glass windows.

Flying Buttresses

RIBBEDVAULTS

NARROWSTONERIBS

TALLPILLARS

signaled a change in architectural stylefrom Roman to Gothic. The Gothic style ofarchitecture would allow people to achievenew heights in honoring God.

A fine example of Gothic architecture, OurLady of Chartres was rebuilt following a firein A.D. 1194. The new structure, with a vaultthat reaches 11 stories into the sky, attests tothe success of medieval builders in devisingnew ways to distribute the weight of cathe-dral walls. Ribbed vaults, pointed arches,and flying buttresses allowed stained-glasswindows to fill the interior with light andthe walls to stretch to the heavens.

People in World History Activity 10 L2

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She was beautiful and just, imposing and modest, hum-ble and elegant . . . who surpassed almost all the queensof the world.

nuns of Fontevrault in their obituary of Eleanor of Aquitaine

Eleanor of Aquitaine had many impres-sive titles in her life, including queen—ofboth France and England. Her remarkableaccomplishments and turbulent life contin-ue to intrigue people even today, 800 yearsafter her death.

Eleanor was born to a royal family andgrew up in an atmosphere of poetry, litera-ture, and music. Singers and poets wereoften in her home. Her education was notconfined to needlework, as often happenedwith young women at the time. In fact, shelearned to read and write both Latin andProvençal, the local French dialect. By allaccounts, she was beautiful, industrious,and intelligent.

Upon the sudden death of her father,Eleanor became engaged to Louis VII, theonly surviving son of the king of France.They were married in 1137, when Eleanorwas just 15 and Louis was 16. One weekafter the wedding, Louis’s father died, andEleanor found herself married to the newking of France. Masterful and energetic,Eleanor exercised much control over herhusband—and thereby over France. WhenEleanor accompanied Louis on the SecondCrusade to Antioch, a disagreement grewbetween them on strategic policy, whichwas fueled by his intense jealousy. Theirmarriage ended in annulment in 1152.

Less than twomonths later, 29-year-old Eleanor marriedthe 18-year-oldgrandson of KingHenry I of England.Two years later, herhusband became KingHenry II, and Eleanorwas now queen ofEngland. Eleanor was more than 10 yearsolder than her husband, but their marriagewas reasonably happy for 15 years, withEleanor bearing 5 sons and 3 daughters.

Eleanor separated from Henry andmoved back to France in 1168, when shediscovered Henry had a mistress. Legend,which is not substantiated by historians,states that she ruled at Poitiers over a socie-ty of troubadours, knights, and fair ladieswho participated in “courts of love.” Morelikely she spent time undermining the loy-alty of two of her sons to their father. In1173, these two sons attempted to seize hisFrench lands, sparking an uprising againstHenry in England. Henry squelched therebellion, captured Eleanor, and put her inprison for her role in the affair. Over time,her confinement was relaxed, and Eleanorlived a life of semifreedom.

Eleanor lived to see her sons Richard Iand John crowned kings of England and tosee her granddaughter marry the futureLouis VIII of France. She died at the age of82 and was buried between her estrangedhusband Henry II and her son Richard I.

Eleanor of Aquitaine (1122–1204)

People in WoWorld History: Activity 10 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. Eleanor of Aquitaine served as queen of which two countries?

Critical Thinking SkillsActivity 10 L2

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Critical Thinking Skills Activity 10 Evaluating Information

Evaluating information means analyzingwhat you read and then drawing conclu-sions about it. It may also involve recogniz-

There was a monk; a nonpareil was he, Who rode, as steward of his monastery,

The country round; a lover of good sport,A manly man, and fit to be an abbot.He’d plenty of good horses in his stable,And when he went out riding, you could hearHis bridle jingle in the wind, as clearAnd loud as the monastery chapel-bell.Inasmuch as he was keeper of the cell,The rule of St. Maurus or St. BenedictBeing out of date, and also somewhat strict,This monk I speak of let old precepts slide,And took the modern practice as his guide.He didn’t give so much as a plucked henFor the maxim, ‘Hunters are not pious men,’Or ‘A monk who’s heedless of his regimenIs much the same as a fish out of water,’

In other words, a monk out of his cloister.But that’s a text he thought not worth an oyster;And I remarked his opinion was sound.What use to study, why go round the bendWith poring over some book in a cloister,Or drudging with his hands, to toil and labourAs Augustine bids? How shall the world go on?You can go keep your labour, Augustine!So he rode hard—no question about that—Kept greyhounds swifter than a bird in flight.Hard riding, and the hunting of the hare,Were what he loved, and opened his purse for.I noticed that his sleeves were edged and trimmedWith squirrel fur, the finest in the land.For fastening his hood beneath his chin,He wore an elaborate golden pin,Twined with a love-knot at the larger end.

DIRECTIONS: The following passage from Geoffrey Chaucer’s The Canterbury Talesdescribes a medieval monk. After you have read the excerpt, evaluate the informa-tion given in the poem.

ing whether the author is biased in anyway, even in descriptions.

1. What does this monk like more than anything else?

2. What does this monk think of the rules of his order?

3. What does this monk look like? What is he wearing and what animals does he have?

4. Look at Section 4 on the reasons why there were calls for reform. Evaluate the descrip-tion of the monk in terms of the corruption of the Church. Why might a reformer objectto the monk’s appearance and behavior?

Standardized Test PracticeWorkbook Activity 10 L2

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Standardized Test Practice

Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will interpret maps to answer geographic questions, infergeographic relationships, and analyze geographic change.

Cartographers draw maps to scale. On each map, a measured distance will represent a fixeddistance on the earth. For example, one inch on a map may represent 100 miles; however, onanother map, one inch might represent 1,000 miles. This relationship, or scale of distance, often isshown on a map scale—a line with numbers specifying the unit of measurement and the numberof miles or kilometers this unit represents. On some maps, the scale appears as a fraction.

★ Practicing the SkillDIRECTIONS: Study the map on this page andcomplete the activity.

★ Learning to Use a Map ScaleTo measure distances on a map, use the following guidelines.

• Find the map scale or scale fraction.• Identify the unit of measurement and the

distance that unit represents.• Using this unit of measurement, measure the

distance between two points on the map.• Multiply that number by the number of

miles or kilometers represented by each unit.

ACTIVITY 10Reading a Map Scale

There are as many different kinds of maps asthere are uses for them. Being able to read a mapbegins with learning about its parts. The map keyunlocks the information presented on the map.On this map of Germany, for example, dots markcities and towns.

On a road map, the key tells what map linesstand for paved roads, dirt roads, and interstatehighways. A pine tree symbol may represent a park,while an airplane is often the symbol for an airport.

The compass rose is a direction marker. Amap has a symbol that tells you where thecardinal directions—north, south, east, andwest—are positioned. An intermediate direction,such as southeast, may also be on the compassrose. Intermediate directions fall between thecardinal directions.

EASTERNEUROPE

WESTERNEUROPE

Berlin

NorthSea

N

E

S

W

0 mi.

0 km

10050

10050

0 mi.

0 km

10050

10050

Munich

Frankfurt

Cologne

GERMANY

Bonn

HamburgRostock

Bremen

Dresden

Stuttgart

Nuremberg

National boundaryNational capitalOther city

Lambert ConformalConic projection

Baltic Sea

Germany: Political

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. encouraged trade between Flanders and Italy

2. heavy, wheeled plow with an iron plowshare

3. an agricultural estate run by a lord and worked by peasants

4. the struggle between Henry IV and Gregory VII

5. abandoned all worldly goods to live and preach in poverty

6. wanted to defend the Church from heresy

7. chief task was to harmonize Christian teachings with theworks of Greek philosophers

8. the language of everyday speech in a particular region

9. accused of heresy by the Council of Constance and burnedat the stake

10. brought the Hundred Years’ War to a decisive turning pointby inspiring the French armies

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Peasants were required to pay their local village church a tithe, which wasA. a yearly amount of money based on C. a weekly amount of money

the number on people in their family. determined by the lord of the manor.B. ten percent of their produce. D. one-third of their produce.

12. Merchants and artisans living in walled cities came to be calledA. burghers or bourgeoisie, from the German word burg, meaning “a walled

enclosure.”B. patricians, members of the wealthiest and most powerful families.C. nouveau riche, from the French term for “new wealth.”D. journeymen, since they were so often traveling to other cities to trade.

13. Elections for city council in medieval cities were often A. just a front to appease the citizens, since the council was really chosen by the

local lord.B. open to everyone, no matter what their economic status.C. carefully rigged to make sure that only patricians were elected.D. a way for qualified men to move up in society.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 10 Test, Form B

Column B

A. Saint Francis of Assisi

B. Joan of Arc

C. carruca

D. Dominic deGuzmán

E. scholasticism

F. manor

G. John Hus

H. trade fairs

I. InvestitureControversy

J. vernacular

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Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1Peasants, Trade, and Cities1. Discuss the new farming practices,

the growth of trade, and the rise ofcities that created a flourishingEuropean society.

2. Explain how the revival of trade andthe development of a money econ-omy offered new opportunities forpeople.

Reproducible Lesson Plan 10–1Daily Lecture and Discussion Notes 10–1Guided Reading Activity 10–1*Section Quiz 10–1*Reading Essentials and Study Guide 10–1*

Daily Focus Skills Transparency 10–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3The Culture of the High Middle Ages1. Discuss how an intellectual revival

led to the formation of universities.2. Explain how, in the High Middle

Ages, new technical innovationsmade it possible to build Gothiccathedrals, which are one of thegreat artistic triumphs of this age.

Reproducible Lesson Plan 10–3Daily Lecture and Discussion Notes 10–3Guided Reading Activity 10–3*Section Quiz 10–3*Reading Essentials and Study Guide 10–3*

Daily Focus Skills Transparency 10–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 4The Late Middle Ages1. Identify the overwhelming number

of disastrous forces that challengedEurope in the fourteenth century.

2. Explain how European rulersreestablished the centralized powerof monarchical governments.

Reproducible Lesson Plan 10–4Daily Lecture and Discussion Notes 10–4Guided Reading Activity 10–4*Section Quiz 10–4*Reteaching Activity 10*Reading Essentials and Study Guide 10–4*

Daily Focus Skills Transparency 10–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 2Christianity and Medieval Civilization1. Summarize the dominant role of the

Catholic Church in the lives of peo-ple during the High Middle Ages.

2. Describe the strong leadership of thepopes, which made the CatholicChurch a forceful presence inmedieval society.

Reproducible Lesson Plan 10–2Daily Lecture and Discussion Notes 10–2Guided Reading Activity 10–2*Section Quiz 10–2*Reading Essentials and Study Guide 10–2*

Daily Focus Skills Transparency 10–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

Assign the Chapter 10 Reading Essentials and Study Guide.

Chapter 10 Resources

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Chapter 10 Resources

Teacher’s Corner

The following articles relate to this chapter:

• “Retracing the First Crusade,” by Tim Severin, September1989.

• “A Castle Under the Louvre,” by Peter Miller, July 1989.• “The Gothic Revolution,” by James L. Stanfield and Victor R.

Boswell, Jr., July 1989.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• PictureShow: The Middle Ages (CD-ROM)• PicturePack: The Middle Ages (Transparencies, Poster Set)

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Hank Poehling Central High SchoolLa Crosse, Wisconsin

Compare and ContrastThe purpose of this project is to acquaint students

with the historical impact of the Black Death onmedieval European society. In comparing the BlackDeath to AIDS, students will understand the rele-vance of history as they also examine a contemporaryproblem. In addition, they receive beneficial AIDSeducation.

Have students produce a project comparing andcontrasting the Black Death (bubonic plague) withAIDS, working either individually or in groups of up to four. The type of project can be left up to eachindividual or group—a display, a video newscast, areenactment, or a news-style magazine. Tell studentsthat the following areas must be addressed in theproject:• causes of both diseases• symptoms of both diseases• how both diseases are spread• any known or possible cures for both diseases• the effects of each disease on the individual• the effects of each disease on society

Allow about two weeks for the projects. On thedue date, have all groups and individuals make a for-mal presentation of their projects to the class.

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less-proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.

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The Impact TodayHave students explain the purpose andresponsibilities of modern labor unions.Ask them to list products and servicesthey use that are made or provided byunion members. L1

312

Europe in theMiddle Ages

1000–1500

Key EventsAs you read, look for the key events in the history of medieval Europe.

• The revival of trade led to the growth of cities and towns, which became important centers for manufacturing.

• The Catholic Church was an important part of people’s lives during the Middle Ages.• During the fourteenth and early fifteenth centuries, Europeans experienced many problems including the Black Death, the Hundred Years’ War, and the decline of

the Church.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• The revival of trade brought with it a money economy and the emergence of capitalism, which is widespread in the world today.

• Modern universities had their origins in medieval Europe.• The medieval history of Europe can be seen today in Europe’s great cathedrals.

World History Video The Chapter 10 video, “Chaucer’s England,”chronicles the development of civilization in medieval Europe.

1150 1200 1250 1300

c. 1158First Europeanuniversity appears

1163Work begins on Notre DameCathedral

c. 1210Francis of Assisifounds theFranciscan order

1233The Inquisitionbegins

Saint Francis of Assisi

Notre Dame CathedralParis, France

IntroducingCHAPTER 10

IntroducingCHAPTER 10

Refer to Activity 10 in thePerformance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about Europe in theMiddle Ages, students can view the Chapter 10 video, “Chaucer’s England,” from The World HistoryVideo Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 10 content.

Available in VHS.

STUDENT EDITIONSUNSHINE STATE STANDARDS

PURPOSE FOR READING

Pre-and Post-Responses This tool utilizes students’ background knowledge and engages theirattention. Have students write down the main ideas in each section on a piece of paper. They mayuse ideas such as farming, Christianity, universities, and Black Death. Students should then brain-storm a list of four or five ideas for each topic and discuss what they wrote with a partner. Finally,discuss the ideas with the entire class. They can add or modify their responses as they study. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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The cathedral at Chartres, about 50 miles (80 km) southwest of Paris, is but one of the many great Gothic cathedrals built in Europe during the Middle Ages.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 10–ChapterOverview to preview chapter information.

wh.glencoe.com1350 1400 1450 1500

1347The Black Deathbegins todevastate Europe

1431Joan of Arcis burned atthe stake

1453HundredYears’ Warends

1461King Louis XIrules France

1485Tudor dynastyis establishedin England

Medieval depictionof Death

Louis XI

313

IntroducingCHAPTER 10

IntroducingCHAPTER 10

Chartres Cathedral The cathedral at Chartres was designed by an unknown architect and builtbetween 1194 and 1220. It is one of the most famous cathedrals in France. Built of limestone,Chartres is 112 feet (34 m) high and 427 feet (130 m) long. Various architectural innovations atChartres set the standard for thirteenth-century architecture. Chartres is particularly renowned forits beautiful stained glass windows—over 150 of them, covering nearly 21,500 sq ft (2,000 sq m).Most are original, dating from about 1210 to about 1260. During both World Wars, they were takendown piece by piece for protection. More than 2,000 sculpted figures decorate the cathedral.Chartres reflects the medieval view that churches should inspire people and lead them to God.

MORE ABOUT THE ART

Chapter ObjectivesAfter studying this chapter, stu-dents should be able to:1. describe advances in farming

and industry, the manorialsystem, and the rise of cities;

2. explain the dominant roleplayed by the medievalChurch;

3. list the high points of cultureduring the High Middle Ages;

4. describe the various misfor-tunes that challenged Europein the fourteenth century.

Time Line Activity

As students read the chapter, havethem review the time line on thesetwo pages. Ask students to list impor-tant events between the beginning ofthe plague in 1347 and the end of theHundred Years’ War in 1453, afterwhich Europe began to recover. L1

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview10 at .wh.glencoe.com

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

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Life in Londonn the twelfth century, William Fitz-Stephen spoke of Lon-don as one of the noblest cities of the world: “It is happy

in the healthiness of its air, in the Christian religion, in thestrength of its defences, the nature of its site, the honor of itscitizens, the modesty of its women; pleasant in sports; fruit-ful of noble men.”

To Fitz-Stephen, London offered a number of opportunitiesand pleasures: “Practically anything that man may need isbrought daily not only into special places but even into theopen squares, and all that can be sold is loudly advertised forsale.” “Any man,” according to Fitz-Stephen, “if he is not agood-for-nothing, may earn his living expenses and esteemaccording to his station.”

Sporting events and leisure activities were available inevery season of the year: “In Easter holidays they fight battleson water.” In summer, “the youths are exercised in leaping,dancing, shooting, wrestling, casting the stone; the maidensdance as long as they can well see.” In winter, “when thegreat fen, or moor, which waters the walls of the city on thenorth side, is frozen, many young men play upon the ice;some, striding as wide as they may, do slide swiftly.”

To Fitz-Stephen, “every convenience for human pleasure isknown to be at hand” in London.

I

� This medieval manuscript pageshows a London scene.

� Somersaulting was done for entertainment and leisure in medieval London.

Why It MattersOne would hardly know from Fitz-Stephen’s cheerful description thatmedieval cities faced overcrowdedconditions, terrible smells from rot-ting garbage, and the constant threatof epidemics and fires. The rise ofcities was one aspect of the newburst of energy and growth thatcharacterized European civilizationin the High Middle Ages, the periodfrom about 1000 to 1300. Newfarming practices, the growth oftrade, and a growing population created a vigorous European society.

History and You Research cur-rent conditions in the city of London.Compare the city today with the wayit was described by Fitz-Stephen.Write an essay in which you explainhow London has changed and howit has remained the same. Why docertain problems persist? Documentyour argument with evidence andinclude a bibliography.

IntroducingA Story That MattersDepending on the ability levelsof your students, select from thefollowing questions and activi-ties to reinforce the reading of A Story That Matters. • What qualities make London

such a “happy” place toWilliam Fitz-Stephen? (healthyfresh air, Christianity, strongdefenses, its site on the river, the activities and honor of itscitizens)

• Why do you think Fitz-Stephen fails to mention Lon-don’s foul air, overcrowding,epidemics, and fires?(Answers will vary.)

• Have students write a briefparaphrase of this descriptionof London to describe theirown city or town. How accu-rate are their descriptions? L1

About the ArtThe illustration on this pageshows the Tower of London atthe time Henry VIII reigned.What features can students findin the illustration showing thatLondon was a growing, bustlingcity? (crowded streets, many build-ings) L1 ELL

HISTORY AND YOUMedieval cities played an essential role in Europe’s economy. Like ancient and modern cities, medieval cities werethe places where people gathered to share similar interests and values, economic opportunities, social mobility,education, and the pursuit of personal freedoms. Guide students in a discussion of the reasons why people tendto gravitate toward cities. What are the advantages and disadvantages of urban life in the Middle Ages and today?Would students prefer to live in large cities, small towns, or rural areas? Ask them to justify their answers. L1STUDENT EDITION

SUNSHINE STATE STANDARDS

1

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c. 800Serfdom grows inwestern Europe

c. 1050New cities and townsarise in Europe

1000sCraftspeople organize into guilds

c. 1200sEuropean population increases

Peasants, Trade, and Cities

Preview of Events

CHAPTER 10 Europe in the Middle Ages 315

✦800 ✦900 ✦1000 ✦1100 ✦1200

Cause Effects

Growth ofTowns

Guide to Reading

One monk reported in the twelfth century how his monastery used a local streamto grind grain and make cloth:

“Entering the Abbey under the boundary wall, the stream first hurls itself at the millwhere in a flurry of movement it strains itself, first to crush the wheat beneath theweight of the millstones, then to shake the fine sieve which separates flour frombran. . . . The stream is not yet discharged. The fullers [people who finished the manu-facture of woolen cloth] located near the mill beckon to it. One by one it lifts anddrops the heavy pestles, the fullers’ great wooden hammers. How many horses wouldbe worn out, how many men would be weary if this graceful river, to whom we oweour clothes and food, did not labor for us.”

—The Medieval Machine, Jean Gimpel, 1976

Gradually, the growth of trade and manufacturing and the rise of towns laid thefoundations for the transformation of Europe from a rural, agricultural society to amore urban, industrial one.

The New AgricultureIn the early Middle Ages, Europe had a relatively small population. In the High

Middle Ages, however, population increased dramatically. The number of peoplealmost doubled between 1000 and 1300, from 38 million to 74 million people.

Voices from the Past

Main Ideas• New farming practices, the growth of

trade, and the rise of cities created aflourishing European society.

• The revival of trade and the develop-ment of a money economy offered newopportunities for people.

Key Termsmanor, serf, money economy, commer-cial capitalism, guild, masterpiece

People to Identifybourgeoisie, patricians

Places to LocateVenice, Flanders

Preview Questions1. What changes during the High Middle

Ages enabled peasants to grow morefood?

2. What were the major features of themanorial system?

Reading StrategyCause and Effect Use a chart like the onebelow to show the effects of urban growthon medieval Europe.

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 10-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. 450 2. 600 3. three-field 4. to avoid wearing outthe soil

Peasants, Trade, and Cities

1 How many acres wereplanted each yearunder the two-fieldsystem?

How many acres wereplanted under thethree-field system?

Which system wouldyield more food?

Why is it a good ideato leave a field fallowfor a year?

2 3 4

UNIT

2Chapter 10

Two-Field System on a 900-Acre Farm

Three-Field System on a 900-Acre Farm

Fallow

300

Acres

Planted

300

Acres

Planted

300

Acres

Fallow

450

Acres

Planted

450

Acres

A Small Change—A Big Reward

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 10–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 10–1• Daily Lecture and Discussion Notes 10–1• Guided Reading Activity 10–1• Section Quiz 10–1• Reading Essentials and Study Guide 10–1

Transparencies• Daily Focus Skills Transparency 10–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1 FOCUSSection OverviewThis section describes changes inmedieval agriculture, trade,cities, and the lives of commonpeople.

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

Guide to Reading

Answers to Graphic: Effects: mer-chants and artisans settled in cities,townspeople given basic liberties, city governments developed, guildsestablished

Preteaching VocabularyDiscuss the difference between a freepeasant and a serf. Why do studentsthink so many of England’s peasantsbecame serfs? (land, protection) L1

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Draw a spider diagram (word web) with the word “farming” in the middle. Askstudents to name factors that are necessary to farm successfully. Responses include availability ofland and equipment, type of climate, workers, political stability. Then have students reread the sec-tion called “The New Agriculture” on pages 315 to 317 and draw another spider diagram with“New Agriculture” in the center. Ask students to supply factors that made the agricultural explosionof the Middle Ages possible. Discuss differences between agriculture then and now. Have studentscopy both diagrams for study purposes. L1

Refer to the Inclusion for the High School Social Studies Classroom Strategies andActivities in the TCR.

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2 TEACH

of labor-saving devices. For example, the people of theMiddle Ages harnessed the power of water and windto do jobs once done by human or animal power.

Many of these new devices were made from iron,which was mined in various areas of Europe. Iron wasused to make scythes, axes, and hoes for use on farms,as well as saws, hammers, and nails for building. Ironwas crucial in making the carruca, a heavy, wheeledplow with an iron plowshare. Unlike earlier plows,this plow could easily turn over heavy clay soils.

Because of the weight of the carruca, six or eightoxen were needed to pull it. However, oxen wereslow. Two new inventions for the horse made it possi-ble to plow faster. A new horse collar spread theweight around the shoulders and chest rather than

What caused this huge increase in population? Forone thing, conditions in Europe were more settledand peaceful after the invasions of the early MiddleAges had stopped. This increased peace and stabilityalso led to a dramatic expansion in food productionafter 1000.

In part, food production increased because achange in climate during the High Middle Agesimproved growing conditions. In addition, moreland was cultivated as peasants of the eleventh andtwelfth centuries cut down trees and drainedswamps. By 1200, Europeans had more land forfarming than they do today.

Changes in technology also aided the developmentof farming. The Middle Ages witnessed an explosion

316 CHAPTER 10 Europe in the Middle Ages

Watermill on Certovka River in Prague, Czech Republic

Workings of a basic windmill

Harnessing the Power of Water and Wind

Watermills use the power of running water to do work.The watermill was invented as early as the second cen-

tury B.C. It was not used much in the Roman Empire becausethe Romans had many slaves and had no need to mechanize.In the High Middle Ages, watermills became easier to build asthe use of metals became more common. In 1086, the surveyof English land known as the Domesday Book listed about six thousand watermills in England.

Located along streams, mills powered by water were at first used togrind grains for flour. Gradually, mill operators were able to mechanizeentire industries. Waterpower was used in mills for making cloth and insawmills for cutting wood and stone, as well as in the working of metals.

Rivers, however, were not always available. Where this was the case,Europeans developed windmills to harness the power of the wind. Histori-ans are unsure whether windmills were imported into Europe (they wereinvented in Persia) or designed independently by Europeans. Like thewatermill, the windmill was first used for grinding grains. Later, however,windmills were used for pumping water and even cutting wood. However,they did not offer as great a range of possible uses as watermills.

The watermill and windmill were the most important devices for har-nessing power before the invention of the steam engine in the eighteenthcentury. Their spread had revolutionary consequences, enabling Europeansto produce more food and to more easily manufacture a wide array of prod-ucts.

Comparing How are water and wind power used today?

Sail

Breakwheel

Greatspurwheel

Grindstone

Wind shaft

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

Answer: Dams harness water forhydroelectric power, and windmillsare used to produce electricity.

Critical ThinkingAsk students to give examples ofmajor scientific discoveries andtechnological innovations thatoccurred during the MiddleAges and to describe the changesproduced by these discoveriesand innovations. L1

Daily Lecture and Discussion Notes 10–1

I. The New Agriculture (pages 315–317)

A. The number of people almost doubled in Europe between 1000 and 1300, from 38 to 74million people. One reason is that increased stability and peace enabled food produc-tion to rise dramatically.

B. Food production increased also because a climate change improved growing condi-tions, and more land was cleared for cultivation. Europe had more farmland in 1200than it does today.

C. Technological changes also aided farming. Water and wind power began to do jobsonce done by humans or animals. Also, iron was used to make scythes, axes, hoes,saws, hammers, and nails. Most importantly it was used to make the carruca, a heavy,wheeled plow with an iron plowshare pulled by animal teams. A new horse collar thatdistributed the weight throughout the horse’s shoulders and the horseshoe allowedhorses to replace the slow oxen to pull the extremely heavy carruca.

D. Using this heavy-wheeled plow led to the growth of farming villages. The plow wasso expensive that communities bought one plow. People also shared animals. The shiftfrom a two-field to a three-field system of crop rotation also increased food produc-tion. Earlier, peasants had one part of their field lie fallow and the other wascultivated. Now, one part of the field was planted in the fall with grains for a summerharvest, a second part was planted in spring with different grains for a fall harvest,and the third would lie fallow. Only one-third of the land now was not being used,and the rotation kept the soil from being exhausted so quickly.

Daily Lecture and Discussion Notes

Chapter 10, Section 1

Did You Know? A serf required the permission of his lord tochange his occupation or dispose of his property. A serf couldbecome a freedman only through formal emancipation or escape.

Copyright © by The McGraw-Hill Companies, Inc.

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Answer: Peaceful conditions inEurope and dramatic expansion infood production led to an increase inpopulation.

and be subject to the lord’s control. By 800, probably 60percent of the people of western Europe were serfs.

A serf’s labor services included working the lord’sland. The lord’s land made up one-third to one-halfof the cultivated land scattered throughout themanor. The rest of the estate's land was used by thepeasants to grow food for themselves. Such tasks asbuilding barns and digging ditches were also part ofthe labor services. Serfs usually worked about threedays a week for their lords.

The serfs paid rents by giving the lords a share ofevery product they raised. Serfs also paid the lordsfor the use of the manor’s common pasturelands,streams, ponds, and surrounding woodlands. If aserf fished in the pond or stream on a manor, heturned over part of the catch to his lord. Peasantswere also obliged to pay a tithe (a tenth of their pro-duce) to their local village churches.

In the feudal contract, lords and vassals were tiedtogether through mutual obligations to each other.On individual estates, lords had a variety of legalrights over their serfs. Serfs could not leave themanor without the lord’s permission and could notmarry anyone outside the manor without the lord’sapproval. Lords often had political authority on theirlands, which gave them the right to try peasants intheir own courts. Peasants were required to pay lordsfor certain services, such as having their grainground into flour in the lords’ mills.

Even with these restrictions, however, serfs werenot slaves. The land assigned to serfs to supportthemselves usually could not be taken away, and

317CHAPTER 10 Europe in the Middle Ages

Robin Hood In 1261, a resident of Yorkshire, England,William De Fevre, was named an outlaw bythe Sheriff of Nottingham. De Fevre laterescaped to Sherwood Forest, where he joineda band of outlawed citizens and gained fameby robbing from rich figures of authority andgiving to the poor. Robin Hood, as he becameknown, was noted for treating the poor withgreat kindness and courtesy, in contrast to thecruelty that was often part of medieval life.

the throat. Now a series of horses could be hitched up,enabling them to pull the new, heavy plow faster andturn over more land. The use of the horseshoe, an ironshoe nailed to the horses’ hooves, made it easier forhorses to pull the heavy plow through the rocky andheavy clay soil of northern Europe.

The use of the heavy-wheeled plow also led to thegrowth of farming villages, where people had towork together. Because iron was expensive, a heavy-wheeled plow had to be bought by the entire com-munity. Likewise, one family could not afford a teamof animals, so villagers shared their beasts. The sizeand weight of the plow made it necessary to plow theland in long strips to minimize the amount of turningthat would have to be done.

The shift from a two-field to a three-field system ofcrop rotation added to the increase in food produc-tion. In the early Middle Ages, peasants divided theirland into two fields of equal size. One field wasplanted, while the other was allowed to lie fallow, orremain unplanted, to regain its fertility. Now, how-ever, lands were divided into three parts. One fieldwas planted in the fall with grains (such as rye andwheat) that were harvested in summer. The secondfield was planted in the spring with grains (oats andbarley) and vegetables (peas and beans) that wereharvested in the fall. The third field was allowed tolie fallow.

The three-field system meant that only one-third,rather than one-half, of the land lay fallow at anytime. The rotation of crops also kept the soil frombeing exhausted so quickly, which allowed morecrops to be grown.

Analyzing What were the mostimportant factors leading to the dramatic increase in population during the High Middle Ages?

The Manorial SystemYou will remember from reading Chapter 9 that

feudalism created alliances between nobles (lordsand vassals). The landholding nobles were a militaryelite whose ability to be warriors depended on theirhaving the leisure time to pursue the arts of war.Landed estates, located on the fiefs given to a vassalby his lord, and worked by peasants, provided theeconomic support that made this way of life possible.

A manor was an agricultural estate run by a lordand worked by peasants. Although free peasants con-tinued to exist, increasing numbers of free peasants became serfs, or peasants legally bound tothe land. Serfs had to provide labor services, pay rents,

Reading Check

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

EXTENDING THE CONTENTCreating a Contract Guide students in a discussion of the specific factors that might have led freefarmers to attach themselves to a manor. Have them examine the advantages and disadvantagesof the manorial system to the farmer. Then divide the class into small groups or pairs and havethem write a contract between a serf and lord. Contracts should give specific details of the amountof labor that will be exchanged for particular services. All the labor to be provided by the serf andhis family should be listed, as should all the noble’s responsibilities to his serfs. Conclude by com-paring the various contracts students devised. L1

For grading this activity, refer to the Performance Assessment Activities booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Connecting Across TimeToday’s citizens do not pay theirrents or taxes to a lord, but tolocal and federal governments.Have students compare and con-trast the services received fortaxes with those received bypeasants and serfs for their rents.L1

Charting ActivityHave students create a chartdescribing the major characteris-tics of the economic system ofmanorialism. Students shoulddescribe the economic obliga-tions and benefits of serfs, peas-ants, and lords. Display charts inthe classroom. L2

Guided Reading Activity 10–1

53

Cop

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by

The

McG

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Com

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es, I

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Name Date Class

Peasants, Trade, and Cities

DIRECTIONS: Answer the following questions as you read Section 1.

1. What happened to the European population in the High Middle Ages?

2. List two reasons for the change in population during this time.

3. What two inventions for the horse made it possible to plow faster?

4. Define the term “manor”.

5. What three ways did serfs pay rent to their lords?

6. Name the three great events celebrated by feasts within the Christian faith.

7. What two features changed the economic foundation of Europe?

8. For what two reasons did merchants build a settlement near castle?

9. By 1100, what four rights were townspeople getting from local lords?

10. Describe the environment of medieval cities.

11. What three steps did a person complete to become a master in a guild?

Guided Reading Activity 10-1

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SUM

MER

SPRING

WIN

TER

AUTUMN

July

Augu

st

September October

NovemberDecem

berJanuary

February

MarchApril

May

June

Plow

ing;

sowi

ng w

heat

an

d ry

e; b

reed

ing

shee

p

Slaug

hterin

g pigs

;

colle

cting f

irewoo

d

Indoor tasks

(spinning, crafts)

Clearing ditches;cutting woodPruning trees; lambs

and calves born

Plowing; sow

ing

barley and oats

Planting peas, beans, flax, and hem

pPlanting vegetables;

making repairs

Mowing hay;

shearing sheep

Weeding; harvesting flax, wheat, hemp, and rye

Harvest

ing

barle

y and

oats

Harv

estin

g pe

as a

nd

bean

s; br

eedi

ng ca

ttle

Peasant’s Wheel of Life

a main room for cooking, eating, and other activitiesand another room for sleeping. There was little pri-vacy in a medieval household.

A hearth in the main room was used for heatingand cooking. Because there were few or no windowsand no chimney, the smoke created by fires in thehearth went out through cracks in the walls or, morelikely, through the thatched roof.

Cycle of Labor The seasons of the year largelydetermined peasant activities. Each season brought anew round of tasks. Harvest time in August and Sep-tember was especially hectic. A good harvest ofgrains for making bread was crucial to survival in thewinter months.

A new cycle of labor began in October, whenpeasants worked the ground for the planting of win-ter crops. In November came the slaughter of excesslivestock, because there was usually not enough foodto keep the animals alive all winter. The meat wouldbe salted to preserve it for winter use. In February

and March, the land was plowed for the planting ofspring crops—oats, barley, peas, and beans. Earlysummer was a fairly relaxed time, although therewas still weeding and sheepshearing to be done.

In every season, of course, the serfs workednot only their own land but also the lords’lands. They also tended the small gardensnext to their dwellings, where they grew thevegetables that made up part of their diet.

Peasants did not face a life of constant labor,thanks to the feast days, or holidays, of theCatholic Church. These feast days celebrated

the great events of the Christian faith, or thelives of Christian saints or holy persons. The

three great feasts of the Catholic Church wereChristmas (celebrating the birth of Christ), Easter

(celebrating the resurrection of Christ), and Pentecost(celebrating the descent of the Holy Spirit on Christ’sdisciples 50 days after his resurrection). Other feastsdedicated to saints or the Virgin Mary, the mother ofJesus, were also celebrated. A total of more than 50days were essentially holidays.

Religious feast days, Sunday mass, baptisms, mar-riages, and funerals all brought peasants into contactwith the village church, a crucial part of manorial life.The village priest taught the peasants the basic ideasof Christianity so that they would gain the Christians’final goal—salvation. However, village priests wereoften peasants themselves; most were not able to read.It is difficult to know how much church teaching thepeasants actually understood. Very likely, they saw

318 CHAPTER 10 Europe in the Middle Ages

their responsibilities to the lord remained fairly fixed.It was also the lord’s duty to protect his serfs, givingthem the safety they needed to grow crops.

Summarizing What legal rights didthe lords have over the serfs?

Daily Life of the PeasantryThe life of peasants in Europe was simple. Their

cottages had wood frames surrounded by sticks,with the spaces between sticks filled with straw andrubble and then plastered over with clay. Roofs weresimply thatched.

The houses of poorer peasants consisted of a sin-gle room. Others, however, had at least two rooms—

Reading Check

Peasants worked year-round for the lord of themanor. A few days each week were devoted to theirown gardens.

1. Understanding Cause and Effect Explain howthe peasants’ activities in one month affectedtheir activities in later months.

2. Making Inferences Based on your knowledgeof current agricultural technology, how do youthink a medieval peasant’s yearly routine com-pares to that of a contemporary farmer?

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

Answers:

1. Answers may include: planting inApril and May meant harvestingin August and September; thebirth of lambs in February meantJune sheepshearing; etc.

2. Answers may include the factthat modern agriculture is morespecialized, so farmers may pro-duce only one crop or raise onlyone type of livestock; many farm-ers have other jobs during theslow season and don’t spendwinter months doing spinningand crafts; etc.

Answer: Lords had the right to con-trol marriage, to resolve legal issues,to demand payment for services, andto levy taxes.

EXTENDING THE CONTENTRole-Playing Have students work in groups to write and present a brief play showing daily life in a medieval town. Assign small groups to research the daily work, clothing, food, and homes oftownspeople. Assign each student a specific task, such as selecting an event and characters, outlin-ing and writing parts of the script, and obtaining or making props. Students may choose to portraysuch characters as apprentices, journeymen, masters of various guilds, university students, clergy,moneychangers, or troubadours. When students have completed their research, writing, costumes,and set, have them present the play. If possible, videotape the play for viewing by students in otherclasses. L2 ELL

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

EnrichIn a class discussion ask studentsto distinguish between feudal-ism and manorialism. Help stu-dents to consider economic,political, social, and military fac-tors. Develop a Venn diagram onthe board or overhead with stu-dent responses. Have studentscopy the diagram to use as astudy tool. L2

Connecting Across TimeHave students compare life inmedieval cities with life inAmerican colonial cities such asBoston or Philadelphia in theearly 1800s. What problemsexisted in both time periods?(overcrowding, pollution, firedanger) L2

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Answer: Women worked in fields,took care of children, and managedtheir households.

God as an all-powerful force who needed to beappeased by prayer to bring good harvests.

The position of peasant women in manorial soci-ety was both important and difficult. They wereexpected to work in the fields and at the same timebear children. Their ability to manage the householdmight determine whether a peasant family wouldstarve or survive in difficult times.

Food and Drink Though simple, a peasant’s dailydiet was adequate when food was available. Thebasic staple of the peasant diet, and of the medievaldiet in general, was bread. Women made the doughfor the bread. The loaves were usually baked in com-munity ovens, which were owned by the lord of themanor. Peasant bread was highly nutritious becauseit contained not only wheat and rye but also barley,millet, and oats. These ingredients gave the bread adark appearance and very heavy, hard texture.

Numerous other foods added to the peasant’s diet:vegetables from the household gardens; cheese fromcow’s or goat’s milk; nuts and berries from wood-lands; and fruits, such as apples, pears, and cherries.Chickens provided eggs and sometimes meat. Peas-ants usually ate meat only on the great feast days,such as Christmas and Easter.

Grains were important not only for bread but alsofor making ale. In the Middle Ages, it was not easy toobtain pure sources of water to drink. Consequently,while wine became the choice of drink for membersof the upper classes, ale was the most common drinkof the poor. If records are accurate, enormous quanti-ties of ale were consumed. A monastery in the twelfthcentury records a daily allotment to the monks ofthree gallons of ale a day. Peasants in the field proba-bly consumed even more.

Explaining What role did peasantwomen play in manorial society?

The Revival of TradeMedieval Europe was basically an agricultural

society in which most people lived in small villages.In the eleventh and twelfth centuries, however, newelements changed the economic foundation of Euro-pean civilization. The new features included a revivalof trade and an associated growth of towns and cities.

The revival of trade in Europe was gradual. Dur-ing the chaotic times of the early Middle Ages, large-scale trade had declined. By the end of the tenthcentury, however, people were emerging with boththe skills and products for trade.

Reading Check Cities in Italy took the lead. Venice, for example,had emerged by the end of the eighth century as atown with close trading ties to the Byzantine Empire.Venice developed a mercantile fleet (a fleet of tradingships) and by the end of the tenth century hadbecome a major trading center.

While Venice and other northern Italian cities werebusy trading in the Mediterranean, the towns ofFlanders were doing the same in northern Europe.Flanders, the area along the coast of present-day Belgium and northern France, was known for itsmuch desired, high-quality woolen cloth.

The location of Flanders made it an ideal center forthe traders of northern Europe. Merchants from Eng-land, Scandinavia, France, and Germany met there totrade their goods for woolen cloth. Flanders prospered

319CHAPTER 10 Europe in the Middle Ages

This illustration is from the famous manuscript TrèsRiches Heures, an example of a medieval Book ofHours. Books of Hours were personal prayer booksthat often contained calendars noting importantdates of the year. Using the Wheel of Life on theopposite page, can you tell which month andseason are represented in this illustration?

History

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

Book of Hours One of the mostfamous works of the Middle Ages, theTrès Riches Heures du Duc de Berry(Very Rich Hours of the Duke ofBerry), is a book of hours, or devo-tional prayer book. It includes a beau-tiful painting for each of the twelvemonths of the year.

Who?What?Where?When?

Answer: month: June season: late spring to earlysummer

History

Trade Fairs Fairs served as centersof trade in medieval Europe, attract-ing merchants from all over the conti-nent. There were four major fairseasons per year: one in the winter,one at Easter, one in midsummer,and one in October.

Who?What?Where?When?

Writing ActivityAs students read this section,have them list as many featuresas possible pertaining to a serf’slife. Then ask students to write a one-page paper, as if they wereserfs, describing the activities ofa typical day. Ask students tocompare elements of their daythat parallel a serf’s day. L1

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READING THE TEXT

Responding and Reflecting In peasant communities, medieval women performed a variety ofjobs. They worked in the fields, were bakers, brewers, gardeners and artisans. Despite being anintegral part of the community, only men were considered citizens. Ask students to discuss howmedieval people might have justified this exclusion. Do students think that medieval peasantwomen accepted this exclusion? Why or why not? L1

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Answer: Flanders was ideally locatedto trade with northern Europe. Itstowns were located on the coast andwere known for producing high-quality woolen cloth.

in the eleventh and twelfth centuries, and such Flem-ish towns as Bruges and Ghent became centers for thetrade and manufacture of woolen cloth.

By the twelfth century, a regular exchange ofgoods had developed between Flanders and Italy. Toencourage this trade, the counts of Champagne, innorthern France, initiated a series of trade fairs. Sixfairs were held every year in the chief towns of theterritory. At these fairs, northern merchants broughtthe furs, woolen cloth, tin, hemp, and honey of north-ern Europe and exchanged them for the cloth andswords of northern Italy and the silks, sugar, andspices of the East.

As trade increased, demand for gold and silvercoins arose at fairs and trading markets of all kinds.

Slowly, a money economy—an economic systembased on money, rather than barter—began to emerge. New trading companies and banking firmswere set up to manage the exchange and sale of goods. All of these new practices were part of the riseof commercial capitalism, an economic system inwhich people invested in trade and goods in order tomake profits.

Evaluating Why were the towns ofFlanders busy trading centers?

The Growth of CitiesThe revival of trade led to a revival of cities. Towns

had greatly declined in the early Middle Ages, espe-cially in Europe north of the Alps. Old Roman citieshad continued to exist but had dwindled in size andpopulation.

Cities Old and New With the revival of trade, mer-chants began to settle in the old Roman cities. Theywere followed by craftspeople or artisans—peoplewho had developed skills and saw a chance to makegoods that could be sold by the merchants. In thecourse of the eleventh and twelfth centuries, the oldRoman cities came alive with new populations andgrowth.

Reading Check

Lambert Azimuthal Equal-Area projection500 kilometers0

500 miles0

N

S

EW

30°W 20°W 10°W 0° 10°E 20°E 30°E 40°E 50°E 60°E 70°E

40°N

30°N

50°N

60°N

To China

To India

To East

Indies

AtlanticOcean

Baltic

Sea

Euphrates R.

Black Sea

Caspian SeaAralSea

NorthSea

Mediterranean Sea Persian Gulf

Tigris R.

Danube R.

Nile

R .

RedSea

Dnieper R

.Sardinia

Majorca

Corsica

Sicily

CreteCyprus

ALPS

FL

ANDERS

BordeauxLe´on

Lisbon

C´ordoba

Lyons

Krak´ow

Buda

BelgradeVenice

Florence

Rome

Naples

Marseille

Genoa

Milan

Frankfurt

Augsburg

Nuremburg

Alexandria

Cairo

Baghdad

Trebizond

Kiev

Novgorod

DanzigL¨ubeck

Bruges

Ghent

Stockholm

TabrizConstantinople

Valencia

Tunis

Vienna

TripoliDamascus

Paris

Edinburgh

Bergen

London

Toledo

Barcelona

Winchester

Hamburg

320 CHAPTER 10 Europe in the Middle Ages

Medieval Trade Routes

Trade route

The revival of trade led to the revival of cities.

1. Interpreting Maps What was the most importantEuropean trading city for goods being shipped to Asia?

2. Applying Geography Skills Assume that you are atrader who has lived and worked in London, Constan-tinople, and Venice. While conducting trade in each ofthese cities, what other cities would you have been mostlikely to visit? Create a table showing your most frequentstops for each of the three base cities.

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

Economics Discuss the economicsof the Champagne fairs. Ask studentswho they think benefited the mostfrom the fairs: the merchants, thebuyers, or the towns and their resi-dents who organized the fairs. L2

Answers:1. Venice

2. Answers should demonstratestudents’ grasp of material.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGovernment and Economics Remind students that the organization of city government in theMiddle Ages paved the way for the democratic governments in Europe and the United States.Review the importance of a money economy and commercial capitalism on the development ofWestern Europe and the United States. Have students identify the historic origins of the economicsystem of capitalism as seen in the Middle Ages. Then, ask students to research ways medievaleconomic policies and government organization have, in large part, determined the modern struc-ture of many governments worldwide. Ask students to compare the responsibilities that current cityand county governments assume with the responsibilities assumed by medieval city governments.L2 L3

Connecting Across TimeHave students study the map onthis page. Ask students to iden-tify empires and cultures theyhave studied that lay along themedieval trade routes. Assignstudents to research whatknowledge and abilities mer-chants would need to conducttrade over such vast distances.Ask students to determine ifmerchants were part of themanorial or feudal systems. L2

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Answer: Towns were located nearrivers or castles because lords of cas-tles offered protection. They werealso located along trade routes,where town residents could partici-pate in the revival of trade, e.g. creat-ing goods to be traded.

Many new cities or towns were also founded, espe-cially in northern Europe. Usually, a group of mer-chants built a settlement near a castle because it waslocated along a trade route and because the lords ofthe castle would offer protection. If the settlementprospered and expanded, new walls were built to protect it. The merchants and artisans of these citieslater came to be called burghers or bourgeoisie, fromthe German word burg, meaning “a walled enclosure.”

Medieval cities were small in comparison witheither ancient or modern cities. A large trading citywould number about five thousand inhabitants. Bythe late 1200s, London—England’s largest city—hadmore than 40,000 people. Italian cities tended to belarger. Venice, Florence, and Milan each had more than80,000 inhabitants. Even the largest European city,however, seemed small alongside the Byzantine capi-tal of Constantinople or the Arab cities of Damascus,Baghdad, and Cairo.

City Government Most towns were closely tied tothe land around them because they depended on thefood grown in the surrounding manors. In addition,the towns were often part of the territory belonging toa lord and were subject to his authority. Although lordswanted to treat townspeople as they would their vas-sals and serfs, the townspeople saw things differently.

Townspeople needed freedom to trade. Theyneeded their own unique laws and were willing topay for them. Lords and kings, in turn, saw that theycould also make money and were willing to sell tothe townspeople the liberties they wanted.

By 1100, townspeople were getting numerousrights from local lords. These included the right tobuy and sell property, freedom from military serviceto the lord, a written law that guaranteed the free-dom of the townspeople, and the right for an escapedserf to become a free person after living a year and aday in the town.

The people in almost every new town and citygained these basic liberties. Some new towns alsoreceived the right to govern themselves by choosingtheir own officials and having their own courts of law.

Over a period of time, medieval cities developedtheir own governments for running the affairs of thecommunity. Only males who had been born in thecity or who had lived there for some time were citi-zens. In many cities, these citizens elected the mem-bers of a city council, who served as judges and cityofficials and who passed laws. Elections were care-fully rigged to make sure that only patricians—

members of the wealthiest and most powerful fami-lies—were elected.

Analyzing Where did towns tend tobe located and why did they appear there?

Daily Life in the Medieval CityMedieval towns were surrounded by stone walls.

Because the walls were expensive to build, the spacewithin was precious and tightly filled. Thus,medieval cities had narrow, winding streets. Houseswere crowded against one another, and the secondand third stories were built out over the streets.

The danger of fire was great. Dwellings were builtmostly of wood before the fourteenth century, andcandles and wood fires were used for light and heat.Medieval cities burned rapidly once a fire started.

The physical environment of medieval cities wasnot pleasant. The cities were often dirty and smelledfrom animal and human waste. Air pollution wasalso a fact of life. Wood fires, present everywhere,were the usual cause. Even worse pollution, however, came from the burning of cheap grades ofcoal by brewers, dyers, and people who could notafford to purchase wood.

Cities were also unable to stop water pollution,especially from the tanning and animal-slaughteringindustries. Butchers dumped blood and all otherwaste products from their butchered animals into therivers. Tanners, who converted animal hides toleather, unloaded tannic acids, dried blood, fat, hair,

Reading Check

321CHAPTER 10 Europe in the Middle Ages

Towns and cities grew and prospered during the High Middle Ages.

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTGuilds An early form of workers’ organizations or cooperatives were the medieval guilds. Guildsdid not start out as the organizers and overseers of the production process for the craftspeople andmerchants. Originally, guilds were organizations within communities that were developed to meetthe common needs of the people. They functioned mainly as religious and social fraternities. Theguilds provided needed assistance to widows, orphans, and elderly people. They also financed religious festivals and helped maintain and build local churches.

Writing ActivityAsk students to write two paragraphs describing what itmight have been like to live in amedieval city. Have them men-tion both advantages (jobs, safety,intellectual opportunity) and dis-advantages (crowded conditions,lack of sanitation, disease). L2

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 10–1

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. peasants legally bound to the land

2. agricultural estate run by a lord

3. the opposite of a barter system

4. city merchants and artisans

5. craft business associations

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The population increased during the High Middle Ages for all of thesereasons EXCEPTA. increased peace and stability. C. new technology.B. better food production. D. more doctors.

7. Agricultural improvements were the result of all of the followingEXCEPTA. the heavy-wheeled plow. C. the use of horses.B. the two-field system. D. the growth of farming villages.

8. One function of craft guilds was to A. encourage competition among workers.B. set quality standards.C. organize workers to strike.D. keep women out of the workforce.

9. Which of the following is not a part of the guild training system?A. master C. journeymanB. vassal D. apprentice

10. All of the following were goods that increased in availability due to theexpansion of trade EXCEPTA. spices. C. oxen.B. sugar. D. silk.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 10

Section Quiz 10-1

Column B

A. money economy

B. manor

C. guilds

D. serfs

E. burghers

L2

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1. Key terms are in blue. 2. carruca (p.316); bourgeoisie

(p.321); patricians (p.321);apprentice (p.322); journeyman(p.322)

3. See chapter maps. 4. apprentice to a master, then a

journeyman, then a master; finan-cial security

5. money economy, new tradingcompanies, banking firms

6. one-third of land lay fallow; moreland cultivated

7. Medieval Cities: more rights, free-dom; employment choices;crowded, dirty, pollutedManor: peasants/serfs had fewerrights; agricultural work; notcrowded, cleaner

8. depended on agriculture; serfs’livestock provided food and cloth-ing for manor; excess could betraded or sold

9. Answers should be consistent withmaterial presented.

322

Answer: walled; narrow, windingstreets; houses crowded together;dirty; smelly; polluted air and water

Answer: set standards, specified themethods of production, set prices

and the other waste products of their operations.Because of the pollution, cities did not use the riversfor drinking water but relied instead on wells.

Private and public baths also existed in medievaltowns. Paris, for example, had 32 public baths for menand women. Since nudity was allowed in the baths,city authorities came under pressure to close themdown. The great plague of the fourteenth century (dis-cussed later in this chapter) sealed the fate of the baths.

There were considerably more men than womenin medieval cities. Women were expected to super-vise the household, prepare meals, raise the children,and manage the family’s finances. Often, they wereexpected to help their husbands in their trades. Somewomen developed their own trades to earn extramoney. Sometimes, when a master craftsman died,his widow carried on his trade. It was thus possiblefor women in medieval towns to lead quite inde-pendent lives. In fact, many women became brewers,weavers, and hatmakers.

Identifying List three physical char-acteristics of medieval cities.

Industry and GuildsThe revival of trade enabled cities and towns to

become important centers for manufacturing a widerange of goods, such as cloth, metalwork, shoes, andleather goods. A host of craft activities were carriedon in houses located in the narrow streets of themedieval cities.

Reading Check

322 CHAPTER 10 Europe in the Middle Ages

9. Persuasive Writing Imagine youare a trader doing business at thebeginning of the money economy.Write a letter addressed to othertraders convincing them to convertto a money system from bartering.

Checking for Understanding1. Define manor, serf, money economy,

commercial capitalism, guild, masterpiece.

2. Identify carruca, bourgeoisie, patri-cians, apprentice, journeymen.

3. Locate Venice, Flanders.

4. Explain the process of becoming amaster in a guild. What do you thinkmotivated people to participate in andendure this demanding process?

5. List the economic developments of theMiddle Ages that allowed for the emer-gence of commercial capitalism.

Critical Thinking6. Explain Why were the three-field sys-

tem and heavy iron plows so importantto increased food production?

7. Compare and Contrast Use a chartlike the one below to compare andcontrast living and working in amedieval city to living and working ona manor.

Analyzing Visuals8. Examine the illustration of peasants

working in a field shown on page 319and the chart of the peasant’s yearshown on page 318. Use the illustrationand chart to help you describe themajor characteristics of the economicsystem of manorialism.

From the eleventh century on, craftspeople beganto organize themselves into guilds, or business asso-ciations. Guilds came to play a leading role in theeconomic life of the cities. By the thirteenth century,there were guilds for almost every craft, such as tan-ners, carpenters, and bakers. There were also sepa-rate guilds for specialized groups of merchants, suchas dealers in silk, spices, wool, or money (banking).

Craft guilds directed almost every aspect of theproduction process. They set the standards for thequality of the articles produced, specified the meth-ods of production to be used, and even fixed theprice at which the finished goods could be sold.Guilds also determined the number of people whocould enter a specific trade and the procedure theymust follow to do so.

A person who wanted to learn a trade first becamean apprentice, usually at around the age of 10, to amaster craftsperson. Apprentices were not paid, butthey did receive room and board from their masters.After five to seven years of service during which theylearned their craft, apprentices became journeymenand worked for wages for other masters. Journeymenaspired to become masters as well. To do so, they wereexpected to produce a masterpiece, a finished piece intheir craft. This piece allowed the master craftspeopleof the guild to judge whether a journeyman was qual-ified to become a master and join the guild.

Evaluating What role did guilds playin the economic life of the cities?

Reading Check

Medieval Cities Manor

CHAPTER 10Section 1, 315–322CHAPTER 10Section 1, 315–322

Reading Essentials andStudy Guide 10–1

DRAWING FROM EXPERIENCEII

How does money affect your ability to get the things you need? Could you get whatyou need by trading with people, without using money?

In this section, you will learn about daily life during the Middle Ages. It was duringthis period that a money economy began to emerge in Europe.

ORGANIZING YOUR THOUGHTSII

Use the diagram below to help you take notes. Several factors led to an increase infood production during the High Middle Ages. List five of those factors.

World History 155

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Reading Essentials and Study GuideChapter 10, Section 1

For use with textbook pages 315–322

PEASANTS, TRADE, AND CITIES

KEY TERMS

manor an agricultural estate run by a lord and worked by peasants (page 317)

serf a peasant legally bound to the land (page 317)

money economy an economic system based on money, rather than barter (page 321)

commercial capitalism an economic system in which people invest in trade and goods in orderto make profits (page 321)

guild a business association, or association of craftspeople, in the Middle Ages (page 322)

masterpiece a finished piece in a craft that was used to judge whether a journeyman was quali-fied to become a master and join a guild (page 322)

Name Date Class

1.

2.

3.

4.

5.

Increase in Food Productionduring the High Middle Ages

Reteaching ActivityAsk students to create a simplechart of the major changes inagriculture, peasants’ lives, andcity life discussed in this section.L1

4 CLOSEAsk students to summarize howthe focus of medieval life gradu-ally shifted from the feudalmanor to the towns. L1

ELL

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1098Cistercian order is formed

1122Concordat of Wormsresolves controversy

1210Franciscan orderfounded

1216Dominic de Guzmánfounds the Dominicans

Guide to Reading

Christianity andMedieval Civilization

Preview of Events

1233The Inquisition is created to battle heresy

1073Gregory VII iselected pope

Main Ideas• The Catholic Church played a dominant

role in the lives of people during theHigh Middle Ages.

• Strong leadership by the popes madethe Catholic Church a forceful presencein medieval society.

Key Termslay investiture, interdict, sacrament,heresy, Inquisition, relic

People to IdentifyPope Gregory VII, Henry IV, Pope Inno-cent III, Hildegard of Bingen, Saint Francisof Assisi

Places to LocatePapal States, Assisi

Preview Questions1. Why were Church leaders often at

odds with the European rulers? 2. What role did Christianity play during

the Middle Ages?

Reading StrategyCategorizing Information Use a tablelike the one below to list characteristics ofthe Cistercian and Dominican religiousorders.

CHAPTER 10 Europe in the Middle Ages 323

✦1050 ✦1100 ✦1150 ✦1200 ✦1250

Cistercians Dominicans

In 1075, Pope Gregory VII issued the following decrees:

“(1) That the Roman [Catholic] Church was founded by God alone. (2) That thepope alone can with right be called universal. (3) That he alone can depose or rein-state bishops. . . . (10) That [the pope’s] name alone shall be spoken in the churches.(11) That his name is the only name in the world. (12) That it may be permitted to himto depose emperors. . . . (19) That he himself may be judged by no one. . . . (22) Thatthe Roman Church has never erred; nor will it err to all eternity, the Scripture bearingwitness.”

—Select Historical Documents of the Middle Ages, Ernest F. Henderson, ed., 1892

The popes of the Catholic Church exerted their power, as is evident from thesedecrees. Christianity was a crucial element in medieval European society.

The Papal MonarchySince the fifth century, the popes of the Catholic Church had claimed supremacy

over the affairs of the Church. They had also gained control of territories in centralItaly that came to be known as the Papal States. This control kept the popesinvolved in political matters, often at the expense of their spiritual duties.

At the same time, the Church became increasingly involved in the feudal sys-tem. Chief officials of the Church, such as bishops and abbots, came to hold their

Voices from the Past

CHAPTER 10Section 2, 323–328CHAPTER 10Section 2, 323–328

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 10-2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Mayor, Justice of the Peace 2. local government, private institutions 3. vocational schools, apprenticeship4. printers, publishers

Christianity and Medieval Civilization

UNIT

2Chapter 10

DIRECTIONS: In medieval times the Catholic Church handled many aspects of living that todaymay be taken care of in other ways or by other agencies. Name some modern (non-Church)officials or institutions who might handle the following: (1) marriage, (2) schools, (3) theteaching of practical skills, and (4) the functions of scribes.

Taught peasants practicalskills (carpentry, weaving,agriculture)

Missionariesthroughoutwestern Europe

Scribes copiedclassical and religiouswritings

Taught nobles’daughtersneedlework,herb use

Oversawspirituallife ofcommunity

Conductedchurch services

Guest houses

Hospitals

Schools

Performed sacraments,including matrimony

ParishPriests

Monasteriesand

ConventsThe Church

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 10–2

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 10–2• Daily Lecture and Discussion Notes 10–2• Guided Reading Activity 10–2• Section Quiz 10–2• Reading Essentials and Study Guide 10–2

Transparencies• Daily Focus Skills Transparency 10–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1 FOCUSSection OverviewThis section describes the domi-nant role of the medieval Churchin people’s lives.

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

Guide to Reading

Answers to Graphic: Cistercians:strict; simple diet; single robe; nodecorations in churches and monas-teries; less time at religious servicesgave more time for prayer and man-ual labor; took their religion to thepeople outside the monastery;Dominicans: life of poverty; becameinquisitors of the Holy Office, chargedwith discovering and dealing withheretics

Preteaching VocabularyBe sure students understand whatheresy meant to the medieval Churchand why it was considered such agrave sin. L1

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Connecting Across TimeThe pope today is still elected bya gathering of cardinals, called a“conclave.” They meet no laterthan the twentieth day after thedeath of a pope and vote bysecret ballot until they canachieve a two-thirds majority on a given candidate. Ask stu-dents to research the election ofthe current pope. L2

offices as grants from nobles. As vassals, they wereobliged to carry out the usual feudal services, includ-ing military duties. Lords often chose their vassalsfrom other noble families for political reasons. Thus,the bishops and abbots they chose were often worldlyfigures who cared little about their spiritual duties.

Reform of the Papacy By the eleventh century,church leaders realized the need to be free from theinterference of lords in the appointment of churchofficials. When an individual became a church offi-cial in the Middle Ages, he was given a ring and astaff. These objects symbolized the spiritual authoritythat the official was granted, or invested with, by the Church. Secular, or lay, rulers usually both chosenominees to church offices and gave them the symbols of their office, a practice known as layinvestiture. Realizing the need to be free from secu-lar interference in the appointment of church offi-cials, Pope Gregory VII decided to fight this practice.

Elected pope in 1073, Gregory was convincedthat he had been chosen by God to reform theChurch. To pursue this aim, Gregory claimed that

he—the pope—was truly God’s “vicar on earth”and that the pope’s authority extended over all theChristian world, including its rulers. Only by elim-inating lay investiture could the Church regain its freedom, by which Gregory meant the right ofthe Church to appoint clergy and run its ownaffairs. If rulers did not accept this, the pope wouldremove them.

Gregory VII soon found himself in conflict withHenry IV, the king of Germany, over these claims. For many years, German kings had appointed high-ranking clerics, especially bishops, as their vassals inorder to use them as administrators. Without them,the king could not hope to maintain his own powerin the face of the powerful German nobles.

In 1075, Pope Gregory issued a decree forbiddinghigh-ranking clerics from receiving their investiturefrom lay leaders: “We decree that no one of the clergyshall receive the investiture with a bishopric or abbeyor Church from the hand of an emperor or king or ofany lay person.” Henry, however, had no intention ofobeying a decree that challenged the very heart of hisadministration.

The struggle between Henry IV andGregory VII, which is known as theInvestiture Controversy, dragged onuntil a new German king and a newpope reached an agreement in 1122called the Concordat of Worms. Underthis agreement, a bishop in Germanywas first elected by Church officials.After election, the new bishop paidhomage to the king as his lord. Theking in turn invested him with thesymbols of temporal (earthly) office. Arepresentative of the pope, however,then invested the new bishop with thesymbols of his spiritual office.

324 CHAPTER 10 Europe in the Middle Ages

History through Art

Meeting with the Pope by GiovanniFrancesco Romanelli Find descriptions of Gregory VII in the text that seem tomatch the way in which the artist has por-trayed him. Explain your choices.

CHAPTER 10Section 2, 323–328CHAPTER 10Section 2, 323–328

Daily Lecture and Discussion Notes 1–1

Daily Lecture and Discussion Notes 10–2

I. The Papal Monarchy (pages 323–325)

A. The papal control of the Papal States in central Italy kept the popes involved in poli-tics, often at the expense of their spiritual duties. The Church became increasinglyinvolved in the feudal system. Bishops and abbots came to hold their offices as grantsfrom nobles, and so were vassals. These bishops and abbots often cared little aboutspiritual duties.

B. By the eleventh century Church leaders realized the need to be free from the interfer-ence of lords in the appointment of Church officials. Pope Gregory VII decided tofight the practice of lay investiture.

C. When an individual became a Church official he was given a ring and a staff as sym-bols of the authority he was invested with. Secular, or lay, officials began granting thisinvestiture. Pope Gregory VII saw the need to stop this practice. Only then could theChurch regain its freedom, the sole right to appoint clergy and run its own affairs. Ifsecular rulers did not accept this, the pope would remove them. Gregory VII believedthe pope’s authority extended over all rulers.

D. Gregory VII found himself in conflict with Henry IV, the German king, over his views.The German kings had appointed high-ranking Church officials for years and madethese officials vassals, to fight the power of the nobles. Gregory finally issued a decreeforbidding lay investiture.

E. The struggle between Gregory VII and Henry IV became known as the InvestitureControversy. In 1122 a new German king and a new pope reached an agreement calledthe Concordat of Worms. Church officials first elected the German bishop. The newbishop then paid homage to the king as his lord, and the king invested him with thesymbols of earthly office. A representative of the pope then invested the bishop withsymbols of his spiritual office.

144

Daily Lecture and Discussion Notes

Chapter 10, Section 2

Did You Know? The term heresy comes from the Greek wordhairesis, which simply signified holding a particular set of philo-sophical opinions. The term heresy took on a negative meaning inChristianity. According to the Catholic Church, a person is guilty ofa material but not formal heresy if he or she does not know that heor she is denying a doctrine of the Church.

turn

Copyright © by The McGraw-Hill Companies, Inc.

Answer: pope’s authority exceeded allothers, pope could remove kings;Gregory appears powerful, he isshown respect

History through Art

EXTENDING THE CONTENTStaging a Class Debate The struggle between Gregory VII and Henry IV was one of the great con-flicts between Church and state in the High Middle Ages. Have students recreate the “debate”between pope and king. The debate can be formal if you have the time to teach debating skills, orit can be informal, more like a class discussion. Divide the class into two teams (one for Gregory VIIand one for Henry IV) and have each team research the debate. Teams should designate roles foreach member. When teams have had a chance to complete their research, schedule a class periodfor the debate/discussion. Afterwards, discuss the points each side made. What arguments can stu-dents make to support a contention that their team “won”? L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

2 TEACH

FCAT LA.A.2.4.2

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Answer: It was a compromisebetween king and pope; under theConcordat, a bishop in Germany wasfirst elected by Church officials ratherthan appointed by the king.

A New ActivismIn the eleventh cen-tury, more neworders arose andbecame important.One of the mostimportant new orders of the Middle Ages was theCistercian (sis•TUHR•shuhn) order. It was foundedin 1098 by a group of monks who were unhappy withthe lack of discipline at their own Benedictinemonastery. Cistercian monasticism spread rapidlyfrom southern France into the rest of Europe.

The Cistercians were strict. They ate a simple diet, and each had only a single robe. All decorationswere eliminated from their churches and monasticbuildings. More time for prayer and manual laborwas gained by spending fewer hours at religiousservices.

The Cistercians played a major role in developinga new, activistic spiritual model for twelfth-centuryEurope. While Benedictine monks spent hours insidethe monastery in personal prayer, the Cistercianstook their religion to the people outside themonastery. More than any other person, SaintBernard of Clairvaux embodied the new spiritualideal of Cistercian monasticism: “Arise, soldier ofChrist, arise! Get up off the ground and return to thebattle from which you have fled! Fight more boldlyafter your flight, and triumph in glory!”

Women in Religious Orders Women were alsoactively involved in the spiritual movements of theage. The number of women joining religious housesgrew dramatically. In the High Middle Ages, mostnuns were from the ranks of the landed aristocracy.Convents were convenient for families who were

The Church Supreme Besides his concern over layinvestiture, Pope Gregory VII also tried to improvethe Church’s ability to provide spiritual guidance tothe faithful. The popes of the twelfth century did notgive up the reform ideals of Pope Gregory VII, butthey were even more inclined to strengthen papalpower and build a strong administrative system.During the papacy of Pope Innocent III in the thir-teenth century, the Catholic Church reached theheight of its political power. At the beginning of hisrule in 1198, in a letter to a priest, the pope made aclear statement of his views on papal supremacy:

“As God, the creator of the universe, set two greatlights in the firmament of heaven, the greater light torule the day, and the lesser light to rule the night soHe set two great dignities in the firmament of theuniversal Church, . . . the greater to rule the day, thatis, souls, and the lesser to rule the night, that is, bod-ies. These dignities are the papal authority and theroyal power. And just as the moon gets her lightfrom the sun, and is inferior to the sun . . . so theroyal power gets the splendor of its dignity from thepapal authority.”

Innocent III’s actions were those of a man whobelieved that he, the pope, was the supreme judge ofEuropean affairs. He forced the king of France, PhilipAugustus, to take back his wife and queen afterPhilip had tried to have his marriage annulled. Thepope also compelled King John of England to acceptthe pope’s choice for the position of archbishop ofCanterbury.

To achieve his political ends, Innocent used thespiritual weapons at his command. His favorite wasthe interdict. An interdict forbids priests from givingthe sacraments (Christian rites) of the Church to aparticular group of people. The goal was to cause thepeople under interdiction, who were deprived of thecomforts of religion, to exert pressure against theirruler. An interdict is what caused Philip to restore hiswife to her rightful place as queen of France.

Explaining What was the signifi-cance of the Concordat of Worms?

New Religious OrdersIn the second half of the eleventh century and the

first half of the twelfth century, a wave of religiousenthusiasm seized Europe. This movement led to arise in the number of monasteries and the emergenceof new monastic orders. Both men and women joinedreligious orders in increasing numbers.

Reading Check

325CHAPTER 10 Europe in the Middle Ages

An image of Saint Bernard ofClairvaux from the 1200s isshown to the right. Why ishe considered to be themost holy person of thetwelfth century?

History

CHAPTER 10Section 2, 323–328CHAPTER 10Section 2, 323–328

Answer: Saint Bernard embodied thespiritual ideal of Cistercian monasti-cism, which carried religion to peopleoutside monasteries.

History

EnrichIt is almost impossible for stu-dents today to understand theinfluence and authority of theRoman Catholic Church in theMiddle Ages. As students readthis section, have them takenotes describing the major char-acteristics of the authorityexerted by the Roman CatholicChurch. Then have studentsdevelop an outline from theirnotes. L2

Guided Reading Activity 10–2

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ompanies, I

Name Date Class

Christianity and Medieval Civilization

DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T ifthe statement is true or F if the statement is false. For all false statements write a correctedstatement.

1. Since the fifth century, the popes had been supreme over the affairs of theChurch.

2. When a church official was given a ring and a staff, these objects symbolized amarriage to God and the responsibility of being a shepherd to his people.

3. The struggle between Henry IV and Gregory VII, dragged on until a newGerman king and a new pope reached an agreement in 1122 called theConcordant of Worms.

4. An interdict allows priests to give the sacraments to a specific group of people.

5. Men, but not women, were allowed to join religious orders after 1050.

6. The Cistercian order was founded in 1098 by a group of monks who wereunhappy with the lack of discipline at their own Benedictine monastery.

7. Most of the learned women of the Middle Ages, especially in Germany, werenuns.

8. The experiences of Saint Francis of Assisi led him to become a merchant.

9. The Church's desire to have a method of converting more people to Christianityled to the creation of a court called the Inquisition or Holy Office.

10. Relics were usually bones of saints or objects connected with the saints.

Guided Reading Activity 10-2

L1/ELL

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READING THE TEXT

Comparing and Contrasting Ask students to reread the excerpt from Innocent III concerning royalpower and papal power. Have them compare Innocent’s views on papal power to the power ofpresidents or prime ministers today. How do they vary? What might be the difference in scope ofinfluence or in consequences when one’s power comes from the people as compared to powerderived from the Church, the pope, or God? How does Innocent’s view of the papacy compare to the current pope’s work as a worldwide statesman? (The current pope, although he holds apowerful position, does not exert the same power that popes were able to exert during the Middle Ages.) L2

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Writing ActivityHave students choose one of thereligious leaders discussed inthis section and research his orher life. Have students locateand use primary and secondarysources such as computer soft-ware (including CD-ROMS),databases, and biographies toresearch their subjects. Then, ask students to write a briefsummary of the person’s majoraccomplishments. Studentsshould share their findings withthe class. L2

unable or unwilling to find husbands for theirdaughters, for aristocratic women who did not wishto marry, or for widows.

Female intellectuals found convents a haven fortheir activities. Most of the learned women of theMiddle Ages, especially in Germany, were nuns. Thiswas certainly true of Hildegard of Bingen, whobecame abbess of a religious house for females inwestern Germany. Hildegard was also one of the firstimportant women composers. She was an importantcontributor to the body of music known as Gregorianchant. Her work is especially remarkable because shesucceeded at a time when music, especially sacredmusic, was almost exclusively the domain of men.

The Franciscans and the Dominicans In the thir-teenth century, two new religious orders emergedthat had a strong impact on the lives of ordinary peo-ple. They were the Franciscans and the Dominicans.

The Franciscans were founded by Saint Francis ofAssisi. Francis was born to awealthy Italian merchant family inAssisi. After having been capturedand imprisoned during a local war,he had a series of dramatic spiritualexperiences. These experiences ledhim to abandon all worldly goodsand material pursuits and to liveand preach in poverty, workingand begging for his food. His sim-plicity, joyful nature, and love for

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others soon attracted a band of followers, all ofwhom took vows of absolute poverty, agreeing toreject all property and live by working and beggingfor their food.

The Franciscans became very popular. The Francis-cans lived among the people, preaching repentanceand aiding the poor. Their calls for a return to the sim-plicity and poverty of the early Church, reinforced bytheir own example, were especially effective.

Unlike other religious orders, the Franciscanslived in the world. They undertook missionary work,first throughout Italy and then to all parts of Europeand even to the Muslim world.

The Dominican order was founded by a Spanishpriest, Dominic de Guzmán. Dominic wanted todefend Church teachings from heresy—the denial ofbasic Church doctrines. The spiritual revival of theHigh Middle Ages had led to the emergence of heresies within the Church. Adherents of thesemovements were called heretics. Heretical move-ments became especially widespread in southernFrance.

Dominic believed that a new religious order ofmen who lived lives of poverty and were capable ofpreaching effectively would best be able to attackheresy.

The Inquisition The Church’s desire to have amethod of discovering and dealing with heretics ledto the creation of a court called the Inquisition, or

Sicily

ITALY

TyrrhenianSea

Mediterranean Sea

Assisi

Adriatic Sea

Saint Francis of Assisi, founder of the Franciscan order,rejected wealth for a life of simplicity and poverty.

Hildegard of Bingen1098–1179 — Medieval abbess

Hildegard entered a religioushouse for females at the age ofeight, took her vows at fourteen, andtwenty-four years later becameabbess. After becoming abbess, shebegan to write an account of the mysticalvisions she had had for years. “A great flash oflight from heaven pierced my brain and . . . in thatinstant my mind was imbued with the meaning of thesacred books,” she wrote. Eventually she produced threebooks based on her visions. Hildegard gained fame as amystic and prophetess. Popes, emperors, kings, dukes,bishops, abbots, and abbesses eagerly sought heradvice. She wrote to them all as an equal and did nothesitate to be critical.

326 CHAPTER 10 Europe in the Middle Ages

CHAPTER 10Section 2, 323–328CHAPTER 10Section 2, 323–328

Hildegard of Bingen For womenlike Hildegard of Bingen, entering aconvent was the only means ofacquiring an education and pursuinga life as a writer. Hildegard composedmusical plays and wrote treatises onnatural history and medicine. Herinfluence extended to advising bish-ops, popes, and kings. Students mightwish to compare Hildegard’s storywith that of Sor Juana Inés de la Cruz,who joined a convent in Mexico whenshe was refused university admissionin the seventeenth century. L3

Who?What?Where?When?

Giotto Florentine painter Giotto(c.1266–c.1337) painted a series offrescoes based on the life of SaintFrancis of Assisi. The frescoes are in the cathedral at Assisi, Italy. In Sep-tember 1997, a severe earthquakedamaged the cathedral and some ofthe frescoes. The one on this page iscalled “Preaching to the Birds.”

Who?What?Where?When?

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYReligion The goal of the medieval Church was to unify western Europe in accordance with theteachings and beliefs of Christianity. The Church taught that the only path to salvation was throughthe Church, that sacraments were necessary for salvation, that saints were to be venerated, thatrelics of saints should be honored as a link between the earthly world and God, and that pilgrim-ages to holy shrines produced spiritual benefits. Ask students to research another of the world’sreligions that existed during medieval times (for example, Judaism, Islam, Buddhism, Hinduism)and compare its teachings with those of the medieval Catholic Church. Have them prepare a reporton similarities and differences. L2

FCAT LA.A.2.4.4

SS.A.2.4.7 FCAT LA.A.2.2.7

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Answer: Franciscans lived among thepeople, preached repentance, andaided the poor. Dominicansdefended Church teachings fromheresy.

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From Saint Nicholas to Santa ClausSaint Nicholas was a bishop in Asia Minor (present-

day Turkey) who lived during the 300s. He was knownas a generous man who was fond of children. During theMiddle Ages in Europe, Saint Nicholas became known asthe patron saint of children. He brought them simplegifts of fruit, nuts, and candies on his feast day, whichwas December 6. Saint Nicholas was portrayed as beingdressed in a red-and-white bishop’s robe and sporting aflowing white beard.

The Dutch brought the tradition of Saint Nicholaswith them to their colonies in the Americas. In America,however, changes occurred in the practices associatedwith Saint Nicholas. For example, in Holland childrenplaced wooden shoes next to the fireplace to be filledwith gifts from Saint Nicholas. In America, stockingswere hung by the chimney.

The Dutch words for Saint Nicholas were Sint Nikolass. In America, they became Sinte Klaas. After the

English took control of theDutch colonies, Sinte Klaasbecame Santa Claus. Laterin the nineteenth century,the physical appearance ofSanta Claus also changed.Saint Nicholas had beenportrayed as a tall, thinman. By the 1880s, SantaClaus had become the jollyfat man that we still knowtoday.

Think about a special holiday or event that you cele-brate every year. Has your celebration of that holidaychanged over the years? If so, how? Can you predictany future changes that might take place?

Saint Nicholas �

Popular Religion in the High Middle Ages

We have witnessed the actions of popes, bishops,monks, and friars. But what of ordinary people?What were their religious hopes and fears? Whatwere their religious beliefs?

The sacraments of the Catholic Church were cen-tral in importance to ordinary people. These rites,such as baptism, marriage, and the Eucharist (Com-munion), made the Church a crucial part of people’slives from birth to death. The sacraments were seenas means for receiving God’s grace and were neces-sary for salvation. Only the clergy could administerthe sacraments, so everyone who hoped to gain sal-vation depended on the clergy to help them achievethis goal.

Other church practices were also important toordinary people. One practice involved veneration ofsaints. Saints were men and women who were con-sidered especially holy and who had achieved a spe-cial position in Heaven. Their position enabled saintsto ask for favors before the throne of God for people

Holy Office. The job of this court was to find and tryheretics, and it developed a regular procedure to dealwith them. The Dominicans became especially wellknown for their roles as examiners of people sus-pected of heresy.

If an accused heretic confessed, he or she wasforced to perform public penance and was subjectedto punishment, such as flogging. Beginning in 1252,those who did not confess voluntarily were tortureduntil they did confess. Many did not confess but werestill considered guilty and turned over to the state forexecution. Relapsed heretics—those who confessed,did penance, and then reverted to heresy again—were also subject to execution.

The Christians of the thirteenth century believedthe only path to salvation was through the Church.To them, heresy was a crime against God and againsthumanity. In their minds, using force to save soulsfrom damnation was the right thing to do.

Analyzing What impact did the Fran-ciscans and Dominicans have on the lives of people in the thir-teenth century?

Reading Check

327CHAPTER 10 Europe in the Middle Ages

CHAPTER 10Section 2, 323–328CHAPTER 10Section 2, 323–328

Section Quiz 10–2

20 Glencoe World History

Copyright ©

by The M

cGraw

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ompanies, Inc.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. territories in central Italy controlled by the pope

2. appointment of church officials by lords

3. Christian rites

4. heresy court or Holy Office

5. objects connected with saints

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. All of the following were famous shrines associated with pilgrimagesEXCEPTA. Rome. C. the Concordat of Worms.B. Jerusalem. D. Santiago de Compostela.

7. The Cistercian orderA. developed a strict, spiritual order.B. stayed in their monasteries.C. thought the Benedictine order was overly strict.D. joined the Franciscans to form the Dominicans.

8. The FranciscansA. led a life of simplicity and poverty among the people.B. defended the Church against heretics.C. accepted female intellectuals.D. were spiritual activists under Bernard of Clairvaux.

9. Convents were havens for all of the following EXCEPTA. daughters without husbands. C. female intellectuals.B. widows. D. women merchants.

10. Pope Innocent III did all of the following EXCEPTA. became a monk to flee the world.B. made King John accept an archbishop.C. forced King Philip to take back his wife.D. used the interdict as a weapon.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 10

Section Quiz 10-2

Column B

A. sacraments

B. Inquisition

C. Papal States

D. relics

E. lay investiture

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTCatholic Church The Catholic Church’s seven sacraments influenced medieval Christians at eachstage of their lives. In baptism, a person (usually an infant) was sprinkled with water as a sign ofpurification. Confirmation of older children or adults marked a person’s formal admission into theChurch. In the Eucharist, consecrated bread and wine were eaten to remember Jesus’ last mealwith his disciples. Through penance, Christians confessed sins and received forgiveness. ExtremeUnction was a ceremony performed for the dying. The other two sacraments were holy orders—theordination of clergy—and marriage, the union between man and woman.

Answer: Answers will vary.

3 ASSESSAssign Section 2 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

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1. Key terms are in blue. 2. Gregory VII (p.324); Henry IV

(p.324); Concordat of Worms (p. 324); Innocent III (p.325); Cis-tercians (p.325); Hildegard of Bin-gen (p.326); Franciscans (p.326);Dominicans (p.326); Saint Francisof Assisi (p.326)

3. See chapter maps. 4. depriving people of sacraments,

they pressured rulers to submit topope

5. Cistercian, Franciscan, Dominican6. Church and sacraments essential

to salvation 7. Reforms: pope God’s “vicar on

earth”; right to appoint clergy and

run own affairs; improve ability toprovide spiritual guidance to thefaithful

8. the mediating role of the VirginMary and saints

9. Students will argue based on pointof view of king or pope.

328

Answer: They had the ability tointercede between mortals and God.Their relics were believed to havemiraculous powers, and pilgrimagesto their shrines produced a spiritualbenefit.

Reteaching ActivityAsk students to review the keyterms in this section. Have themuse each term in a sentence thatdemonstrates their understand-ing of its meaning. L1

4 CLOSELead students in a discussion ofthe dominant role of the Churchin the lives of medieval people.How dominant are the majorreligions today in people’s lives?L1

ELL

who prayed to them. The saints’ability to help and protect people inthis way made them very popularwith all Christians.

Jesus Christ’s apostles, of course,were recognized throughout Europeas saints. There were also numerouslocal saints who were of special sig-nificance to a single area. The Ital-ians, for example, had SaintNicholas, the patron saint of chil-dren, who is known today as SantaClaus. New saints emerged rapidly,especially in the intensely religiousatmosphere of the eleventh andtwelfth centuries.

Of all the saints, the Virgin Mary,mother of Jesus, was the most highlyregarded in the High Middle Ages.Mary was seen as the most impor-tant mediator between mortals andher son, Jesus Christ, the judge of all sinners. Fromthe eleventh century on, a fascination with Mary asJesus’ human mother became more evident. A sign ofMary’s importance is the number of churches all overEurope that were dedicated to her in the twelfth andthirteenth centuries. (Such churches in France werenamed Notre Dame, or “Our Lady.”)

Emphasis on the role of the saints was closely tiedto the use of relics. Relics were usually bones ofsaints or objects connected with saints that were con-sidered worthy of worship because they provided a

link between the earthly world andGod. It was believed that relics couldheal people or produce other miracles.

A twelfth-century English monkbegan his description of an abbey’srelics by saying, “There is kept there athing more precious than gold, . . . theright arm of St. Oswald. . . . This wehave seen with our own eyes and havekissed, and have handled with ourown hands. . . . There are kept herealso part of his ribs and of the soil onwhich he fell.” The monk went on tolist additional relics possessed by theabbey, which included two pieces ofJesus’ swaddling clothes, pieces of hismanger, and part of the five loaves ofbread with which he fed five thousandpeople.

Medieval Christians also believedthat a pilgrimage to a holy shrine pro-

duced a spiritual benefit. The greatest shrine, but themost difficult to reach, was the Holy City ofJerusalem. On the continent two pilgrim centers wereespecially popular in the High Middle Ages: Rome,which contained the relics of Saints Peter and Paul,and the Spanish town of Santiago de Compostela,supposedly the site of the tomb of the Apostle James.Local attractions, such as shrines dedicated to theBlessed Virgin Mary, also became pilgrimage centers.

Examining Why were saints impor-tant to Christians in the High Middle Ages?

Reading Check

328 CHAPTER 10 Europe in the Middle Ages

Checking for Understanding1. Define lay investiture, interdict, sacra-

ment, heresy, Inquisition, relic.

2. Identify Pope Gregory VII, Henry IV,Concordat of Worms, Pope Innocent III,Cistercians, Hildegard of Bingen, Fran-ciscans, Dominicans, Saint Francis ofAssisi.

3. Locate Papal States, Assisi.

4. Explain the use of the interdict.

5. List the new religious orders createdduring the Middle Ages.

Critical Thinking6. Explain Why was the Catholic Church

such a powerful influence in lay peo-ple’s lives during the Middle Ages?

7. Evaluating Information Use a dia-gram like the one below to show thereforms made by the Church thataffected the development of medievalcivilization.

Analyzing Visuals8. Identify the figures pictured in the

cathedral window shown on this page.What central ideas of the RomanCatholic Church does the window fromChartres illustrate?

Church Reforms

The Virgin Mary and child as depictedin a window of the Chartres cathedral

9. Persuasive Writing Take on therole of either Pope Gregory VII orKing Henry IV of Germany. Arguethe question of lay investiture fromthe viewpoint of either the pope orthe king and justify the compromisethat you reached.

CHAPTER 10Section 2, 323–328CHAPTER 10Section 2, 323–328

Reading Essentials andStudy Guide 10-2

DRAWING FROM EXPERIENCEII

What do you think people expect from their spiritual or religious leaders? Do youthink religious leaders should be involved in government or in social issues? Why orwhy not?

In the last section, you learned about daily life in Europe during the Middle Ages. Inthis section, you will learn about the role of the Church in medieval society.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. New religious orders emerged during theMiddle Ages. Compare three of those orders, the Cistercians, the Franciscans, and theDominicans, in the chart below.

Reading Essentials and Study GuideChapter 10, Section 2

160 World History

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

For use with textbook pages 323–328

CHRISTIANITY AND MEDIEVAL CIVILIZATION

KEY TERMS

lay investiture a practice in which secular (lay) rulers gave the symbols of office to church offi-cials they had chosen (page 324)

interdict a command by the pope forbidding priests from giving the sacraments of the Churchto a particular group of people (page 325)

sacraments Christian rites, such as baptism, marriage, and communion (page 325)

heresy the denial of basic Church doctrines (page 327)

Inquisition a medieval court whose job was to find and try heretics (page 327)

relic an object connected with a saint or with Jesus that was considered worthy of worship(page 328)

Name Date Class

Religious Order Founder(s) Main EmphasesCistercians 1. 2.

Franciscans 3. 4.

Dominicans 5. 6.

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1100The Song of Rolandis written

c. 1140Classical works are rediscov-ered by European scholars

1150Architects begin to buildin the Gothic style

1158Students in Bolognaform a guild

Guide to Reading

The Culture of theHigh Middle Ages

Preview of Events

1500Eighty universitiesexist in Europe

Main Ideas• An intellectual revival led to the forma-

tion of universities.• In the High Middle Ages, new technical

innovations made it possible to buildGothic cathedrals, which are one of thegreat artistic triumphs of this age.

Key Termstheology, scholasticism, vernacular

People to IdentifyAristotle, Saint Thomas Aquinas

Places to LocateBologna, Paris, Oxford

Preview Questions1. What were the major cultural achieve-

ments of European civilization in theHigh Middle Ages?

2. What role did theology play in theEuropean intellectual world?

Reading StrategyCompare and Contrast Use a table tocompare and contrast the Romanesquestyle of architecture to the Gothic style ofarchitecture. How did the churches builtin these two styles differ?

CHAPTER 10 Europe in the Middle Ages 329

Romanesque Gothic

✦1100 ✦1200 ✦1300 ✦1400 ✦1500

University students in the High Middle Ages were probably quite similar to those oftoday, as is evident in this letter from a medieval father to his son:

“I have recently discovered that you live dissolutely and slothfully, preferring licenseto restraint and play to work and strumming a guitar while the others are at their stud-ies, whence it happens that you have read but one volume of law while your moreindustrious companions have read several. Wherefore I have decided to exhort you torepent utterly of your dissolute and careless ways, that you may no longer be called awaster and your shame may be turned to good repute.”

—The Rise of Universities, Charles H. Haskins, 1957

The High Middle Ages were a time of intellectual and artistic vitality—a time thatwitnessed the birth of universities.

The Rise of UniversitiesThe university as we know it today, with faculty, students, and degrees, was a

product of the High Middle Ages. The word university comes from the Latin worduniversitas, meaning “corporation” or “guild.” Medieval universities were educa-tional guilds, or corporations, that produced educated and trained individuals.

Voices from the Past

CHAPTER 10Section 3, 329–333CHAPTER 10Section 3, 329–333

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 10-3

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. most were administrators of kings and princes 2. study4–6 years and pass an oral examination 3. question,sources with opposing opinions, reconciliation andconclusions

The Culture of the High Middle Ages

UNIT

2Chapter 10

Who attended the firstuniversities?

What did universitystudents have to do to earna degree at a medievaluniversity?

Describe the organization ofSumma Theologica, themasterpiece by SaintThomas Aquinas.

1 2 3

“. . . I have recently discovered that you live dissolutely andslothfully, preferring license to restraint and play to work andstrumming a guitar while the others are at their studies, whenceit happens that you have read but one volume of law while yourcompanions have read several. Wherefore I have decided toexhort you to repent utterly of your dissolute and careless ways,that you may no longer be called a waster and your shame maybe turned to good repute.”

Letter from a Medieval Father to his Son

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 10–3

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 10–3• Daily Lecture and Discussion Notes 10–3• Guided Reading Activity 10–3• Section Quiz 10–3• Reading Essentials and Study Guide 10–3

Transparencies• Daily Focus Skills Transparency 10–3

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1 FOCUSSection OverviewThis section describes the majorcultural achievements of theHigh Middle Ages.

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

Guide to Reading

Answers to Graphic: Romanesque:built in basilica shape with round bar-rel vault; thick walls to support stoneroofs; few windows made interiorsdarkGothic: ribbed vaults and pointedarches allowed higher roofs; thinnerwalls because of flying buttresses;large stained glass windows allowednatural light in

Preteaching VocabularyDiscuss vernacular. Ask students togive examples of vernacular speechversus formal speech. L1

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2 TEACH

Answer: Books were expensive andnot readily available.

Connecting Across TimeCompare and contrast schools oftoday with those of the HighMiddle Ages. Consider the rolesof teachers and students, the cur-riculum, the role of the univer-sity, and its graduates. L1

The First Universities The first European univer-sity appeared in Bologna (buh•LOH•nyuh), Italy. Agreat teacher namedIrnerius, who taughtRoman law, attractedstudents to Bolognafrom all over Europe.Most were men whowere administratorsfor kings and princes.(Women did not attend universities.) These menwere eager to learn more about the law in order toapply it in their own jobs. To protect their own rights,students at Bologna formed a guild. In 1158, the guildwas given a charter—a document giving it the rightto govern its own affairs—by the ruling authorities.

The first university in northern Europe was theUniversity of Paris. In the second half of the twelfthcentury, a number of students and masters (teachers)left Paris and started their own university at Oxford,England. Kings, popes, and princes thought it honor-able to found new universities. By 1500, there were80 universities in Europe.

University Curricula Students began their studiesat a medieval university with the traditional liberalarts curriculum, or course of study. This curriculumconsisted of grammar, rhetoric, logic, arithmetic,geometry, music, and astronomy.

Teaching at a medieval university was done by alecture method. The word lecture is derived fromLatin and means “to read.” Before the developmentof the printing press in the fifteenth century, bookswere expensive. Few students could afford them, soteachers read from a basic text and then added theirexplanations.

No exams were given after a series of lectures.When a student applied for a degree, however, hewas given an oral examination by a committee ofteachers. These examinations were taken after a four-or six-year period of study. The first degree a studentcould earn was a bachelor of arts. Later, he mightreceive a master of arts.

After completing the liberal arts curriculum, a stu-dent could go on to study law, medicine, or theology.Theology—the study of religion and God—was themost highly regarded subject of the medieval univer-sity. The study of law, medicine, or theology couldtake 10 years or more. A student who passed his finaloral examinations in one of these areas was granted adoctor’s degree.

Those who had earned doctor’s degrees were offi-cially able to teach, although they also pursued othercareers. Universities provided the teachers, administra-tors, lawyers, and medical doctors for medieval society.

Explaining Why were most earlyuniversity courses taught as lecture classes?

The Development of ScholasticismAs we have seen, theology was the most highly

regarded area of study at medieval universities.Beginning in about the twelfth century, the study oftheology in the universities was strongly influencedby a philosophical and theological system known as

scholasticism. Scholasticism tried to reconcilefaith and reason—to show that what wasaccepted on faith was in harmony withwhat could be learned through reason andexperience.

The chief task of scholasticism was toharmonize Christian teachings with theworks of the Greek philosophers. In thetwelfth century, largely because of the workof Muslim and Jewish scholars, westernEurope was introduced to the works ofAristotle. However, Aristotle’s worksupset many Christian theologians. He had

Reading Check

330 CHAPTER 10 Europe in the Middle Ages

FRANCE

ITALY

Bologna

Paris

ENGLAND

Oxford

Bay ofBiscay

A university classroom in fourteenth-century Germany

CHAPTER 10Section 3, 329–333CHAPTER 10Section 3, 329–333

Daily Lecture and Discussion Notes 1–1

Daily Lecture and Discussion Notes 10–3

I. The Rise of Universities (pages 329–330)

A. The modern-day university is a product of the High Middle Ages. The word universitycomes from the Latin universitas, meaning “corporation” or ‘guild.” Medieval universi-ties were guilds that produced educated and trained individuals.

B. The first university appeared in Bologna, Italy. A great teacher of Roman law namedIrnerius attracted students there from all over Europe. To protect their rights, studentsat Bologna formed a guild, which was chartered in 1158. The charter gave the guild theright to govern its own affairs. The first university in northern Europe was theUniversity of Paris. In the second half of the twelfth century, some students left Parisand went to England, founding a university at Oxford. There were 80 European uni-versities by 1500.

C. Students began their university education with the traditional liberal arts: grammar,rhetoric, logic, arithmetic, geometry, music, and astronomy. Medieval universitiestaught through the lecture method. Teachers read from the few existing copies ofbooks and added their commentary. There were no written exams. To graduate, thestudent had an oral examination with a committee of teachers. The student wouldreceive a bachelor of arts and later might earn a master of arts, if he passed. Nowomen attended these universities.

D. A student could go on to study law, medicine, or theology—the study of religion andGod. A student who passed the oral exam in one of these received a doctoral degree.

E. Universities provided the teachers, administrators, lawyers, and medical doctors formedieval society.

148

Daily Lecture and Discussion Notes

Chapter 10, Section 3

Did You Know? The magnificent Gothic cathedral at Reims wasthe site of the coronation of French kings. The first Frankish King,Clovis, was crowned by Saint Rèmy, archbishop of Reims, in thetown where the cathedral was later built. From the ninth century itwas claimed that a dove had descended from the heavens withsacred oil for anointing Clovis. Miraculously, the oil never dried up,and later kings supposedly were anointed with it.

turn

Copyright © by The McGraw-Hill Companies, Inc.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTMedieval Economics Medieval philosophers, in their attempt to apply Christian ethical conceptsto every aspect of human life, evolved the idea of the “just price.” Merchants or artisans could pur-sue a fair living, but no more. Technical innovations, underselling, raising prices in times of short-ages, employing extra apprentices, or working by artificial light were all considered “unjust.” Usury,which was defined as charging any interest at all (as opposed to charging excessive interest) forthe loan of money, was also forbidden. Since Church law did not apply to Jewish people, and sinceJews were forbidden to follow many professions and trades, many became peddlers or money-lenders. This left the Jews vulnerable to resentment and anti-Semitism.

Universities Although modern uni-versities had their origins in medievalEurope, Arabs founded universitiesnearly 200 years earlier. The Fatimidsfounded Cairo’s al-Azhar University in970. It remains the world’s chief cen-ter of Islamic and Arabic learning.

Who?What?Where?When?

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arrived at his conclusions by rational thought—notby faith—and some of his ideas contradicted theteachings of the Church. In the thirteenth century,Saint Thomas Aquinas (uh•KWY•nuhs) made themost famous attempt to reconcile Aristotle with thedoctrines of Christianity.

Thomas Aquinas is best known for his SummaTheologica, or A Summa of Theology (summa was asummary of all the knowledge on a given subject).Aquinas’s masterpiece was organized according tothe logical method of intellectual investigation usedby scholars. Aquinas first posed a question such as,“Does God exist?” He then cited sources that offeredopposing opinions on the question before finally rec-onciling them and arriving at his own conclusions.Most scholastic thinkers used this logical process toinvestigate theological and philosophical questions.

Aquinas’s fame is based on his attempt to recon-cile the knowledge learned through the Bible andother Christian writings with the knowledge learnedthrough reason and experience. He took it forgranted that there were truths arrived at by reasonand truths arrived at by faith. He was certain, how-ever, that the two kinds of truths could not be in con-flict with each other. The human mind, unaided byfaith, could use reason and experience to arrive attruths concerning the physical universe. However,reason alone could not grasp spiritual truths.

Explaining What was the main goalof scholasticism?

Vernacular LiteratureLatin was the universal language of medieval civ-

ilization. Used in the Church and schools, Latinenabled learned people to communicate anywhere inEurope. However, in the twelfth century, much newliterature was being written in the vernacular—the language of everyday speech in a particularregion, such as Spanish, French, English, or German.A new market for vernacular literature appeared inthe twelfth century when educated laypeople (religious people who were not clergy) at courts andin the cities took an interest in new sources of entertainment. ; (See page 993 to read excerpts from Chris-tine de Pizan’s A Woman May Need to Have the Heart of a Man inthe Primary Sources Library.)

Perhaps the most popular vernacular literature ofthe twelfth century was troubadour poetry, whichwas chiefly the product of nobles and knights. Thispoetry told of the love of a knight for a lady, whoinspires him to become a braver knight and a better

Reading Check poet. For example, the noble Jaufré Rudel cherished adream woman from afar:

“Most sad, most joyous shall I go away,Let me have seen her for a single day,

My love afar,I shall not see her, for her land and mineAre sundered, and the ways are hard to find,So many ways, and I shall lose my way, So wills it God.Yet shall I know no other love but hers,And if not hers, no other love at all.”

Another type of vernacular literature was thechanson de geste, or heroic epic. The earliest andfinest example is the Song of Roland, which appearedaround 1100 and was written in French. The chiefevents described in heroic epic poems are battles andpolitical contests. The epic world is one of combat, inwhich knights fight courageously for their kings andlords. Women play only a small role or no role at allin this literature.

Identifying What were two populartypes of vernacular literature in the twelfth century?

Reading Check

331CHAPTER 10 Europe in the Middle Ages

This troubadour is singing for the ladies ofthe castle. Do you think he is singing inLatin or the vernacular for his area?

History

CHAPTER 10Section 3, 329–333CHAPTER 10Section 3, 329–333

Guided Reading Activity 10–3

55

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

The Culture of the High Middle Ages

DIRECTIONS: Fill in the blanks below as you read the section.

I. The as we know it today was a product of the Middle Ages.

A. The first university appeared in Bologna, Italy.

B. Teaching at a medieval university was done by a method.

1. No were given after a series of lectures.

2. After completing the liberal arts curriculum, a student could go on to study

, , or .

II. Beginning in the eleventh century, theology was influenced by .

A. Scholasticism harmonized teachings with

philosophers.

B. Thomas Aquinas' fame came from his attempt to Bible knowl-

edge with and .

III. language is the everyday speech in a particular region.

A. The most popular vernacular literature of the twelfth century was

poetry.

B. Events described in heroic epic poems are and

contests.

IV. The cathedrals of the eleventh and twelfth century were of the

style.

A. Stone roofs were heavy so churches required massive and

.

B. Two innovations made cathedrals possible:

1. ribbed and pointed

2. the flying , a heavy, outside, arched support of stone.

C. Gothic cathedral walls were filled with magnificent windows.

Guided Reading Activity 10-3

Answer: vernacular

History

Answer: to reconcile faith and reason

Answer: troubadour poetry ofchivalric love and chansons de geste, or heroic epics

Literature Ask students to bringin a favorite poem and compare itstone and theme with the troubadourpoem written by Jaufré Rudel. L2

L1/ELL

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213

READING THE TEXT

Reading and Saying Something The Song of Roland is one of the best examples of the medievalheroic epic. Based on a historical event, it tells how the rear guard of Charlemagne’s army wasambushed in the Pyrenees Mountains. Roland, Charlemagne’s nephew, was the commander.Written 300 years after the event it claims to describe, The Song of Roland reveals more about theeleventh century when it was written than about Charlemagne’s time. Ask students to read thesection of the poem describing Roland’s death. Then, ask students to discuss the qualities theythink medieval people admired in Roland and compare that to the qualities we admire in ourheroes today. L1

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332

Critical ThinkingAsk students to identify exam-ples of art, architecture, litera-ture, music, and drama thattranscend the medieval culturein which they were created toconvey universal themes. Thenask students to write a briefessay in which they analyze howtheir examples reflect the historyof the culture in which they wereproduced. L2

3 ASSESSAssign Section 3 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

History through Architecture

The evolution of architecture during the Middle Ages provided individuals with different ways to express their Christianfaith. What examples of architectural innovations can you findin the churches shown on this page?

Gothic The use of flying buttresses,shown in the exterior below, allowedmedieval architects to create a feelingof upward movement in Gothic cathe-drals, as seen in the interior on the left.

Romanesque Romanesquechurches (see exterior atleft) replaced flat woodenroofs with rounded barrelvault ceilings, as shown inthe above interior.

Early Christian Early Christian churchesadapted the flat roofs and long rectangularshapes used in Roman basilicas. The exteriorof the church (inset above) reflects this Romaninfluence. An example of the flat roof in manyearly churches is seen above.

CHAPTER 10Section 3, 329–333CHAPTER 10Section 3, 329–333

History through Architecture

Answer: basilica shape, which wasrectangular with a flat roof; inRomanesque church, the roof waschanged to a long, round stonearched structure, called a barrel vault;Gothic cathedrals were taller, hadpointed (gothic) arches, and flyingbuttresses

Section Quiz 10–3

es, I

nc.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. derived from “corporation” in Latin

2. language of everyday speech

3. study of faith and reason

4. he wrote Summa Theologica

5. architecture style using pointed arches and ribbed vaults

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. All of the following are associated with Middle Ages vernacularliterature EXCEPTA. Chanson de geste. C. troubadour poetry.B. Summa Theologica. D. heroic epic.

7. Buildings that had long, round, stone arched roofs, massive pillars andwalls were calledA. Romanesque. C. vernacular.B. Gothic. D. basilicas.

8 Heroic epic poems usually described

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 10

Section Quiz 10-3

Column B

A. scholasticism

B. Saint ThomasAquinas

C. vernacular

D. Gothic

E. university

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTStained Glass One of the most beautiful art forms to flourish during the Middle Ages was the craftof stained glass. Between the twelfth and sixteenth centuries, artisans created stained glass forsome of the world’s most magnificent cathedrals. Its original purpose was to illustrate Bible storiesfor illiterate peasants and serfs. The sun shining through the many pieces of colored glass, glitteringlike precious gems, was thought to convey the mystery of God. Artists created the colored glass byadding cobalt, silver, iron, or copper oxides to the glass. Details were painted on and then the glasswas fired in a kiln. As shown on page 313, Chartres Cathedral, one of Europe’s most majesticchurches, has more than 150 stained glass windows.

L2

SS.A.2.4.7

STUDENT EDITIONSUNSHINE STATE STANDARDS

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SS.A.1.4.2

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1. Key terms are in blue. 2. Aristotle (p.330); Saint Thomas

Aquinas (p.331); Summa Theolog-ica (p.331); chanson de geste(p.331)

3. See chapter maps. 4. educational guilds to produce

educated, trained men

5. law, medicine, or theology 6. Pointed arches and ribbed vaults

focused upward toward God. Sun-light through stained glass symbol-ized God’s light.

7. Similarities: liberal arts curriculum;lectures; bachelor of arts, masterof arts, and doctoral degrees

Differences: few textbooks; examsgiven when a student applied for adegree; fields of study were theol-ogy, law, medicine

8. troubadours performed forwealthy, private audiences

9. Brochure should be informative.

333

Reteaching ActivityHave students make a chart with two columns: literature andarchitecture. Ask them to list theimportant advances in each areaduring the High Middle Ages.L1

4 CLOSELead students in a discussion ofhow Christian Europeans of theMiddle Ages demonstrated theirfaith and spirituality throughtheir architecture. L1

ELL

ArchitectureThe eleventh and twelfth centuries witnessed an

explosion of building in medieval Europe, especiallybuilding of churches. The cathedrals of the eleventhand twelfth centuries were built in the Romanesquestyle. Romanesque churches were normally built inthe basilica shape used in the construction ofchurches in the late Roman Empire.

Basilicas were rectangular buildings with flatwooden roofs. Romanesque builders used this basicplan but replaced the flat wooden roof with a long,round stone arched structure vault (called a barrelvault), or with a cross vault, in which two barrelvaults intersected. The cross vault was used whenthe builder wanted to create a church plan in theshape of a cross. Although difficult to create, barreland cross vaults were considered more beautiful thanflat roofs.

Because stone roofs were extremely heavy,Romanesque churches required massive pillars andwalls to hold them up. This left little space for win-dows, so Romanesque churches were dark on theinside. Their massive walls and pillars made thesechurches almost resemble fortresses.

A new style, called Gothic, appeared in the twelfthcentury and was brought to perfection in the thir-teenth. The Gothic cathedral remains one of thegreatest artistic triumphs of the High Middle Ages.Two basic innovations of the twelfth century madeGothic cathedrals possible.

One innovation was the replacement of the roundbarrel vault of Romanesque churches with a combi-

nation of ribbed vaultsand pointed arches. Thischange enabled buildersto make Gothic churcheshigher than Romanesquechurches. The use ofpointed arches and ribbedvaults also creates animpression of upwardmovement, as if the build-ing is reaching to God.

Another technical inno-vation was the flying buttress—a heavy, arched sup-port of stone, built onto the outside of the walls.Flying buttresses made it possible to distribute theweight of the church’s vaulted ceilings outward anddown. This eliminated the heavy walls that wereneeded in Romanesque churches to hold the weightof the massive barrel vaults.

Gothic cathedrals were built, then, with relativelythin walls. Since they were not supporting greatweight, these walls could be filled with magnificentstained glass windows. These windows depict bothreligious scenes and scenes from daily life. The col-ored glass windows create a play of light inside thecathedral that varies with the sun at different times ofthe day. Natural light was believed to be a symbol ofthe divine light of God. The Gothic cathedral, with itstowers soaring toward Heaven, bears witness to anage when most people believed in a spiritual world.

Identifying In what shape wereRomanesque churches usually built?

Reading Check

333CHAPTER 10 Europe in the Middle Ages

Checking for Understanding1. Define theology, scholasticism,

vernacular.

2. Identify Aristotle, Saint ThomasAquinas, Summa Theologica, chansonde geste.

3. Locate Bologna, Paris, Oxford.

4. Explain the origin of universities inEurope.

5. Describe the possibilities open to a student who had completed the liberalarts curriculum at a medieval universityin Europe.

Critical Thinking6. Explain How did the architecture of

the Gothic cathedral reflect medievalreligious values?

7. Compare and Contrast Use a tablelike the one below to compare whatyou know of modern university coursesof study with those of the first Euro-pean universities. What are the similari-ties and differences?

Analyzing Visuals8. Examine the image on page 331. What

does it convey about the role of thetroubadour in European society duringthe Middle Ages?

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 10–Student Web Activity to learn more about theMiddle Ages.

wh.glencoe.com

Similarities Differences

9. Persuasive Writing Create an illus-trated brochure to attract students toa new medieval university in Venice.Include information on the methodof education and degree and courseofferings. Provide a “frequentlyasked questions” section.

CHAPTER 10Section 3, 329–333CHAPTER 10Section 3, 329–333

Reading Essentials andStudy Guide 10-3

DRAWING FROM EXPERIENCEII

Have you ever visited a university? Why do people attend universities? Do you planto attend a university?

In the last section, you learned about the role of the Church in medieval life. In thissection, you will learn about the role of universities and the development of literatureand architecture during this period.

ORGANIZING YOUR THOUGHTSII

Use the concept web below to help you take notes. Students at medieval universitiesbegan their studies with the traditional liberal arts curriculum. List the seven subjectsthat were studied in that curriculum.

Reading Essentials and Study GuideChapter 10, Section 3

164 World History

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

For use with textbook pages 329-333

THE CULTURE OF THE HIGH MIDDLE AGES

KEY TERMS

theology the study of religion and God (page 330)

scholasticism a philosophical and theological system that tried to reconcile faith and reason(page 331)

vernacular the language of everyday speech in a particular region (page 331)

Name Date Class

The LiberalArts

Curriculum

3.

2.

1.

7.

6.

5.

4.

Answer: Romanesque churches werebuilt of two barrel vaults that inter-sected, so that churches were built inthe form of a cross.

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ANSWERS TO PRACTICING THE SKILL1. France; 1400s2. battles, Burgundian lands, French lands, English

possessions3. Answers will vary, but borders and countries have

changed.

Applying the Skill: Answers may include Germany hasbeen reunited (no more West Germany and EastGermany); Czechoslovakia has split into the Czech Repub-lic and Slovakia; many other new countries (Slovenia,Croatia, Bosnia and Herzegovina, Yugoslavia, Macedoniawhere there was once only Yugoslavia; Estonia, Latvia,Lithuania, Belarus, Ukraine, Moldova, Russia where therewas once only USSR)

TEACHAnalyzing Historical Maps Askstudents whether they think ofmaps as static or changing—have them justify their answers.Then ask them to name variouskinds of maps. (weather maps,topographical maps, astronomicalmaps) Ask them about the kindsof changes those maps can illus-trate. (changing weather patterns;changes in topography) When stu-dents are familiar with the ideathat maps can serve as records ofchange, have them read the skilland complete the practice andapplication activities. L1

Additional Practice

ELL

Name Date Class

Historical maps show political, social,and cultural changes over time. To read ahistorical map: (1) read the title of the map;(2) read the map’s key, scale, and labels; (3) identify the order of events to see

changes over time; (4) compare historicalmaps of the same area over different periods of time; and (5) draw conclusionsabout the causes and effects of the changesyou see.

Skills Reinforcement Activity 10✎

Analyzing Historical Maps

DIRECTIONS: Read the map below. Then answer the questions below in the space provided.

1. What historical event is traced in this map?

NurembergPrague

KrakówLeipzigFrankfurt

BremenHamburg Lübeck

Königsberg

Riga

RevalStockholm

Danzig

StettinAmsterdam

AntwerpCologneLiège

Amiens

ParisRouen

London

Leicester Norwich

YorkDublin

Edinburgh

BristolOxford

ReimsVienna

Innsbruck

Verona

GenoaMilan

AvignonArles

BarcelonaMadrid

Córdoba

Lisbon

SevilleCádiz

BordeauxLyons

Dijon

Geneva

FlorencePisa Siena

RomeNaples

PalermoMessina

Venice

Budapest

ZaraSplit

Ragusa

Modon

Corsica

Sardinia

Sicily

10°20° 0° 10° 20° 30°

NorthSea

Balti

cSe

ac

Sea

10°20° 0° 10° 20° 30°

Riga

RevalStockholm

500 kilometers

500 miles

500 kilometers0 250

500 miles0 250Approximate area reached by Black Death in:

134713481349

135013511352

Spread of the Black Death in Europe

334

Analyzing Historical MapsWhy Learn This Skill?

What changes have you noticed in your town thepast few years? Has the corner bank been replacedby an ethnic restaurant? Would a map of your townthat was drawn today look different from onedrawn 15 years ago?

Changes take place on a larger scale acrossnations and continents. Wars, economic troubles,and natural disasters change borders and land-scapes; once-powerful nations crumble; displacedpeople move from one country to another, takingtheir language and their culture with them. Thesepolitical, social, and cultural changes can be clearly traced and interpreted through the use ofhistorical maps.

Learning the SkillFollow the steps below to learn how to analyze a

historical map.

• Read the title of the map to identify its theme.

• Read the map’s key, labels, and captions to deter-mine what time periods and changes appear onthe map.

• Identify the chronology or order of events on themap. Many historical maps show changes overtime. For example, a map may use colors to showland acquisitions of different rulers over a periodof time. On the map of France above, however,the colors represent areas controlled by differentrulers at the same time.

• To compare historical maps of the same region indifferent time periods, first identify the geo-graphic location and time period of each map.Identify the features that have remained the sameand those that have changed. For example, hasthe country’s size changed over time?

• After analyzing a map, draw conclusions aboutthe causes and effects of the changes it shows.

Practicing the SkillAnalyze the map on this page and answer these

questions:

1 What geographic region and time period are represented in the map?

2 What information is shown in the map’s keyand labels?

3 Find a present-day map of this region to com-pare with the map on this page. How has theregion changed since the 1400s?

200 kilometers0Lambert Azimuthal Equal-Area projection

200 miles0

N

S

EW

10°E

50°N

AtlanticOcean

MediterraneanSea

English Channel

Loire R .

Ga

ronne R.

Rhˆ

on

eR

.

SeineR .

Orl´eans

Cr´ecy

Agincourt

CHAMPAGNE

ENGLAND

HOLYROMANEMPIRE

FLANDERS

BURGUNDY

LOW COUNTRIES

FRANCE

London

Paris

Avignon

Calais

France, 1400s

Applying the Skill

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

Compare a map of Europe today with a map of Europein 1985 or earlier. Identify at least five changes thathave occurred since the early 1980s.

BurgundianlandsEnglishpossessionsFrench landsBattle

334

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills Reinforcement Activity 10

L1

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The Late Middle AgesGuide to Reading

Main Ideas• Europe in the fourteenth century was

challenged by an overwhelming numberof disastrous forces.

• European rulers reestablished the centralized power of monarchical governments.

Key TermsBlack Death, anti-Semitism, Great Schism,new monarchies, taille

People to IdentifyPope Boniface VIII, King Philip IV, JohnHus, Henry V, Isabella, Ferdinand

Places to LocateAvignon, Crécy, Agincourt, Orléans

Preview Questions1. How did the Black Death impact

European society?2. What were the “new monarchies”?

Reading StrategyCause and Effect Use a diagram like theone below to identify three reasons forthe decline in the power of the papacy.

1346Battle at Crécy is fought

c. 1350The BlackDeath spreads

1378The GreatSchism begins

1435War of theRoses begins

1469Ferdinand andIsabella marry

Preview of Events

CHAPTER 10 Europe in the Middle Ages 335

✦1300 ✦1350 ✦1400 ✦1450 ✦1500

Decline of the Papacy

Giovanni Boccaccio, a fourteenth-century Italian writer, described the impact of theBlack Death on Florence:

“In the year of our Lord 1348 the deadly plague broke out in the great city of Flo-rence. . . . A great many breathed their last in the public streets, day and night; a largenumber perished in their homes, and it was only by the stench of their decaying bod-ies that they proclaimed their death to their neighbors. Everywhere the city was teem-ing with corpses. . . . Huge trenches were dug in the crowded churchyards and thenew dead were piled in them, layer upon layer. A little earth covered the corpses ofeach row, and the procedure continued until the trench was filled to the top.”

—The Decameron, Giovanni Boccaccio, 1348–1351

Florence was only one of many European cities struck by the Black Death.

The Black DeathIn this section, you will learn how fourteenth-century Europe was

devastated by the terrible plague known as the Black Death. This plague greatlydecreased the population of Europe and brought about significant economic and socialchanges in the late Middle Ages.The Middle Ages in Europe had reached a high point in the thirteenth century.

In the fourteenth century, however, some disastrous changes took place. Espe-cially catastrophic was the Black Death.

The Black Death was the most devastating natural disaster in European history.One observer wrote that “father abandoned child, wife [abandoned] husband, one

Voices from the Past

CHAPTER 10Section 4, 335–340CHAPTER 10Section 4, 335–340

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 10–4• Daily Lecture and Discussion Notes 10–4• Guided Reading Activity 10–4• Section Quiz 10–4• Reading Essentials and Study Guide 10–4

Transparencies• Daily Focus Skills Transparency 10–4

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1 FOCUSSection OverviewThis section describes the vari-ous catastrophes in fourteenth-century Europe, including theBlack Death.

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

Guide to Reading

Answers to Graphic: popes lostpower over kings; Great Schism; criesfor reform of the Church

Preteaching VocabularyBe sure students understand whichdisease was most commonly calledthe Black Death. (bubonic plague)Why did its path usually follow traderoutes? (carried on ships) L1

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 10-4

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. People wouldn’t know who to believe; how could two orthree popes each be an absolute authority? 2. People mightnot accept either pope. 3. clergy corrupt, too fond ofworldly power, wealth

The Late Middle Ages

UNIT

2Chapter 10

Why would having two orthree rival popes weakenChurch authority?

Why might the popesdenouncing each othercreate problems for thepapacy?

In what ways were Churchtroubles caused by internalproblems?

1 2 3

The Decline of Church Power

Hus’s followers defyChurch forces

Reformer Jan Husof Bohemia,

burned at stake,becomes martyr

Fear of Frenchinfluence

Struggle between PopeBoniface VIII and King

Phillip IV of Franceover the king’s right totax the clergy of France

Fear ofcorruption byworldly power

Great Schism(Two rival popes)

The Church

Church councilelected a new

pope and endedthe schism

Each line of popesdenounced the other

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 10–4

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2 TEACH

Answer: trade declined; a shortageof workers caused labor prices to risedramatically; lower demand causedfood prices to fall; peasants wereable to bargain with lords to pay rentinstead of owing services, whichaccelerated the decline of serfdom

brother [abandoned] another, for the plague seemedto strike through breath and sight. And so they died.And no one could be found to bury the dead, formoney or friendship.” People were horrified by theplague, an evil force they could not understand.

The Plague Spreads Bubonic plague was the mostcommon form of the Black Death. It was spread byblack rats infested with fleas carrying a deadly bac-terium. Italian merchants brought the plague withthem from Caffa, on the Black Sea, to the island ofSicily in October 1347. The plague had spread toparts of southern Italy and southern France by theend of 1347.

Usually, the path of theBlack Death followed traderoutes. In 1348 and 1349,the plague spread throughFrance, the Low Countries(modern Belgium, Luxem-bourg, and the Nether-lands), and Germany. Itravaged England in 1349and expanded to northernEurope and Scandinavia.Eastern Europe and Russiawere affected by 1351.

Out of a total Europeanpopulation of 75 million,possibly as many as 38 mil-lion people died of theplague between 1347 and1351. Especially hard hitwere Italy’s crowded cities,where 50 to 60 percent ofthe people died. In Eng-land and Germany, entirevillages disappeared.

Social and EconomicConsequences People atthe time did not know

what caused the plague. Many believed that it eitherhad been sent by God as a punishment for their sinsor had been caused by the devil. Some reactionsbecame extreme, leading to an outbreak of anti-Semitism—hostility toward Jews. In some towns,Jews were accused of causing the plague by poison-ing town wells. The worst attacks occurred in Ger-many. Many Jews fled eastward, especially toPoland, where the king provided protection.

The death of so many people in the fourteenth cen-tury also had severe economic consequences. Tradedeclined, and a shortage of workers caused a dra-matic rise in the price of labor. At the same time, thedecline in the number of people lowered the demandfor food, resulting in falling prices.

Landlords were now paying more for labor whiletheir incomes from rents were declining. Some peas-ants bargained with their lords to pay rent instead ofowing services. In essence, this change freed themfrom serfdom, an institution that had been decliningthroughout the High Middle Ages.

Summarizing What were the eco-nomic consequences of the Black Death?

Reading Check

336 CHAPTER 10 Europe in the Middle Ages

500 kilometers0Azimuthal Equidistant projection

500 miles0

N

SE

W

30°E20°E10°E

10°W

40°N

60°N

50°N

CIRCLE

ARCTIC

AtlanticOcean

Black Sea

NorthSea

Danube R.

Mediterranean Sea

Baltic

Sea

Sicily

Corsica

Sardinia

Crete Cyprus

Majorca

Bordeaux

Le´on

Lisbon

C´ordoba

Lyons

Krak´ow

Buda

Belgrade

Venice

Florence

Rome

Naples

MarseillesGenoa

Milan

Frankfurt

Augsburg

Nuremberg

Kiev

Novgorod

DanzigL¨ubeck

Bruges

Ghent

Stockholm

Constantinople

Caffa

Valencia

Tunis

Vienna

Paris

Edinburgh

London

ToledoBarcelona

Winchester

Hamburg

By 1353, the Black Death epidemic (bubonic plague) hadaffected all of Europe.

1. Interpreting Maps What questions would you pose todetermine the pattern of the spread of the Black Death?

2. Applying Geography Skills Create a database ofother epidemics in history. Are these diseases a threattoday?

1347Middle of 1348End of 13481349Partially or totally sparedSeriously affected

135013511353

Extent of spread:

Spread of the Black DeathCHAPTER 10Section 4, 335–340CHAPTER 10Section 4, 335–340

Daily Lecture and Discussion Notes 10–4

I. The Black Death (pages 335–336)

A. In the fourteenth century some catastrophic changes took place in Europe. The worstwas the Black Death. It was the most devastating natural disaster in European history.It horrified people and seemed an incomprehensible evil force.

B. Bubonic plague was the most common form of Black Death. Black rats infested withfleas carrying a deadly bacterium spread it. Italian merchants brought it from Caffa, onthe Black Sea.

C. Usually the Black Death followed trade routes. Between 1347 and 1351 it ravaged mostof Europe As many as 38 million people died in those four years out of a total popu

Daily Lecture and Discussion Notes

Chapter 10, Section 4

Did You Know? Some of William Shakespeare’s plays, forexample The Life of King Henry the Fifth, concern people and placesof the Hundred Years’ War.

Copyright © by The McGraw-Hill Companies, Inc.

Answers:1. Questions and answers will vary.

2. Databases will differ, but diseaseslisted may include the flu epi-demic of 1918, the current epi-demic of AIDS, as well as others.

Not until the early 1900s were ratscarrying bacteria-infected fleas identi-fied as the carriers of bubonic plague.Today, knowledge of disease preven-tion and the development of vaccineshave largely isolated plague out-breaks and reduced their devastatingimpact on societies.

EXTENDING THE CONTENTCreating a News Report Besides the massive social and economic consequences of the BlackDeath, it also had significant psychological effects on the people of the Middle Ages. Many, search-ing for answers, turned to mysticism and superstitious beliefs and practices. AIDS is a modern-dayplague, affecting millions around the world. Have students work together on a project comparingand contrasting the Black Death with AIDS. Ask them to address the causes, symptoms, and spreadof each disease, any known or possible cures for each, and the attitudes of each society toward thediseases. They might present their information as a video or radio newscast, or as a newsmagazinearticle. L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

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Connecting Across TimeAsk students to research the ori-gins of the nursery rhyme “RingAround the Rosies,” which origi-nally referred to the bubonicplague. Have students researchother nursery rhymes and tradi-tional games to discover theirconnections to historical events.L2

The Decline of Church PowerThe popes of the Roman Catholic Church reached

the height of their power in the thirteenth century.Then, in the fourteenth century, a series of problemsled to a decline in the Church’s political position.

The Popes at Avignon The European kings hadgrown unwilling to accept papal claims ofsupremacy by the end of the thirteenth century. Thisis evident in a struggle between Pope Boniface VIIIand King Philip IV of France. Their struggle wouldhave serious consequences for the papacy.

To gain new revenues, Philip said that he had theright to tax the clergy of France. Boniface VIIIclaimed that the clergy could not pay taxes to theirruler without the pope’s consent. He argued thatpopes were supreme over both the Church and the state.

Philip IV refused to accept the pope’s position andsent French forces to Italy to bring Boniface back toFrance for trial. The pope escaped but died soon afterfrom the shock of his experience. To ensure his posi-

tion, Philip IV engi-neered the election of aFrenchman, Clement V,as pope in 1305. Thenew pope took up resi-dence in Avignon(a•veen•YOHN), insouthern France.

From 1305 to 1377, the popes lived in Avignon.Sentiments against the papacy grew during this time.The pope was the bishop of Rome, and it seemedimproper that he should reside in Avignon instead ofRome. The splendor in which the pope and cardinalswere living in Avignon also led to strong criticism ofthe papacy. The Italian poet Petrarch expressed thisfeeling when he wrote:

“Here reign the successors of the poor fishermanof Galilee; they have strangely forgotten their origin. Iam astounded . . . to see these men loaded with goldand clad in purple, boasting of the spoils of princesand nations.”

At last, Pope Gregory XI, perceiving the disastrousdecline in papal prestige, returned to Rome in 1377.

The Great Schism and Its Aftermath Gregory XIdied soon after his return to Rome. When the collegeof cardinals met to elect a new pope, the citizens ofRome warned that the cardinals would not leaveRome alive unless an Italian was elected pope. The

terrified cardinals wisely elected an Italian, whobecame Pope Urban VI.

Five months later, a group of French cardinalsdeclared the election invalid and chose a Frenchmanas pope. This pope promptly returned to Avignon.Because Urban remained in Rome, there were nowtwo popes, beginning what has been called the GreatSchism of the Church.

The Great Schism, which lasted from 1378 to 1417,divided Europe. France and its allies supported thepope in Avignon. France’s enemy England and Eng-land’s allies supported the pope in Rome.

In addition to creating political conflict, the GreatSchism damaged the Church. The pope was widelybelieved to be the true leader of Christendom. Wheneach line of popes denounced the other as theAntichrist (one who opposes Christ), people’s faith inboth the papacy and the Church were undermined.

A church councilfinally met at Con-stance, Switzerland,and ended the schismin 1417. The competingpopes either resignedor were deposed. Anew pope who wasacceptable to all parties was then elected.

Meanwhile, the crises in the Catholic Church hadled to cries for reform. A group of Czech reformersled by John Hus called for an end to the corruptionof the clergy and the excessive power of the papacywithin the Catholic Church. Hus was accused ofheresy by the Council of Constance and burned at thestake in 1415. This angered the Czechs and led to arevolutionary upheaval in Bohemia that was notcrushed until 1436.

By the early 1400s, then, the Church had lost muchof its political power. The pope no longer had anyhope of asserting supremacy over the state. AlthoughChristianity remained a central feature of medievallife, the papacy and the Church had lost much oftheir spiritual authority.

Summarizing List the problems thatled to the decline of the Church’s authority in medieval Europe.

The Hundred Years’ WarPlague, economic crisis, and the decline of the

Catholic Church were not the only problems of thelate Middle Ages. War and political instability mustalso be added to the list. The Hundred Years’ Warwas the most violent struggle during this period.

Reading Check

337CHAPTER 10 Europe in the Middle Ages

SWITZERLANDConstance

Rhine RiverDanube River

FRANCE

ITALYRome

Avignon

Mediterranean Sea

CHAPTER 10Section 4, 335–340CHAPTER 10Section 4, 335–340

Guided Reading Activity 10–4

56

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Name Date Class

The Late Middle Ages

DIRECTIONS: Fill in the blanks below as you read Section 4.

1. The Black Death was the most devastating disaster in European

history.

2. Bubonic plague was spread by black infested with

carrying the bacterium.

3. Out of a total European population of 75 million, possibly died.

4. In some towns, were accused of causing the plague by

town wells.

5. Because of the plague, trade , and some industries

greatly.

6. To gain new revenues, King Philip IV of France the clergy.

7. The Great Schism of the Church was caused by the selection of a

as pope.

8. Church reformer was convicted of heresy and burned at the stake

in 1415.

9. Of all the struggles that took place in this period, the was worst.

10. foot soldiers, not knights, won the main battles of the Hundred

Years' War.

11. The English did not have enough to conquer all of France.

12. Joan of Arc came to believe that favorite commanded her to free

France.

13. French victory was aided by use of the , a new weapon made pos-

sible by the invention of .

14. The development of a strong French state was advanced by .

15. England faced even greater turmoil when the erupted.

16. Ferdinand and Isabella expelled both and

from Spain.

17. Almost all of the states of Germany acted of the German ruler.

18. In eastern Europe, rulers found it difficult to their states.

19. Since the thirteenth century, Russian had been dominated by the .

Guided Reading Activity 10-4

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTJohn Hus John Hus, leader of the Czech religious reform movement, was a popular preacher andprofessor. When he and his works were condemned by the Church, a violent wave of riots sweptacross Bohemia. In 1415, Church leaders demanded that Hus appear before them to defend hisviews, and the Holy Roman Emperor promised him safe conduct. Instead, Hus was burned at thestake as a heretic. The Church launched five crusades against Hus’s supporters, called Hussites. Allfive failed, as the Hussites defeated the knights of the Church by using firearms and the tactic offorming movable walls with farm wagons. In 1436, the Hussites were given certain religious liber-ties in return for their allegiance to the Church. The reformist ideas of John Hus, however, contin-ued to spread.

Answer: popes lost power overkings; Great Schism; cries for reformof the Church

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At the Battle of Agincourt in 1415, the heavy,armor-plated French knights tried to attack Henry’sforces across a field turned to mud by heavy rain.They were disastrously defeated, and 1,500 Frenchnobles died on the battlefield. The English were mas-ters of northern France.

Joan of Arc The French cause, now seeminglyhopeless, fell into the hands of Charles, the heir to theFrench throne, who governed the southern two-thirds of the lands of France. Quite unexpectedly, aFrench peasant woman saved the timid monarch.

Joan of Arc was born in 1412, the daughter of pros-perous peasants. She was a deeply religious personwho experienced visions and came to believe that herfavorite saints had commanded her to free France.

In February 1429, Joan made her way to Charles’scourt, where her sincerity and simplicity persuadedhim to allow her to accompany a French army toOrléans. Apparently inspired by Joan’s faith, the

The War Begins In the thirteenth cen-tury, England still held one small posses-sion in France, known as the duchy ofGascony. The English king, who was alsothe duke of Gascony, pledged his loyalty asa vassal to the French king. However,when King Philip VI of France seized Gas-cony in 1337 in an attempt to make theduchy part of the French kingdom, theduke of Gascony—King Edward III of Eng-land—declared war on Philip. Thus beganthe Hundred Years’ War between Englandand France. It would go on until 1453.

The war began in a burst of knightlyenthusiasm. Trained to be warriors, knightsviewed battle as a chance to show theirfighting abilities. The Hundred Years’ Warproved to be an important turning point inthe nature of warfare, however. It was peas-ant foot soldiers, not knights, who won thechief battles of the Hundred Years’ War.

The French army of 1337 still reliedlargely on its heavily armed noble cavalry-men. These knights looked with contempton foot soldiers, people they viewed associal inferiors. The English, too, used heavilyarmed cavalry, but they relied more on large num-bers of peasants, paid to be foot soldiers. English sol-diers were armed not only with pikes, or heavyspears, but also with longbows. The longbow hadgreater striking power, longer range, and more rapidspeed of fire than the crossbow (formerly theweapon of choice).

Crécy and Agincourt The first major battle of theHundred Years’ War occurred in 1346 at Crécy. Thelarger French army followed no battle plan but sim-ply attacked the English lines in a disorderly fashion.The arrows of the English archers devastated theFrench cavalry.

As the chronicler Froissart described it, “[withtheir longbows] the English continued to shoot intothe thickest part of the crowd, wasting none of theirarrows. They impaled or wounded horses and riders,who fell to the ground in great distress, unable to getup again without the help of several men.” It was astunning victory for the English.

The Battle of Crécy was not decisive, however. TheEnglish simply did not have enough resources toconquer all France. Nevertheless, they continued totry. The English king, Henry V, was especially eagerto achieve victory.

338 CHAPTER 10 Europe in the Middle Ages

This illustration depicts the Battle of Crécy, in which a much smaller English force underEdward III defeated a French army of approxi-mately 20,000 soldiers. What weapon helpedthe English defeat the French at Crécy?

History

CHAPTER 10Section 4, 335–340CHAPTER 10Section 4, 335–340

Answer: the longbow

History

The longbow was as tall as theman who carried it. He would draw itby stooping over with the bow paral-lel to the ground and then straightenup, using his leg and back muscles.The arrow was drawn to his ear. Bowmen could drive a thirty-inchshaft tipped with a dagger throughthree inches of oak. In battle, thearrow storm was reported to darkenthe sky.

Who?What?Where?When?

Art One of the best sources ofinformation on the Hundred Years’War is the chronicle written by JeanFroissart of Valenciennes, from whichthis fourteenth-century illustration istaken. Notice that this picture showsEnglish soldiers wielding their long-bows against French crossbows.Notice also the chaotic violence ofthis scene.

Writing ActivityThe son of the English kingEdward III was known as theBlack Prince because he woreblack armor. Have studentsresearch the Black Prince and hisrole in the Hundred Years’ War.Ask them to summarize hiscareer in a brief written report.L1

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READING THE TEXT

Predicting Predicting allows students to use what they already know to make educated guesses.Ask students to present justification for the statement that it was the peasant foot soldiers, not theknights, who won the battles of the Hundred Years’ War. As part of students’ work, assign them tofind out more about the English longbow, which was actually developed by the Welsh. Suggestthat students find a picture of a longbow. What made longbows such powerful weapons? Whatwas required of soldiers to master the longbow? How might the victories of foot soldiers haveaffected future war strategies? What other weapons or techniques of battle have changed the waywars have been fought? Students should use the process of historical inquiry to research, interpret,and use multiple sources of evidence when investigating this topic. L2 FCAT SC.H.3.4.6

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INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLiterature Joan of Arc was only seventeen when she met King Charles VII and just nineteen whenshe was burned at the stake. To the end, as the flames rose up around her, she declared “that hervoices came from God and had not deceived her.” Twenty-five years later, a new Church courtdeclared her innocent of the charges. Five centuries later, in 1920, she was made a saint of theRoman Catholic Church. Joan’s story has inspired many works of literature. Have students presentReaders’ Theater or skits based on, for example, Jean Anouilh’s Joan of Arc, George Bernard Shaw’sSaint Joan, or Mark Twain’s Personal Recollections of Joan of Arc. Students might also write andperform their own dramas chronicling Joan’s trial. L3

339

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Answer: Peasant foot soldiers, notknights, won the major battles.

French armies found new confidence in themselvesand captured Orléans.

Joan had brought the war to a decisive turningpoint but did not live to see its end. She was capturedin 1430 and turned over by the English to the Inqui-sition on charges of witchcraft. At that time, spiritualvisions were thought to be inspired by either God orthe devil. Joan was condemned to death as a heretic.

Joan of Arc’s achievements, however, were deci-sive. Although the war dragged on for another twodecades, defeats of English armies in Normandy andAquitaine led to a French victory by 1453. Alsoimportant to the French success was the use of thecannon, a new weapon made possible by the inven-tion of gunpowder.

Analyzing Why was the HundredYears’ War a turning point in the ways of warfare?

Political RecoveryIn the fourteenth century, European rulers faced

serious problems. Many hereditary monarchies ordynasties in Europe were unable to produce maleheirs. The founders of new dynasties had to fight fortheir positions when groups of nobles supportedopposing candidates for the kingship. Rulers foundthemselves with financial problems as well.

In the fifteenth century, however, recovery set in asa number of new rulers attempted to reestablish thecentralized power of monarchies. Some historianshave spoken of these reestablished states as the newmonarchies. This term applies especially to themonarchies of France, England, and Spain at the endof the fifteenth century.

Western Europe The Hundred Years’ War leftFrance exhausted. However, the war had also devel-oped a strong degree of French national feelingtoward a common enemy. The kings used that spiritto reestablish royal power.

The development of a strong French state wasgreatly advanced by King Louis XI, who ruled from1461 to 1483. Known as the Spider because of hisdevious ways, Louis strengthened the use of thetaille—an annual direct tax, usually on land or prop-erty—as a permanent tax imposed by royal authority.This tax gave Louis a sound, regular source ofincome, which helped him to create the foundationsof a strong French monarchy.

The Hundred Years’ War had also stronglyaffected the English. The cost of the war and losses inmanpower strained the economy. At the end of thewar, England faced even greater turmoil when civilconflicts—known as the War of the Roses—erupted.Noble factions fought to control the monarchy until1485, when Henry Tudor established a new dynasty.

As the first Tudor king, Henry VII worked to cre-ate a strong royal government. Henry ended the warsof the nobles by abolishing their private armies. Hewas also very thrifty. By not overburdening the

Reading Check

339CHAPTER 10 Europe in the Middle Ages

Joan of Arc is burned at thestake for heresy in 1431.

Joan of Arc’s faithinspires the Frencharmies to victory.

N

SEW

Albers Equal-Area projection200 kilometers0

200 miles0

5°W 0° 5°E

50°N

45°N

40°N

Formigny

1450

Bordeaux

1453

Orl´eans

1429

Agincourt 1415

Cr´ecy 1346English Channel

Bay ofBiscay

ENGLAND

HOLYROMANEMPIREFRANCE

GASCONYAQUITAINE

BURGUNDY

NORMANDYBRITTANY

FLANDERS

London

Rouen

Paris Reims

Bruges Ghent

Hundred Years’ War

Held by England, 1429

Loyal to France, 1429

Boundary of France, 1453

English victory

French victory

The Hundred Years’ War was a series of conflicts betweenEngland and France.

1. Interpreting Maps Research one of the battles on thismap. Create a model illustrating at least two features ofthe battle (for example, topography and troop deployment).

2. Applying Geography Skills Using information fromthe map, create a chart that shows which nationappears to have the advantage. Take into account thechronology of battles, supply lines, and the amount of land held by each side.

CHAPTER 10Section 4, 335–340CHAPTER 10Section 4, 335–340

Section Quiz 10–4

22 Glencoe World History

Copyright ©

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ompanies, Inc.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. a plague that was the worst natural disaster in Europeanhistory

2. an annual direct tax on land or property imposed by royalauthority

3. a division in Europe resulting from the election of twopopes by different groups of cardinals

4. claimed that the popes were the final authority over boththe Church and the state

5. leader of Czech reformers who sought to reform theCatholic Church

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. Which of the following was NOT a consequence of the plague?A. anti-Semitism C. increase in the number of workersB. decline in trade D. increase in the price of labor

7. The king who engineered the election of a Frenchman, Clement V, aspope wasA. Gregory IX. C. Henry V.B. Philip IV. D. Louis XI.

8. How did the nature of warfare change in the Hundred Years’ War?A. The peasant foot soldiers won the main battles.B. The knights were finally able to show their fighting abilities.C. The cavalry was used for the first time.D. The French crossbow became the weapon of choice.

9. The conflict between nobles in England who sought to control themonarchy is known as theA. War of the Magnolias C. War of EnglandB. Hundred Years’ War D. War of the Roses

10. In the late Middle Ages, which country achieved religious uniformity?A. England C. the Holy Roman EmpireB. France D. Spain

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 10

Section Quiz 10-4

Column B

A. Pope BonifaceVIII

B. John Hus

C. Black Death

D. Great Schism

E. taille

Answers:1. Students create a model of a bat-

tle from the Hundred Years’ War.

2. Charts will vary.

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1. Key terms are in blue. 2. Pope Boniface VIII (p.337); King

Philip IV (p.337); John Hus (p.337);Henry V (p.338); Isabella (p.340);Ferdinand (p.340)

3. See chapter maps. 4. Philip VI of France seized Gascony. 5. Roman Catholics, Eastern Orthodox

Christians, and Muslims

6. economic: loss of labor, tradedeclined, falling prices, decline ofrent income; social: anti-Semitism,decline of serfdom

7. France: Louis XI: use of taille; Eng-land: Henry VII ended wars ofnobles; Spain: Ferdinand andIsabella unified Spain

8. the French (left, with crossbows)and the English (right, with long-bows); fallen warriors, and weapons

9. Answers should follow format fornewspaper obituary.

340

Reteaching ActivityReview the key terms from thissection and ask students toexplain the importance of eachto the history of medievalEurope. L1

4 CLOSEGuide students in a discussion ofsome of the consequences of theBlack Death, especially thedestruction of the stable socialorder and the end of the feudalstate. L1

ELL

made Germany a land of hundreds of states. Almostall of these states acted independently of the Ger-man ruler.

After 1438, the position of Holy Roman emperorwas held by the Hapsburg dynasty. As rulers of theAustrian lands along the Danube, the house of Haps-burg had become one of the wealthiest landholdersin the empire. By the mid-fifteenth century, theserulers had begun to play an important role in Euro-pean affairs.

In eastern Europe, rulers found it difficult to cen-tralize their states. Religious differences troubled thearea as Roman Catholics, Eastern Orthodox Chris-tians, and other groups, including Mongols and Mus-lims, confronted one another. In Poland, the noblesgained the upper hand and established the right toelect their kings, a policy that drastically weakenedroyal authority. In Hungary, one king broke thepower of the wealthy lords, and created a well-organized central administration. After his death,however, his work was largely undone.

Since the thirteenth century, Russia had beenunder the domination of the Mongols. Gradually, theprinces of Moscow rose to prominence by using theirclose relationship to the Mongol khans to increasetheir wealth and expand their possessions. Duringthe reign of the great prince Ivan III, a new Russianstate was born. Ivan III annexed other Russian terri-tories. By 1480, he had thrown off the yoke of theMongols.

Explaining How did European rulersbegin to recover politically after the Hundred Years’ War?

Reading Check

nobles and the middle class with taxes, Henry wontheir favor. They thus provided much support for hismonarchy.

Spain, too, experienced the growth of a strongnational monarchy at the end of the fifteenth century.Muslims had conquered much of Spain by about 725.During the Middle Ages, Christian rulers in Spainhad fought to regain their lands from the Muslims.Several independent Christian kingdoms hademerged in the course of the long reconquest of theIberian Peninsula.

Two of the strongest kingdoms were Aragon andCastile. When Isabella of Castile married Ferdinandof Aragon in 1469, it was a major step toward unify-ing Spain. The two rulers worked to strengthen royalcontrol of the government.

Ferdinand and Isabella also pursued a policy ofstrict conformity to Catholicism. In 1492, they tookthe drastic step of expelling all professed Jews fromSpain. Muslims, too, after their final loss in 1492 tothe armies of Ferdinand and Isabella, were “encour-aged” to convert to Catholicism. In 1502, Isabellaissued a decree expelling all professed Muslims fromher kingdom. To a very large degree, Ferdinand andIsabella, the “most Catholic” monarchs, had achievedtheir goal of religious uniformity. To be Spanish wasto be Catholic.

Central and Eastern Europe Unlike France, Eng-land, and Spain, the Holy Roman Empire did notdevelop a strong monarchical authority. The failuresof German emperors in the thirteenth century had

340 CHAPTER 10 Europe in the Middle Ages

9. Informative Writing Write anewspaper-type obituary for Joan ofArc. Include information on her lifeand her achievements. Write a trib-ute or quote that you believe sumsup Joan’s life.

Checking for Understanding1. Define Black Death, anti-Semitism,

Great Schism, new monarchies, taille.

2. Identify Pope Boniface VIII, King PhilipIV, John Hus, Henry V, Isabella, Ferdinand.

3. Locate Avignon, Crécy, Agincourt,Orléans.

4. Describe the origins of the HundredYears’ War.

5. List the religious groups in conflict ineastern Europe.

Critical Thinking6. Analyze What were the economic and

social results of the Black Death inEurope?

7. Summarizing Information Use a tablelike the one below to identify ways inwhich European monarchs increasedtheir power in the fifteenth century.

Analyzing Visuals8. Identify the two armies pictured in the

illustration on page 338. How can youtell the two armies apart? What detailsdid the artist include to describe theoutcome or significance of the battle?

France England Spain

CHAPTER 10Section 4, 335–340CHAPTER 10Section 4, 335–340

Reading Essentials andStudy Guide 10–4

DRAWING FROM EXPERIENCEII

Have you heard of a person known as Joan of Arc? Why is she so famous?In the last section, you learned about the culture of the High Middle Ages. In this sec-

tion, you will learn about some disastrous changes that took place in the late MiddleAges.

ORGANIZING YOUR THOUGHTSII

Use the diagram below to help you take notes. The Black Death killed nearly half ofthe European population in the late Middle Ages. In the diagram below, list five otherconsequences of the plague.

World History 167

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Reading Essentials and Study GuideChapter 10, Section 4

For use with textbook pages 335–340

THE LATE MIDDLE AGES

KEY TERMS

Black Death a plague that killed nearly half of the population in Europe between 1347 and1351 (page 335)

anti-Semitism hostility toward Jews (page 336)

Great Schism the period from 1378 to 1417 when there were two popes, one in Rome and onein Avignon (page 337)

new monarchies monarchies, such as France, England, and Spain, that reestablished centralizedpower in the late fifteenth century

taille an annual direct tax, usually on land or property (page 339)

Name Date Class

1.

2.

3.

4.

5.

Social and EconomicConsequences of the

Black Death

Answer: New rulers began toreestablish the centralized power ofmonarchies.

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ANSWERS TO ANALYZING PRIMARY SOURCES

1. The Jews became the scapegoats in many areas,blamed for causing the Black Death. Yes, the chargeswere economically motivated. If the feudal lords hadnot been in debt to them, the Jews would have beenspared.

2. Answers will vary, depending on current events. Stu-dents should support their findings with bibliographiccitations that include newspapers and magazines, aswell as information obtained via the Internet.

341

341

IN THEIR ATTEMPT TO EXPLAIN THEwidespread horrors of the Black Death,medieval Christians looked for scape-goats. The Jews were blamed for spread-ing the plague by poisoning wells. Thisselection, written in 1349, gives anaccount of how Christians in the town ofStrasbourg in the Holy Roman Empiredealt with the Jewish community.

“In the year1349 thereoccurred thegreatest epi-demic thatever happened. Death went from oneend of the earth to the

other. . . . This epidemic also came to Strasbourg inthe summer of the above-mentioned year, and it isestimated that about sixteen thousand people died.

In the matter of this plague the Jews throughoutthe world were accused in all lands as havingcaused it through the poison which they are said tohave put into the water and the wells—that is whatthey were accused of—and for this reason the Jewswere burned all the way from the Mediterraneaninto Germany. . . .[The account then goes on to discuss the situationof the Jews in the city of Strasbourg.]

On Saturday . . . they burned the Jews on awooden platform in their cemetery. There wereabout two thousand people of them. Those whowanted to baptize themselves were spared. [Somesay that about a thousand accepted baptism.] Manysmall children were taken out of the fire and bap-tized against the will of their fathers and mothers.And everything that was owed to the Jews was can-celed, and the Jews had to surrender all pledgesand notes that they had taken for debts. The council,

however, took the cash that the Jews possessed anddivided it among the working-men. The money wasindeed the thing that killed the Jews. If they hadbeen poor and if the feudal lords had not been indebt to them, they would not have been burnt.

Thus were the Jews burned at Strasbourg, and inthe same year in all the cities of the Rhine, whetherFree Cities or Imperial Cities or cities belonging tothe lords.”

—Jacob von Königshofen,The Cremation of the Strasbourg Jews

Strasbourg

Rhine R.

Danube R.

HOLY

ROMAN

EMPIRE

A Medieval Holocaust—The Cremation of the Strasbourg Jews

Analyzing Primary Sources

1. Who was blamed for causing the Black Death? Werethese charges economically motivated? Why or why not?

2. Can you provide examples of discrimi-nation today that are similar to what the Jews experienced in medieval times?

In this picture, Christian townspeople watch in apparentapproval as wood is added to the fire and Jews are burned alive.

TEACHAnalyzing Primary SourcesGuide students in a discussion ofthe economic situation describedin this feature. Who benefitedmost from the loss of propertysuffered by the Jews? Do stu-dents believe that the opportu-nity to seize property figuredinto the decision to round upJewish people and murderthem? Why or why not? Why dostudents believe that neitherPope Clement nor secular lead-ers chose to stop the burningsand other persecutions of theJews? L1

Critical ThinkingWhat do students see in thiswoodcut? What can they inferfrom the scene as depicted bythe artist? Where do they thinkthe artist’s sympathies lie? Askstudents to identify any bias thatthey see in this woodcut. L1

Connecting Across TimeAsk students to research theburning of witches in lateseventeenth-century Salem,Massachusetts, and to comparethem with the burning of Jewishpeople in Strasbourg. What par-allels can they draw about themotivations of the persecutors ineach case? L3

FCAT LA.A.2.4.1

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MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 10 content.

Available in VHS.

CHAPTER 10 Europe in the Middle Ages

Using Key Terms1. Governments that attempted to reestablish centralized

power were called .

2. is the study of religion.

3. Craftspeople began to organize themselves into businessorganizations called in the twelfth century.

4. were peasants tied to the land.

5. A was an object that provided a link between theearthly world and God.

6. The was an annual direct French tax on land orproperty.

7. The religious court whose job it was to find and try hereticswas called the .

8. The school of thought that tried to reconcile faith and reasonis called .

9. The language of a particular region is called the .

10. A Spanish priest founded the Dominicans to defend Churchteachings from .

Reviewing Key Facts11. Culture Give at least three reasons why medieval cities

were not pleasant places to live.

12. History How did the Great Schism divide Europe?

13. Culture In what role in medieval society might women havehad the most chance to be powerful?

14. History What new weapon, partly of Chinese origin, helpedthe French win the Hundred Years’ War?

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The Crusades increase the exchange of goods and ideas between European and non-European cultures.• European monarchs gain strength

through new taxes and through the new armies required for the Crusades.

• Increased trade, especially of luxury goods, leads to new importance for Italian cities.

• Classical texts are translated and reintroduced into Europe, leading to a revival in learning.

The rise of towns and the middle class leads to advances in all areas of society.• As trade increases, the importance of

towns and guilds grows.• A money economy replaces bartering.• Universities are founded.• Literature and poetry flourish and

are increasingly written in the vernacular rather than in Latin.

• The Romanesque style of architecture gives way to the Gothic style.

The Hundred Years’ War and the Great Schism strengthen the authority of some and weaken the authority of others.• After the Hundred Years’ War, the

French monarchy gains power.• Conflict within the English monarchy

leads to the War of the Roses.• Conflict, corruption, and challenges

by reformers weaken the authority of the Catholic Church.

Cultural Diffusion ConflictInnovation

The Middle Ages was a period marked by cultural diffusion, innovation, and conflict.

15. Culture What was the role of women in medieval cities?

16. Citizenship What rights were townspeople given inmedieval cities? Who could become citizens?

17. Science and Technology Why was the longbow superior tothe crossbow?

18. History Discuss the major result of the War of the Roses.

19. Culture Explain the organization of medieval guilds.

20. Government What steps helped Spain to become a strongcentralized monarchy?

21. History Identify changes that resulted from the revival oftrade in Europe during the Middle Ages. What are the ori-gins of the modern economic system of capitalism?

22. Culture Identify some examples of religious influence in his-toric events of the Middle Ages. Why did religious authoritiesand political rulers clash?

23. Government How did the governments of central and east-ern Europe evolve differently from those of western Europeafter the Hundred Years’ War?

24. History Explain the significance of the date 1492.

25. Geography What impact did geographic factors have on thepopulation of the High Middle Ages?

Critical Thinking26. Analyzing What forces led to Europe’s economic growth

during the Middle Ages?

27. Evaluating How did the continual conflict between Englandand France strengthen the monarchies of those twocountries?

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Using Key Terms1. new monarchies 2. theology3. guilds 4. serfs 5. relic 6. taille7. Inquisition 8. scholasticism9. vernacular 10. heresy

Reviewing Key Facts11. crowded, danger of fire, dirty,

smelly, pollution

12. France and allies supported thepope in Avignon, England and alliessupported the pope in Rome.

13. Church roles, especially abbess

14. the cannon

15. supervised the household, raised thechildren, managed the family’sfinances; help or take over hus-band’s trade

16. right to buy and sell property, free-dom from military service, generalfreedom; males born in the city orwho had lived there for some time

17. greater power, range, speed

18. English monarchy was strengthened;end of private armies in England

19. supervised the production process;set quality standards; specifiedmethods of production to be used;fixed prices; determined who couldenter a trade

20. marriage of Ferdinand of Aragonand Isabella of Castile was a steptoward reunification of Spain;worked to strengthen royal controlof government; pursued a policy ofconformity to Catholicism

21. led to the growth of towns and cities and the rise ofmanufacturing centers; led toward a money economy,and the beginning of commercial capitalism

22. Investiture Controversy; Concordat of Worms; InnocentIII’s forcing King Philip Augustus of France to take backhis wife and King John of England to accept Innocent’schoice for archbishop of Canterbury; the Great Schism.Lay and religious leaders clashed because popesclaimed a higher, spiritual authority over lay rulers.

23. Western states developed stronger national identities.Central and eastern Europe did not develop strongmonarchies and were composed of small, independentstates. In eastern Europe, the presence of many differ-ent groups, such as Roman Catholics, Eastern Ortho-dox Christians, Muslims, and Mongols, and feudingbetween nobles all prevented the national unity fromforming.

24. In Spain, Isabella and Ferdinand expelled Jews,“encouraged” Muslims to convert to Catholicism,

CHAPTER 10Assessment and Activities

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HISTORY

Have students visit the Web site atto review Chapter

10 and take the Self-Check Quiz.wh.glencoe.com

StandardizedTest Practice

Answer: GAnswer Explanation: According topage 336, some peasants bargainedwith their lords to pay rent insteadof owing service, thus freeing themfrom serfdom.

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 10–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY

StandardizedTest Practice

CHAPTER 10 Europe in the Middle Ages 343

• Climatic change favorable to growing conditions• Clearing of trees and draining of swamps by peasants• Use of iron to make labor-saving devices, including

scythes, axes, hoes, and wheeled plows• Harnessing of wind and water power• Shift from a two-field to a three-field system of crop rotation

• Gradual revival of trade, including the initiation of trade fairs• Slow emergence of an economy based on money (rather

than barter)• Movement of merchants and artisans to cities; organization

of craftspeople into guilds• Granting of basic liberties to townspeople by local lords• Rise of city self-government

• Peaceful conditions following the invasions of the earlyMiddle Ages

• Dramatic expansion in food production

Better Farming Practices

Growth of Cities

Population Increase

Economic Changes in the Middle Ages

Writing About History28. Expository Writing Identify one medieval innovation and

describe its influence on medieval society. Compare this tothe impact of a twentieth-century innovation on a modernsociety. Which innovation, medieval or modern, had thebiggest impact on daily life?

Analyzing SourcesRead the following description of an abbey’s relics by a twelfth-century English monk:

“There is kept there a thing more precious thangold . . . the right arm of St. Oswald . . . This we haveseen with our own eyes and have kissed, and have han-dled with our own hands. . . . There are kept here alsopart of his ribs and of the soil on which he fell.”

29. Why was the arm of St. Oswald preserved as a relic?

30. Why would the relic be considered “a thing more preciousthan gold”?

Applying Technology Skills31. Creating a Multimedia Presentation Locate an e-mail

address for your local historical society or chamber of com-merce. Write a letter requesting information about buildingsin your area that reflect the influence of medieval architec-ture. Using the information you receive, create an illustratedtourist pamphlet filled with information about these buildings.

Making Decisions32. Pretend you are living in a medieval town when suddenly

your fellow townspeople start dying from the plague. Youwant to stay in the town, but your family wants to leave.Create a dialogue between you and your family giving rea-sons for why you should stay in the town or leave.

Analyzing Maps and Charts33. Select an event or invention from each category on the chart

at the top of the next column. What was the effect of thatevent or invention?

34. How did farming practices affect population?

Directions: Choose the best answer to thefollowing question.

What effect did the Black Death have on Europe?

F The plague resulted in an increase in the number of uni-versities and the rise of scholasticism.

G The plague led to an acute labor shortage that resultedin higher wages and the emancipation of many serfs.

H The plague inspired new ideas about faith that led to theformation of the Cistercian, Franciscan, and Dominicanorders.

J The plague sparked the Hundred Years’ War betweenFrance and England.

Test-Taking Tip: Although these questions mostly ask youabout what you’ve learned in class, using common sensecan help you arrive at the correct answers too. For exam-ple, to answer this question, think about what you knowabout the Black Death first and then read the answerchoices.

funded Columbus’s exploration in part to convertnatives.

25. climate change led to increased food supply and popu-lation growth, farmland expanded as trees cut andswamps drained

Critical Thinking26. development of a money economy, improved agricul-

tural methods, increased trade

27. France: animosity toward a common enemy reestab-

lished royal power; England: civil conflict led to strongTudor dynasty

Writing About History28. Students will compare modern and medieval inno-

vations.

Analyzing Sources29. relics were considered worthy of worship by the faith-

ful, links with God

30. People believed relics could heal orproduce miracles; gold could not.

Applying Technology Skills31. Answers will vary.

Making Decisions32. Answers will vary.

Analyzing Maps and Charts33. first category led to population

increase; second category led togrowth of cities; third category led tothe decline of the feudal system

34. as a result of them, there was agreater food supply, so populationgrew

STUDENT EDITIONSUNSHINE STATE STANDARDS

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