Homework

HOMEWORK: Check the calendar link to see what we are doing each day.


 * April 8 - 17 -** The Silk Road: Recording the Journey. We worked in stations to gather information about the Silk Road and all that could be gained at each of 8 stops. We filled out "passports" that had questions to answer and journals to fill out at each stop. This was for grade. The classwork was a combined score for all days: Participating, Attending, Listening to each other, and Staying on Task. At the end we played a game that was similar to Oregon Trail, except in a different setting. No grade on the game.

Terms: artifact - item that shows proof of what a culture was like. country of discovery - country of the people who found the artifact. country of origin - country where the artifact came from
 * April 22 -** Green zone field trip
 * April 23 -** reviewed and took an end of the year assessment. This is a post test. I did not score the pretest in August. Same test, but we have learned the information since then. If you missed and need to study, go to my resource page and use the brainflips deck for course assessment.
 * April 24 & 25 & 28 -** We began an argumentative writing task. The question is: Should artifacts remain in the country of discovery, or return to the country of origin? I gave a graphic organizer and we discussed the terms we need to define, and what smaller questions would help us answer this using the articles we received.

Smaller questions: 1. What are reasons the country of discovery should keep the artifacts? 2. What are reasons the country of origin should keep the artifacts? 3. What does "fair" or "right" mean?

We received 2 articles, one in favor of the country of discovery keeping artifacts (finders keepter), and one in favor of the country of origin keeping its artifacts. Students were asked to make a T chart. On one side, as they read reasons in support of the country of discovery, they were to write it down, and how that helps support that side. The same for the article and the other side of the argument. All should have at least 3 compelling supports with sources cited, and a statement of what that proves for each side of the question.


 * April 29 -** rough draft. We took the notes we have and summarized our answer. This will be for the conclusion. Then extend it - connect our answer to the meaning of the words fair or right. For guidance in how to write a rough draft, go to my page "Argumentative Writing How to" on this wiki.

clan - group based on family ties Vandals - Germanic group defeated by Goths, burned down Rome 455 Goths - Germanic group who lived in the Balkan Peninsula; they were divided into East Goths (Otrogoths), & West (Visigoths) Franks - in 400's, Germanic group where France & Germany now are Charlemagne - Charles the Great. Frankish king who tried to unite all of western Europe lord - nobles who owned or controlled estates estate - unit of property owned by a lord that is self-sufficient with village, shops, farms and homes peasant - poor farmers feudalism - system of relationships between lord and vassals in which they exchange land for favors fief - pieces of land given by lords to vassals Anglo-Saxons - Germanic group that settled in what is now England Vikings - Norsement who attacked from what is now Norway - good sailors and warriors manor - estates made of farms, churches, homes, village, & lord's house vassal - person who receives a fief and owes the lord money and favors and loyalty serf- peasants who farmed the manor, but weren't free to leave it. cathedral - huge church using arches to allow larger rooms, taller ceilings, bigger windows, and more light The Crusades - holy wars sponsored by the Pope to try to take the Holy Land (Jerusalem) from the Muslims William the Conqueror - 1066 came from the north and conquered and united all of France and England in a kingdom
 * April 30 -** peer edit and start final draft. All students have had plenty of time and should have the rough draft done. If not, that is homework.
 * May 1 -** finish final draft and hand in.
 * May 2 -** Unit organizer and book preview for where to get information for the last unit: European Middle Ages
 * May 5 -** Film clip; and vocabulary: define the following using my glossary on this wiki, or the book, Unit 6 and 8.

The Germans 1. Village Life - homes were huts with animals in them to help heat 2. herding, farming, trade. Women - simple long dress with shawl. Men - tunic and tight pants with cloak. 3. feasting, dice games, dancing and music, skating, boxing, wrestling, wrote Latin 4. Warriors - military training to men and boys, important. Grouped by families - the clan - loyal to them. With strong leader - chieftan 5. Bands of warriors were loyal to chieftain and were independent of other bands. 6. Religious beliefs linked to war: Wodan - God of War Thor - son of Wodan, God of Thunder 7. Law - Unlike Romans, laws were created and handed down by the people and their customs. Used judges and courts to avoid fights between clans called blood feuds. 8. People's guilt was decided using lawyers called oath helpers or by ordeal - a test to see if you were innocent. 9. Punishment could include a fine - wergeld. Not always fair to everyone, but kept the peace.
 * May 6 -** vocabulary review and game
 * May 7 -** Ch 17-1 notes and corrected


 * May 8 -** round table review and drawing - Now that you know what life in a Germanic village was like, draw a figure (like the one we did in Neolithic time) and fill it in as well as the background with images and words that explain what a German villager wore, did, how they lived, what they believed, thought was important, etc. You need to include at least 10 facts from the notes.

What happened to the Roman Empire? 1. Goths on the Balkan Peninsula divided into 2: Ostrogoths (Eastern Goths) Visigoths (Western Goths) 2. 300's the Huns took over the Ostrogoths. Rome protected the Visigoths. 3. Tension and problems between the Romans and Visigoths. 4. 410 the Visigoths rebelled, captured and looted Rome City. 5. Visigoths also captured Spain from the Romans. 6. The Vandals who were in Spain became pirates and started attacking along the Mediterranean Sea (vandalism). 7. 455 Vandals captured and burned down Rome City. 8. In the western empire, there were wars. In the eastern empire, there was peace. The Roman empire had fallen. 9. 476 German named Odoacer took over the western empire, but the Ostrogoths took over. 10. By 550 the western empire dissolved and was replaced by little Germanic kingdoms with some Roman ways still remaining. Eastern side was OK.
 * May 9 -** Ch 17-2

1. What was life like in the early Middle Ages? 2. What happened to the Roman Empire? The answers should be paragraphs and can go into the notebooks. 1, Clovis - 481 became Frankish king & united what is now France and Germany better. Converted to Christianity and made Latin official language. 2. Rulers after Clovis were weak. They created a new title - Mayor of the Palace and a noble, Charles Martel, became a strong one. His son, Pepin, was next and was "anointed" or blessed as king by the Pope. 3. Charlemagne - 800 Pepin's son became king who wanted to unite all of Europe. He conquered them all and convinced them to be Christian. Pope declared him Holy Roman Emperor. 4. Christian Empire - Charlemagne was the most powerful king in Europe. Had his counts (officials) keep the peace all over and he travelled around to keep an eye on them all. 5. Education - He got churches and monasteries to run schools. Arts, literature, painting, sculpture all did well. 6. Estate life - Lords were nobles who owned estates and had self-sufficient villages and farms with shoemakers, blacksmiths, weavers. 7. Farmers worked his land & lord's land during the week. They rotated crops to keep land healthy. 8. Nobles & farmers weren't educated - that was for royalty. Farmers were eventually serfs attached to land. Minstrels travelled from place to place praising Charlemagne and giving news. 9. Collapse - 814 - After Charlemagne died no strong rulers took over & each noble & count just looked after own estate - lack of unity.
 * May 12-** fill in maps with Germanic invaders in Europe, answer Big Questions 1 & 2:
 * May 13 -** Charlemagne (1st half of Ch 18) read and take notes of main ideas. Add the Franks to the map.
 * May 14 -** Charlemagne (finish Ch 18) See below:

Who were the Anglo Saxons and where did they settle? 1. Romans and Celts lived in the British Isles off the western coast of Europe. Celts were an ancient group that never got conquered by Romans. 2. Romans left Britain 410 AD to defend Rome & Anglo Saxons took over. 3. They came from northern Germany & Denmark Anglo Saxons drove the Celts into Ireland and settled in the southern part of the islands. It was "Angle Land" later named England.
 * May 15 -** Anglo Saxons- Who were they, and where did they settle? Read 289 - 296. Write 3 to 5 facts that answer the questions and fill in Anglo Saxons in the map.

Who were the Vikings & where did they settle? 1. Norsemen from Scandinavia (including Denmark) in 900's; attacked Charlemagne's empire and England. 2. Expert boatsmen - long sail boats w/ 16 sets of oars 3. Traveled, traded, navigated using sun & stars 4. worshipped many gods that were similar to Germans: Wotan (Odin) - god of war Thor - god of thunder 5. Began accepting Christianity & Latin 6. Overpopulation in 800's encouraged them to leave Scandinavia and explore - not just England, but Greenland & North America 7. Some settled in France coast - Normandy
 * May 16 -** Vikings - Who were they, and where did they attack? Read 299 - 301 then chapter summary on 308. List 5 to 7 facts that answer the questions, then add them to the map.

1. Most lived in cottages on estates - didn't travel much - too dangerous. 2. Middle Ages peaked about 1200's 3. Castles - to protect people; fortress homes of noble lords, their families, & servants. 4. Castles - outer walls with towers, moats, drawbridges. 5. Inner tower - protected lord and family and had meetings there. 6. Feudalism: Kings and Queens Dukes, earls, bishops (nobles) Knights Skilled craftsmen Serf The lower classes gave service to the higher class in return for rewards such as land or access to housing. 7. Manor - unit of land with big house, farms, village and serfs; owned by lord. 8. Serfs - never owned land - farmed; couldn't leave without permission. Worked land - got some crops, protection and a place to live. Produced food, most people were serfs, but no education and few rights, so couldn't rise above. 9. Knights - Highly valued; professional warriors; usually horseback wealthy, highly trained. 10. Began training age 8 as a page: falconry, combat, horse riding, music, chess 11. Religion - most were Roman Catholics; 1/10 were nuns or monks. Nobles and lords paid money to churches to get saved, have fancy funerals etc. 12. Cathedrals - huge churches headed by Bishops; had statues, sculptures and stained glass windows that taught the stories because most could not read. Cathedrals became centers for education - formed universities.
 * May 19 -** review and quiz on life in the early Middle Ages was like, and the various attackers in Europe.
 * May 20 -** life in the Middle Ages film. Notes :

Feudalism Land and Government 1. Before feudalism began, the king owned all and. This changed when Frankish king Charles Martel began giving his soldiers fiefs to reward them for serving him. 2. 814 when Charlemagne died, there was no strong king to rule properly, so the nobles managed the estates. 3. By 900 nobles were in control and peasants were more dependent. 4. By 1000 all of wetern Europe was divided into fiefs; these were self-sufficient;and peasants had no say. 5. Lords were nobles who owned and controlled fiefs. Vassal was one who received a fief from a king or lord. They owed him loyalty and favors in return. 6. So a lord was a vassal of the king or another lord who gave him land. He could also be a lord by giving some of his land to a lesser noble. Most were both lords and vassals. Vassals would pay $, or fight for lord, or take his place as prisoner of war. 7. Acts of homage are the ceremonies for making this agreement official. Nobility 1. Nobles had more power and rights than most people; were lords w/ vassals, servants and warriors. 2. 800 - 1000 lived in wooden houses w/ Great Room, protective walls, and ruled village and all the people in it. 3. After 1100's went to stone castles - moats, drawbridges, walls, iron gates, fortress-like. Villagers could come within walls if under attack. 4. Lord and family lived in an inner tower called a keep. Lords hunted, fished, played chess, made decisions, but were often away fighting. 5. Ladies took care of family and the sick, defended the castle in lord's absence w/ help of servants and officials. Knighthood 1. Most nobles were also knights - had to follow rules of behavior called the Code of Chivalry (honesty, fairness, respect to church & ladies) 2. Page - at age 6 began training as knight by cleaning equipment and horses. 3. Squire, - at 15, if showed promise a knight would personally train; squires cared for and fought along their knight 4. Dubbing ceremony by lord if squire proved himself to become knight 5. Tournaments - competitions to train for fighting. Joust most popular. The Manor 1. Everyone depended on land for all his needs. Fiefs divided into many manors (farming communities) 2. Noble appointed officials to manage it: seneschal - visit fiefs to check on them bailiff - oversaw peasants to make sure they worked. 3. Manors were independent and isolated. Made all own food clothing and goods., had mills, ovens, fields, orchards... 4. 2 kinds of peasants: freemen - paid rent, only worked their own strips of land, had some rights, but lord could throw them off land. serfs - not free to move or even marry w/o permission, worked own land and the lords; gave most of their product to lord; could not be thrown off land, but were owned by the lord.
 * May 21 -** feudalism - Each student will read one of the topics in blue regarding Feudal Society Ch 24 (Land and Government, Nobility, Knighthood, or the Manor. They will take notes, then meet with others with the same topic in an "expert group" and make sure they agree what the main ideas are. They need to be ready to share the notes with the class.
 * May 22 -** Student groups will share what they know about the way the Land and Government was managed, What life was like for Nobility, How one became a Knight and what that meant, and What a Manor is and why it was important. Class will copy down the notes they don't have. If anyone was absent for these days, read Chapter 24 and take notes.

Life on a Manor 1. Christianity - Monk Aiden began church in what is now northern England - North Umbria. 2. 685 the monk Cuthbert spread Christian churches in North Umbria. 3. Monks who copied books were called scribes. Only they were literate. 4. Vikings were given a portion of Northern France; they named it Normandy. 5. Norman manor in the early Middle Ages - lord and family lived in a fortified house with a wall around it. 6. In the courtyard would be a garden for herbs and plants for the lord's family. 7. In the Great Hall a large feast was served once a day at midday. 8. The village was surrounded by a wall. 9. In the village we could find: blacksmith, grinding wheel, oven, brew house, poultry, fish pond, deer & goats, a well, gallows, potter, weavers, church. 10. Manor = outer wall, lord's house, village, and about 350 acres of crop land. 11. 1066 the Battle of Hastings ended the Dark Ages when William the Conqueror conquered England and grand monasteries and castles began.
 * May 23 -** Life on a manor film with guiding questions; write a journal entry for grade about your life on a manor. First the notes:

Now the Journal Entry for grade: Write a journal entry about 1 page long. Include a date, where you are, decide who you are (page, squire, seamstress, servant in lord's house, serf?) Think about who had power & rights, the different classes of people, what was on a manor, what would you see, hear, know, think, do...Show what you know about a manor. Use the film notes and the feudalism notes from yesterday.


 * May 27 -** Review
 * May 28 -** Quiz on feudalism and the manor
 * May 29 -** Hersey Park trip for band and chorus. All others review either of the 2 quizzes we have had so far.
 * May 30 -** Green zone activity in the afternoon - if are in class or not in the green zone, can re-do any of the quizzes.

A. Catholic Influence (p. 381-383) 1. (write 3 - 5 main ideas in your own words. ) B. Attempts at Reform(384 - 386 (same as above) C. Education (386 - 388) (same as above) The Role of the Church notes A. Catholic Influence 1. Daily Life - church was central to village life - mass (ceremony) for big life events like birth, marriage, death 2. Political life - church officials were lords & vassals. People had to obey canon law (church law) or be excommunicated. 3. Inquisition - 1129 church set up trials & forced people to confess if they disagreed with the church. B. Attempts at Reform 1. Church was rich - people paid tithes (10% of wealth). Officials sometimes were hired in order to make $, not guide people. 2. Monks of Cluny - to avoid corruption some clergy formed monasteries such as Cluny to focus on prayer & helping people. 3. Pope Gregory VII - changes - wanted to make king less powerful & Pope more powerful. 4. Friars - went out into the community to bring Christianity. C. Education 1. Schools for boys in cathedrals. 2. Universities - unions of students & teachers- more advanced classes & organized by the church. Chancellors (officials) led. 3. Thomas Aquinas - writer who convinced others that faith & intellectual thought could agree.
 * June 2 & 3 -** The Role of the Church - Ch 25. At the top of note page, write as a title, "The Church was important to life in the Middle Ages."

Cathedrals: 1. Took 50 to hundreds of years to build - showed a belief in a distant future. 2. Everyone lived in a religious world. 3. This importance is obvious in cathedrals. The style was called Gothic: pointed, vertical, tall lines. Reaching towards heaven, arches, stained glass windows. 4. Represented pride in the community - wealth, symbols of guilds and those who built it; skills of the workers showcased, tombs of important people inside. 5. Cathedrals were bigger and could have several altars and sanctuaries. in them. The Crusades Who - Christians vs Muslims What - Holy Wars When - 1096 1st Crusade (peasants' crusade) 1097-1099 the Nobles' crusade 1174 Muslims took back Jerusalem 1202 Pope called for Knights' crusade 1212 Children's Crusade 1291 Muslims still in control of Jerusalem and Crusades end Where - Palestine Why - Pope wanted to take back the Holy Land after Muslims took over.
 * June 4 & 5 -** Cathedrals notes from film. This isn't in the book, but I will post the notes on this page when we get them, and absent students can just copy them down in their notebooks.
 * June 6 & 9 -** The Crusades - Read 388 - 395 and answer chapter review questions 4 - 8 on pg. 396. Write what the Crusades were (who, what, when, where, why they were important) and some positive and negative effects.

1. In 1071 Muslims took control of Jerusalem in Palestine. The Pope wanted European nobles to attack and take it back. 2. Effect of the climate on the crusaders - the heat and desert conditions caused changes in clothing, food, and life style, but many could not handle the heat and died. 3. Most of the children in the Children's Crusade died or were sold into slavery. 4. The crusaders were greedy and destructive. The looting and destruction in Constantinople led to a permanent split in the Catholic Church. 5. As knights & nobles fought the Crusades, kings stayed back in Europe and increased their power and wealth. This was the end of the need for feudalism.


 * June 10 -** Turn events in our notes from this whole unit into a timeline that runs from about 300 - 1200 A.D. Look through all notes. You probably will not have events that belong on a timeline from the Germans, Life on a Manor, or Cathedrals. All the others have at least one event with date. Minimum 10 events. Follow the steps to make a correct timeline - it should fit on one sheet of paper. See the instructions on the timeline page of this wiki. Turn in books.
 * June 11 -** review for unit test
 * June 12 -** Unit test
 * June 13 -** Grade notebooks in class, do a closing activity. We are now done, done, done! Thank you all for a great year. Have a safe and enjoyable summer.