step-by-step 33 crusaders capture jerusalem audio...

Chapter 8, Section 3

Chapter 8 Section

3

255

SECTION

Vocabulary Builder

3

3

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

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Identify the advanced civilizations that were flourishing in 1050.

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Explain the causes and effects of the Crusades.

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Summarize how Christians in Spain carried out the Reconquista.

Prepare to Read

Build Background Knowledge

Ask students to recall the growth of the Muslim empire and the battle of Tours. Tell students that battles between Chris-tians and Muslims had continued in Spain, but in the 1000s the conflict grew and spread. Ask students to predict the effects of this escalating conflict.

Set a Purpose

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WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Crusaders Capture Jerusalem

Review the meaning of

heathen

(a non-believer) and point out that to medieval Christians, it meant any non-Christian. Ask

How did the Franks treat those they conquered? Why?

(killed them, probably because they regarded them as heathens)

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Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 2 Assessment answers.)

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Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

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Have students read this section using the Guided Questioning strategy (TE, p. T20). As they read, have them fill in the concept web with causes and effects of the Crusades.

Reading and Note Taking Study Guide,

p. 76

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 2,

p. 26;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

diverse, p. 260

adj.

varied; differentThe camp offered a

diverse

group of activities so that every camper could find something different.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

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Objectives• Identify the advanced civilizations that were

flourishing in 1050.• Explain the causes and effects of the Crusades.• Summarize how Christians in Spain carried out

the Reconquista.

The Crusades and the Wider World

Terms, People, and PlacesCrusadesHoly LandPope Urban II

ReconquistaFerdinand and IsabellaInquisition

Reading Skill: Identify Causes and Effects Track causes of the Crusades in the top ovals and effects in the lower ones of a concept web like this one.

Fulcher of Chartres was just one of thousands of Europeans whotook part in a series of wars known as the Crusades. In thesewars, which began in 1096, Christians battled Muslims for controlof lands in the Middle East. As they streamed eastward over thenext 200 years, Western Europeans learned that the world wasmuch larger than they had ever dreamed. Their encounters out-side Europe would serve to accelerate the pace of change at home.

The World in 1050In 1050, as Western Europe was just emerging from a period ofisolation, many other civilizations were thriving elsewhere. Thereligion of Islam had given rise to a brilliant civilization thatstretched from present-day Spain to India, and Muslim tradersand scholars spread goods and ideas even farther.

India was a land of thriving cities where Hindu and Buddhisttraditions flourished, and wealthy princes built stunning templesand palaces. In East Asia, under the Tang and Song dynasties,China’s culture flourished and influenced neighboring peoples.Meanwhile, the Soninke people of West Africa were building thegreat trading empire of Ghana.

Across the Atlantic, in Central America, the Maya had cleared rainforests and built cities with towering temples. In the Andes ofSouth America, Native Americans were building a great empire.

Crusader knights at the siege of Jerusalem

Crusaders Capture Jerusalem

“ The Franks entered the city magnificently at the noonday hour. . . . With trumpets sounding and with everything in an uproar, exclaiming, ‘Help, God!’ they vigorously pushed into the city, and straightaway raised the banner on the top of the wall. All the heathen, completely terrified, changed their boldness to swift flight through the narrow streets of the quarters. . . . Nowhere was there a place where the Saracens could escape the swordsmen. . . . What more shall I tell? Not one of them was allowed to live.”—Fulcher of Chartres

Focus Question How did the Crusades change life in Europe and beyond?

TheCrusades

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256

The High and Late Middle Ages

Teach

The World in 1050

Instruct

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Introduce

Remind students that dur-ing the Middle Ages, most people in Western Europe were unaware of advanced civilizations in Asia, Africa, and the Americas. Have students turn to the map on the opening of Unit 2. Have them locate the following civiliza-tions: Tang and Song dynasties of China, the Soninke people of West Africa, the Maya in the Americas, and the Seljuk Turks in the Near East.

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Teach

Discuss the other cultures of 1050. Ask

How did Europe compare with these cultures?

(It was less uni-fied than many of them and in some ways less advanced.)

Who were the Seljuk Turks?

(a people who had migrated from Central Asia to the Mid-dle East, where they had converted to Islam and created an empire that included the Holy Land and most of the former Byzantine lands)

How did they change the situation in the Middle East?

(Their conflicts with the Byzan-tines prevented Christian pilgrims from traveling to the Holy Land.)

Ask stu-dents to predict how this change might affect Christian Europe.

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Quick Activity

Have students look again at the map on the opening of Unit 2. Have them trace the migration of the Seljuk Turks from central Asia into the Middle East and Jerusalem.

Independent Practice

Have students fill in the Outline Map

Christian and Muslim Lands, 1096

and label the religion of each country.


p. 33

Monitor Progress

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To review, ask students to explain where the Seljuk Turks spread their influence and how their migrations set up a conflict with Christian Europe.

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Circulate to make sure students are filling in their Outline Maps accurately. Administer the Geography Quiz.


p. 35

Answer

Byzantine Empire, India, China, Maya and Native American cultures in South America, and the Muslim Seljuk Turk empire

L1

Special Needs L2

Less Proficient Readers

The Church offered incentives to those who joined the Crusades. Have students research these incentives to cre-ate an advertisement convincing people to join the Cru-sades. Advertisements should mention incentives and combine persuasive writing with maps or illustrations.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

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Adapted Note Taking Study Guide, p. 76

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Adapted Section Summary, p. 77

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Solutions for All Learners

The civilizations of the Americas, however, remained apart from the con-tacts that were taking place among Africans, Europeans, and Asians.

Closer to Western Europe, the Byzantine empire—the former easternRoman empire—was generally prosperous and united. In the 1050s, theSeljuk Turks invaded the Byzantine empire. The Turks had migratedfrom Central Asia into the Middle East, where they converted to Islam.By 1071, the Seljuks had overrun most Byzantine lands in Asia Minor(present-day Turkey). The Seljuks also extended their power over theHoly Land, that is, Jerusalem and other places in Palestine whereChristians believe Jesus lived and preached. Other Muslim groups hadcontrolled this region in the past, but invasions by the Seljuk Turksthreatened the Byzantine empire. The conflict prevented Christianpilgrims from traveling to the Holy Land.

What civilizations were flourishing around 1050?

The CrusadesThe Byzantine emperor Alexius I urgently asked Pope Urban II forChristian knights to help him fight the Muslim Turks. Although Romanpopes and Byzantine emperors were longtime rivals, Urban agreed.

Called to War At the Council of Clermont in 1095, Urban incited bish-ops and nobles to action. “From Jerusalem and the city of Constantinoplecomes a grievous report,” he began. “An accursed race . . . has violentlyinvaded the lands of those Christians and has depopulated them by pillageand fire.” Urban then called for a crusade to free the Holy Land:

Primary Source

“Both knights and footmen, both rich and poor . . . [must] strive to help expel [the Seljuks] from our Christian lands before it is too late. . . . Christ commands it. Remission of sins will be granted for those going thither.”—Fulcher of Chartres, Chronicle of the First Crusade

“God wills it!” roared the assembly. By 1096, thousands of knightswere on their way to the Holy Land. As the crusading spirit sweptthrough Western Europe, armies of ordinary men and women inspired byfiery preachers left for the Holy Land, too. Few returned. Religious zealwas not the only factor that motivated the crusaders. Many knightshoped to win wealth and land. Some crusaders sought to escape troublesat home. Others yearned for adventure.

The pope, too, had mixed motives. Urban hoped to increase his power inEurope and perhaps heal the schism, or split, between the Roman andByzantine churches. In 1054, the two branches of Christianity had dividedafter disputes over beliefs and authority. Urban also hoped that the Crusadeswould set Christian knights to fighting Muslims instead of one another.

Fighting a Losing Battle Only the First Crusade came close toachieving its goals. After a long and bloody campaign, Christian knightscaptured Jerusalem in 1099. They capped their victory with a massacreof Muslim and Jewish residents of the city.

The Crusades continued, off and on, for over 200 years. The crusadersdivided their captured lands into four small states, called crusader states.The Muslims repeatedly sought to destroy these Christian states, promptingEuropeans to launch new crusades. In 1187, Jerusalem fell to the Muslims.

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Chapter 8 Section

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257

History Background

The Crusades

Instruct

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Introduce

Read Pope Urban’s call for a Crusade to the Holy Land under the black heading Called to War aloud. Dis-cuss how this call from the pope helps explain the feelings of the crusaders. Then write

crusade

on the board. Using the Idea Wave strategy (TE, p. T22), ask students to brainstorm words and images they believe are related to cru-sading. Write their responses on the board. Revise these words as you work through this section.

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Teach

Trace the development of the Crusades. Ask

What motivated peo-ple to participate?

(for many: reli-gious zeal, escaping troubles, adventure; for some knights, nobles, and monarchs: the hope of winning wealth, land, power, fame)

Have students trace the routes of the first four Crusades on the map. Make sure they understand the significance of the Crusader States.

What was the outcome of the Cru-sades?

(The Crusaders were driven from the Holy Land.)

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Quick Activity

Read aloud the Pri-mary Source on the next page or play the accompanying audio. Discuss the conflicting claims on Jerusalem. Com-pare Saladin’s attitude with that of Pope Urban II. How could these con-flicting claims have been resolved with-out bloodshed? Why weren’t they?

AUDIO


Saladin


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Web Code nap-0831

will take stu-dents to an interactive map. Have stu-dents complete the interactivity and then answer the questions in the text.

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Biography

To help students under-stand a monarch who led the Crusades, have them read

Richard I (1157–1199)

and complete the worksheet.


p. 30

Monitor Progress

Check answers to map skills questions.

Answers

Map Skills

1.

Review locations with students.

2.

(a) They sailed. (b) It was probably easier to go by sea than on bad roads overland. They could avoid lands governed by hostile rulers.

3.

Sample: They were surrounded by Muslim lands. They were far from supplies in Europe.

Chivalrous Behavior

During the Third Crusade, the Muslim leader Saladin dealt with his European opponents in a most chivalrous manner. He was espe-cially noble in his dealings with King Richard I of England, whom he respected greatly. In a battle at Jaffe in 1192, for example, Saladin learned that Rich-ard’s horse had been killed. He promptly sent the

English king another horse, declaring that so gallant a warrior should not have to fight on foot. On another occasion, Richard fell ill and in his fever called for fruit and drink. Saladin sent him pears, peaches, snow, and his personal physician. Saladin also reportedly remarked that if he must lose his land, he’d rather lose it to Richard than to any other man alive.

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Crusaders load their ships inpreparation for sailing to the Holy Land.

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The Crusades, 1096–1204 For: Interactive mapWeb Code: nap-0831

Map Skills Urged on by Pope Urban II, thousands of Europeans joined the Crusades to expel Muslims from the Holy Land.1. Locate On the large map, find

(a) Holy Roman Empire (b) Rome (c) Jerusalem (d) Acre (e) Constan-tinople. On the inset map, find (a) Acre (b) Kingdom of Jerusalem.

2. Movement What route did English crusaders take to the Holy Land? Why do you think they took that route?

3. Draw Conclusions Why was it difficult for Europeans to defend the Crusader states?

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The Impact of the Crusades

Instruct

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Introduce

Ask students to read the introductory sentences and preview the black headings under The Impact of the Crusades. Ask them to predict what they will learn under each heading. Then have them read to find out if their predictions were accurate.

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Teach

On the board, write

Economic Effects

and

Political Effects

and have students give examples of how the Cru-sades changed Europe. Ask

Why did the Crusades leave a legacy of reli-gious hatred?

(atrocities on both sides; unresolved claims over the holy city)

How did the Crusades increase trade?

(Crusaders brought luxury goods back from the Middle East and from trading centers that imported goods from even farther away. Ships that had been used for the Crusades could now be used for trade.)

How did trade lead to a wider world view?

(contact with goods and merchants from other lands; travel to other lands)

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Analyzing the Visuals

Refer stu-dents to the Infographic on Jerusalem on the next page. Ask students to find the sites sacred to Christians, to Mus-lims, and to Jews. Discuss why the city is holy to three religions and the effect this has had on its history. Use current events where appropriate. Review the reasons for the Crusades, and the fact that the crusaders could not keep con-trol of Jerusalem.


Primary Source

To help students bet-ter understand what the Crusades were like, have them read

A Crusader’s Account

by Sir Guy and complete the worksheet.


p. 29

Monitor Progress

To review, ask students to summarize the lasting effects of the Crusades.

Answers

PRIMARY SOURCE

He is devoted to his religion and its holy place but is also fair-minded and generous.

The Crusades succeeded briefly in capturing Jerusalem and controlling the Holy Land, but ultimately were not successful.

L4

Advanced Readers L4

Gifted and Talented

As depicted in the Infographic, Jerusalem has remained both a holy place and a source of conflict among Muslims, Jews, and Christians in the modern world. The Old City, a section of Jerusalem, is divided into Chris-tian, Muslim, Armenian, and Jewish quarters. Many of the sites here are sacred to multiple faiths. For instance,

the Dome of the Rock, sacred to Muslims, is built on the site of King Solomon’s Temple, an important site to the Jewish faith. As a class, discuss why it is so difficult for this holy city to be shared by citizens and visitors of dif-ferent faiths, and why control of this city has long been a goal of various groups.

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The victor was the able Muslim leader Salah al-Din, known to Europeans asSaladin. On the Third Crusade, Europeans failed to retake Jerusalem. Afternegotiations, though, Saladin did reopen the holy city to Christian pilgrims.

Europeans also mounted crusades against other Muslim lands, espe-cially in North Africa. All ended in defeat. During the Fourth Crusade,the crusaders were diverted from fighting Muslims to fighting otherChristians. After helping merchants from the northern Italian city of

Venice defeat their Byzantine trade rivals in 1204, crusaderscaptured and looted Constantinople, the Byzantine capital.

Meanwhile, Muslim armies overran the crusader states. By1291, they had captured the last Christian outpost, the portcity of Acre. As in Jerusalem 200 years earlier, the victors mas-sacred their enemies. This time, the victims were Christians.

How successful were the Crusades?

The Impact of the CrusadesThe Crusades left a bitter legacy of religious hatred. In theMiddle East, both Christians and Muslims committed appall-ing atrocities in the name of religion. In Europe, crusaderssometimes turned their religious fury against Jews, massa-cring entire communities.

The crusaders arrived in the Middle East at a time whenvarious Muslim regimes were struggling among themselvesfor control of the region. These groups rallied together to fightthe invaders, and, under Saladin, began to reunify the regionfrom Egypt to Syria.

Though the crusaders failed to keep control of the HolyLand, the Crusades did have significant effects on life in Europe. Thesewars helped to quicken the pace of changes that were already underway.

European Economies Expand Even before the Crusades, Europeanshad developed a taste for luxuries from the Byzantine empire. Returningcrusaders brought even more fabrics, spices, and perfumes from the Mid-dle East back to Europe. Trade increased and expanded.

Merchants in Venice and other northern Italian cities had built large fleetsto carry crusaders to the Holy Land. Now they used those fleets to carry ontrade in such goods as sugar, cotton, and rice with the Middle East.

The Crusades further encouraged the growth of a money economy. Tofinance a journey to the Holy Land, nobles needed money. They thereforeallowed peasants to pay rents in money rather than in grain or labor.Peasants began to sell their goods in towns to earn money, a practice thathelped to undermine serfdom.

Effects on Monarchs and the Church The Crusades helped toincrease the power of monarchs. These rulers won new rights to collecttaxes in order to support the Crusades. Some rulers, such as the Frenchking Louis IX and the English king Richard I, called the Lion-Heart, ledCrusades, which added greatly to their prestige.

Enthusiasm for the Crusades brought papal power to its greatestheight. This period of enhanced prestige was short-lived, however. As youhave read, popes were soon involved in bitter power struggles withmonarchs. Also, the Crusades did not end the split between the Romanand Byzantine churches as Pope Urban had hoped. Instead, Byzantine

By 1187, the Muslim leader Saladin had retaken Jerusalem from the Christian crusaders. King Richard I tried to persuade Saladin to return the city to the Christians. Saladin refused, saying:

Primary Source

“ To us Jerusalem is as precious . . . as it is to you, because it is the place from where our Prophet [Muhammad] made his journey by night to heaven. . . . Do not dream that we will give it up to you.”

However, because he recognized how important it was to Christians to be able to visit the sacred sites of their religion, Saladin did reopen Jerusalem to Christian pilgrims. What does Saladin’s response to King Richard’s demands show about him?

AUDIO




Chapter 8 Section

3

259

Connect to Our World

The Reconquista

Instruct

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Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Note that under Muslim rule, Christians and Jews lived alongside Muslims in Spain, thus Moorish Spain had a more

diverse

pop-ulation than the rest of Europe and was more tolerant of diversity.

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Teach

Have students find the key term

Reconquista

(in blue) in the text and read its definition. Review with stu-dents the attempts of Christian Euro-peans to prevent Muslims from extending their empire into Europe. Ask

Given the emotions aroused by the Crusades, how do you think European Christians regarded Muslim control of a part of Europe?

(They hated the idea and tried to drive the Muslims out.)

How was the unified state of Spain formed?

(by the marriage of Ferdinand of Aragon and Isabella of Castile)

Why was the unified state important?

(Their combined forces were finally suc-cessful in driving the Muslims from Spain and in bringing religious unity to Spain by persecuting and driving out non-Christians.)

Compare the religious toleration of Spain’s Muslim rulers with that of Queen Isabella, who encouraged the Inquisition.

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Quick Activity

Display

Color Trans-parency 47: The Alhambra.

Use the lesson suggested in the transparency book to guide a discussion of the influ-ence of Muslim culture on Spain.

Color Transparencies,

47


Have students create a timeline of the Reconquista.

Monitor Progress

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As students create their timelines, cir-culate to ensure they have chosen the key events of the Reconquista and that they understand the sequence of events.

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Check Reading and Note Taking Study Guide entries for student understanding.

Answer

The Crusades left a legacy of religious hatred. However, they also spurred trade and a money economy and strengthened monarchs and popes. They expanded European horizons and encouraged exploration.

Connections to Today

Jerusalem was part of the Ottoman empire until 1917, when British troops entered the city. Until 1948, it was administered as a territory under the jurisdiction of the British. In 1947, violence broke out between Arabs and Jews, prompt-ing the United Nations to draft a plan under which the city and surrounding area would be a separate entity governed by a UN-appointed official. However, the

plan was never implemented, as the state of Israel was declared upon the withdrawal of British troops. Israel held only west Jerusalem until 1967, when they captured the rest of the city during the course of the Six-Day War. The city of Jerusalem is currently the cap-ital of Israel, a position contested by Palestinian Arabs who hope that the city may also one day be the capi-tal of a Palestinian state.

L3

INFOGRAPHIC

Today Jews, Christians, and Muslims still consider Jerusalem sacred. Despite continued disputes—and violence—over control of the city, pilgrims still visit holy places. Christians come to the Church of the Holy Sepulcher, believed to be the site of Jesus’ resurrection. Equally sacred to Muslims is the Dome of the Rock, from which the Prophet Muhammad is believed to have ascended to heaven. And Jewish pilgrims still pray at the WesternWall, all that remains of the city’s ancient temple, Judaism’s holiest site.

A Muslim woman kneels in prayer (above left); Christian pilgrims carry a cross through the streets (above right).

A Jewish pilgrimprays at the Western Wall.

resentment against the West hardened as a result of the Fourth Crusade,during which crusaders had conquered and looted Constantinople.

A Wider Worldview Evolves Contacts with the Muslim world ledChristians to realize that millions of people lived in regions they hadnever even known existed. Soon, a few curious Europeans had left toexplore far-off places such as India and China.

In 1271, a young Venetian, Marco Polo, set out for China with his mer-chant father and uncle. After many years in China, he returned to Veniceand wrote a book about the wonders of Chinese civilization. DoubtingEuropeans wondered if he had really gone to China. To them, his tales ofa government-run mail service and black stones (coal) that were burnedto heat homes were unbelievable.

The experiences of crusaders and of travelers like Marco Poloexpanded European horizons. They brought Europe into a wider worldfrom which it had been cut off since the fall of Rome. In the 1400s, adesire to trade directly with India and China would lead Europeans to anew age of exploration.

Summarize the effects of the Crusades.

Thinking Critically1. Analyze Visuals What do the people in the three photos

have in common?2. Make Comparisons How is Jerusalems situation today

similar to its situation at the time of the Crusades?

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Assess and Reteach

Assess Progress

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Have students complete the Section Assessment.

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Administer the Section Quiz.


p. 23

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To further assess student under-standing, use

Progress Monitoring Transparencies,

33

Reteach

If students need more instruction, have them read the section summary.


p. 77

Adapted Reading and Note Taking Study Guide,

p. 77

Spanish Reading and Note Taking Study Guide,

p. 77

Extend

To help students explore the causes and effects of the Crusades, have pairs of stu-dents write a dialogue in which one argues that the Crusades were a positive step in world history, while the other argues that they were ultimately nega-tive. Remind students that the outcome was different for different groups.

Answer

The Reconquista was the Christian campaign to drive the Muslims from the Iberian penin-sula, which was accomplished in 1492.

fight the invaders and, under Saladin, began to reunify the region.

3.

It led to the call for help from the Byzan-tine emperor and thus to the Crusades.

4.

Sample: religious zeal, hope of winning wealth and land, escaping troubles at home, adventure, power, fame

5.

Crusaders brought goods and ideas back with them, trade increased a money econ-omy, began to undermine serfdom, and ships that had carried crusaders were available for trade and exploration.

6.

Answers should reflect an understanding of the issues.

"

Writing About History

Responses should show the use of graphic organizers and an understanding of essay organization.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-0831.

L3

L3

L2L1

L2

L4

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The ReconquistaThe crusading spirit continued after the European defeat at Acre,especially in the Iberian peninsula. North African Muslims, calledMoors, had conquered most of present-day Spain in the 700s. However,several tiny Christian kingdoms in the north slowly expanded theirborders and sought to take over Muslim lands. Their campaign to driveMuslims from the peninsula became known as the Reconquista, or“reconquest.”

Christians Conquer Spain The first real success of these Christianwarriors came in 1085, when they captured the city of Toledo. During thenext 200 years, Christian forces pushed slowly and steadily southward. By1140, the Christian kingdom of Portugal had been established, and by1300, Christians controlled the entire Iberian Peninsula exceptfor Granada. Muslim influences remained strong, though, and helpedshape the arts and literature of Christian Spain. In 1469, the marriage ofFerdinand of Aragon and Isabella of Castile created the unified statecalled Spain. Using their combined forces, Ferdinand and Isabellamade a final push against the Muslim stronghold of Granada. In 1492,Granada fell. The Reconquista was complete.

Spain Expels Non-Christians Ferdinand and Isabella wanted toimpose unity on their diverse peoples. Isabella was determined to bringreligious as well as political unity to Spain. Under Muslim rule, SpanishChristians, Jews, and Muslims lived in relative peace, allowed to worshipas they chose. Isabella ended that tolerance. With the support of theInquisition, a Church court set up to try people accused of heresy, Isa-bella launched a brutal crusade. Jews and Muslims who had been forcedto convert to Christianity could be tried by the Inquisition. If foundguilty of practicing their religions, they could be turned over to the secu-lar authorities for punishment. Many who refused to conform to Churchteachings were burned at the stake.

The queen achieved religious unity, but at a high price. More than150,000 people—mostly Muslims and Jews—fled Spain. Many of theseexiles were skilled, educated people who had contributed much to Spain’seconomy and culture.

What was the Reconquista?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0831

Terms, People, and Places1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Causes and Effects Use your completed concept web to answer the Focus Question: How did the Crusades change life in Europe and beyond?

Comprehension and Critical Thinking3. Draw Conclusions Why was the inva-

sion of the Byzantine empire by the Turks significant?

4. Recognize Cause and Effect Explainthree reasons why Europeans joined the Crusades.

5. Determine Relevance How did the Crusades accelerate change in Europe?

6. Demonstrate Reasoned JudgmentDo you think unity in Spain was worth the costs of the Reconquista? Explain.

" Writing About HistoryQuick Write: Organize Your Essay Afterdefining your topic, use a graphic orga-nizer to organize your information. For example, for the Crusades you might:• use a flowchart to show events leading

up to the First Crusade.• use a cause-effect chart to show social,

economic, and political effects.Fill in your main ideas for each category in your graphic organizer and use it as a framework for your essay.

Vocabulary Builderdiverse—(dih VURS) adj. varied; different


Section 3 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2. In Europe, the Crusades led to economic expansion: increased trade and use of money, which undermined serfdom and led to prosperity of northern Italian cities. They led to increased power of monarchs and, briefly, to increased power of the papacy. In the Middle East, Muslim regimes united to



262


Vocabulary Builder

4

4

SECTION

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

!

Explain the emergence of universities and their importance to medieval life.

!

Understand how newly translated writ-ings from the past and from other regions influenced medieval thought.

!

Describe the literature, architecture, and art of the High and late Middle Ages.

Prepare to Read

Build Background Knowledge

Remind students that historians now recognize that a new culture was emerg-ing in the early Middle Ages. Have stu-dents predict what characteristics a civilization might need for its learning and culture to flourish.

Set a Purpose

!

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO


Life in a Medieval University

Ask

What can you learn about medieval university life from this letter?

(Answers will vary.)

!

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Sec-tion 4 Assessment answers.)

!

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

!

Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the flowchart showing the causes of the cultural resurgence in the Middle Ages.


p. 78

Use the information below and the following resources to teach the high-use word from this section.


p. 26;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

initiate, p. 264

v.

to start, to introduceWe quickly became friends after I

initiated

a soccer game with my neighbor.

L3

L3

44

Objectives• Explain the emergence of universities and their

importance to medieval life.• Understand how newly translated writings from

the past and from other regions influenced medieval thought.

• Describe the literature, architecture, and art of the High and late Middle Ages.

Learning and Culture Flourish

Terms, People, and PlacesscholasticismThomas AquinasvernacularDante Alighieri

Geoffrey ChaucerGothic styleflying buttressesillumination

In spite of the problems of students studying too much—or some-times too little—medieval universities brought prestige and profitto the cities in which they were located. Local merchants providedstudents with housing, food, clothing, and entertainment. But stu-dents could also create problems for university communities. Thepriest Jacques de Vitry complained, “They were always fightingand engaging in scuffles.” Who were these students, and why diduniversities begin to spring up in the 1100s?

Medieval Universities EmergeBy the 1100s, Europe was experiencing dynamic changes. A morereliable food supply and the growth of trade and towns were signsof increased prosperity.

The Need for Educated People Grows As economic andpolitical conditions improved in the High Middle Ages, the needfor education expanded. The Church wanted better-educatedclergy. Royal rulers also needed literate men for their growingbureaucracies. By acquiring an education, the sons of wealthytownspeople might hope to qualify for high positions in the Churchor with royal governments.

By the 1100s, schools had sprung up around the great cathed-rals to train the clergy. Some of these cathedral schools evolvedinto the first universities. They were organized like guilds, withcharters to protect the rights of members and established stan-dards for training.

Medieval scholars at the University of Paris

Life in a Medieval UniversityAlthough some university students were scolded for fooling around rather than studying, this father had the opposite worry:

“ They tell me that, unlike everyone else, you get out of bed before the first bell sounds in order to study, that you are the first into the classroom and the last to leave it. And that when you get back home you spend the whole day going over what you were taught in your lessons. . . . Many people make themselves permanently ill through excessive study; some of them die, and others . . . waste away day after day.”—Boncompagno da Signa

Focus Question What achievements in learning, literature, and the arts characterized the High and late Middle Ages?

••

Universities

Learning and Culture Flourish

••

Scholarship••

Literature••

The Arts

Reading Skill: Recognize Multiple Causes Keep track of the many causes of the cultural and intellectual flowering of the Middle Ages by completing a flowchart like the one below.

WITNESS HISTORYWITNESS HISTORY AUDIO

Medieval inkwell and pen

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Chapter 8 Section

4

263

History Background

Teach

Medieval Universities Emerge

Instruct

!

Introduce

Draw students’ attention to the quote in the first paragraph about university students. Ask which they think was more typical: the student in the Witness History or these students.

!

Teach

Review the reasons that educa-tion expanded at this time. Ask

Why did an improving economy lead to the growth of universities?

(As some people became wealthy, they looked for opportunities for their children in gov-ernment bureaucracies and the Church, which required education.)

How did medieval teaching methods differ from today’s methods?

(They depended more on memorization and oral exams.)

How did women get an education?

(Only a few did; in convents and some private schools).

Using the Idea Wave strategy (TE, p. T22), ask

How does your routine compare with that of a student of the Middle Ages?


Tell students that it was not unusual for medieval writers to use characters to symbolize or represent ideas, as Christine de Pisan does with Lady Reason, who represents common sense. Have small groups work together to write Lady Rea-son’s comments about another aspect of medieval life.

Monitor Progress

!

Circulate as students are working to make sure they have selected an appro-priate topic and are reflecting the point of view of an educated medieval woman.

!

As students fill in their flowcharts, cir-culate to make sure they understand the causes of the cultural resurgence in Europe. For a completed flowchart, see

Note Taking Transparencies,

82

Answers

Sample: Boys from wealthy families studied the liberal arts.

BIOGRAPHY

Sample: She had to earn her own living, so opportunities for women was an important issue to her.

The Game of Chess

Chess is thought to have originated in India around the 6

th

century

AD

. At that time, the game was called

chaturanga

and although it involved four players, it included features found in all subsequent versions of chess, including different pieces with varying powers and the need to vanquish one piece (today’s king) in order to win. It is believed that Muslims brought the game to North Africa, Sicily,

and Spain; Eastern Slavs carried it to Kievan Rus, and Vikings introduced chess to Iceland and England. The game has been favored by nobility and the wealthy, and it is from this fact that chess gained its nickname, the “royal game.” The modern term

check mate

derives from the Persian

shah mat,

which means “the king is dead.”

L3

As early as the 900s, the Italian city of Salerno had a respected medicalschool. Later, Bologna’s university—founded in 1158—became famous forlegal studies. Paris and Oxford founded their universities in the later1100s. Soon, other cities rushed to organize universities. Students oftentraveled from one university to another to study different subjects, seekingfood and lodging from whatever patrons they could find to support them.

Student Life University life offered few comforts. A bell wakened stu-dents at about 5 A.M. for prayers. Students then attended classes until10 A.M., when they had their first meal of the day. Afternoon classes con-tinued until 5 P.M. Students usually ate a light supper and then studieduntil bedtime. Because at first medieval universities did not have perma-nent buildings, classes were held in rented rooms or in the choir loft of achurch. Students sat for hours on hard benches as the teacher dictatedand then explained Latin texts. Students were expected to memorizewhat they heard.

A program of study covered the seven liberal arts: arithmetic, geome-try, astronomy, music, grammar, rhetoric, and logic. There were separateprograms for the further study of law, medicine, and theology. To showmastery of a subject, students took an oral exam. Earning a degree as abachelor of arts took between three and six years. Only after severalmore years of study could a man qualify to become a master of arts and ateacher. Theology was the longest course of study.

Women and Education Women were not allowed to attend universi-ties. And so, for the most part, they were also deprived of the mentalstimulation that was an important part of university life. Without a uni-versity education, women could not become doctors, lawyers, or churchofficials.

There were educated women, however. Some girls received good edu-cations in convents, and girls from noble families attended classes atNotre Dame de Paris, located in the French capital. Some nuns becamescholars and writers. The writer Christine de Pisan (duh pee ZAHN)examined the issue of women’s education. In The City of Ladies, she asksLady Reason whether women are less capable of learning and under-standing, as men insist. Lady Reason replies:

Primary Source

“ If it were customary to send daughters to school like sons, and if they were then taught the same subjects, they would learn as thoroughly and understand the subtleties of all arts and sciences as well as sons.”—Christine de Pisan

Still, men continued to look on educated women as oddities. Mostmedieval men felt that women should pursue their “natural” gifts athome—raising children, managing the household, doing needlework—and leave books and writing to men.

What was university life like in medieval Europe?

Europeans Acquire “New” LearningUniversities received a further boost from an explosion of knowledgethat reached Europe in the High Middle Ages. Many of the “new” ideashad originated in ancient Greece but had been lost to Western Europeansafter the fall of Rome.

BIOGRAPHY

BIOGRAPHYBIOGRAPHY

Christine de PisanChristine de Pisan (1364?–1430?) wasmore educated than most men of hertime. Her father, a physician andastronomer in the French court, sawthat she received an excellenteducation. She spoke French, Italian,and possibly Latin as well.

Christine married at 15. When herhusband died 10 years later, shesupported herself and her threechildren by writing. Her first workswere poems of lost love dedicated toher husband. Her writing wassupported by lords and monarchs.

Because of her desire to commenton social issues, Christine graduallyswitched her focus from poetry toprose. She described women’s place inmedieval society and promotedwomen’s rights and accomplishments.Why do you think Christine beganto write about women’s issues?


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264


Europeans Acquire “New” Learning

Instruct

!

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and its definition. Tell students they will learn how the “new” learning in Europe was

initiated

by the “old” learning of the ancient Greeks and by Muslim scholarship.

!

Teach

Review the reasons why ancient Greek knowledge had been lost to much of Western Europe after the fall of Rome. Ask

Who preserved and continued to study ancient Greek works?

(Muslim scholars of the Middle East)

Why were these works a chal-lenge to medieval thinkers?

(Aristo-tle taught that people should use reason to discover truth; the Church taught that faith and the Church were the final authority.)

How was this conflict resolved?

(Scholastics said that both faith and reason lead to the same truth: God rules over an orderly universe.)

Why did science make little progress at this time?

(It did not fit with Church teachings and was there-fore rejected.)

!

Analyzing the Visuals

Have stu-dents examine each of the pictures in Medieval Innovation in Europe. Ask students to describe the innovations and what, if any, differences exist between the original and modern designs.


Have students choose one item from the Infographic and write a medieval adver-tisement for it. They can use modern advertising techniques but should reflect the lifestyles and technology of the Mid-dle Ages. Their ads should reflect the sig-nificance of their chosen technological advance.

Monitor Progress

Circulate to make sure student advertise-ments reflect the importance of the inno-vation and the lifestyle of the Middle Ages.

L4

Gifted and Talented L4

Advanced Readers

Ask students to compare the ideas of Medieval Chris-tian scholar Thomas Aquinas with those of Aristotle. Remind students that Aquinas combined Christian faith and classical Greek philosophy. Then outline the main ideas presented in Aristotle’s

Ethics:

the impor-tance of the soul in defining humans, finding the

mean between extremes, living a life of moderation, and the importance of developing virtue by maintaining positive behavior and habits. Ask

How and why was Aquinas able to incorporate these secular ideas into Christian theology?

(His ideas were based on an assumption that all power derives from God.)

L3


Muslim Scholarship Advances Knowledge Muslim scholars hadtranslated the works of Aristotle and other Greek thinkers into Arabic.Their translations and knowledgeable commentaries on these ancienttexts spread across the Muslim world. In Muslim Spain, Jewish and Chris-tian scholars translated these works into Latin, the language of ChristianEuropean scholars. In the 1100s, when these new translations reachedWestern Europe, they initiated a revolution in the world of learning.

Christian Scholars Struggle With New Ideas The writings of theancient Greeks posed a challenge to Christian scholars. Aristotle taughtthat people should use reason to discover basic truths. Christians, how-ever, accepted many ideas on faith. They believed that the Church wasthe final authority on all questions. How could they use the logic ofAristotle without undermining their Christian faith?

Some Christian scholars tried to resolve the conflict between faith andreason. Their method, known as scholasticism, used reason to supportChristian beliefs. Scholastics studied the works of the Muslim philoso-pher Averroës (uh VEER uh weez) and the Jewish rabbi Maimonides (myMAHN uh deez). These thinkers, too, used logic to resolve the conflictbetween faith and reason.

The writings of these philosophers influenced the famous scholasticThomas Aquinas (uh KWY nus). In a monumental work, Summatheologica, Aquinas concluded that faith and reason exist in harmony. Bothlead to the same truth, that God rules over an orderly universe. Aquinasthus brought together Christian faith and classical Greek philosophy.

Vocabulary Builderinitiated—(ih NISH ee ayt ed) vt. started; introduced

Medieval Innovation in Europe

Many technological innovations that still affect our daily lives were either invented or adapted by Europeans during the Middle Ages.

The invention of the escapement mechanism allowed a clock to measure hours of equal length regardless of the times of sunrise and sunset. These clocks regulated when church bells rang to mark the divisions of the day. !

A series of innovations " improved medieval farming—and the food supply. The iron plow was more efficient. A new harness allowed a change from oxen to faster horsepower.

In the 1200s, the first buttons were used as ornaments and sold by jewelers. Once their practical usewas discovered, less expensive buttons allowed garments to have adjustable necklines and detachable sleeves. !

The inventionof eyeglasses was particularly welcome to medieval monks who copied manuscripts. In fact, a 1313 document attributes this innovation to a Dominican friar from Italy. "




Chapter 8 Section

4

265

Link to Literature

Medieval Literature

Instruct

!

Introduce: Key Terms

Ask students to find the key term

vernacular

(in blue) in the text and to read its defini-tion. Ask students what it would be like if all written works were in a language that was different from the language they speak. Ask

What kinds of changes would the appearance of vernacular writing indicate?

(more people can read; audience wider than just the elite)

!

Teach

Discuss the qualities of heroic epics with students. Which current books and movies are heroic epics? Read the first line under the black heading, Dante’s

Divine Comedy

aloud. Discuss how it sets a mood and draws the reader into what promises to be a dark adventure. Ask

How does Dante’s journey reflect the inter-ests of medieval Europeans?

(It reflects the quest for religious under-standing and the sense that life is a journey toward the afterlife, which is determined by people’s actions.)

!

Quick Activity

Read the Primary Source excerpt from the

Song of Roland

aloud, or play the audio. Note that

Charles

in this excerpt is Charlemagne. Have volunteers tell which actions or qualities of Roland qualify him as a hero, from the medieval perspective.

AUDIO


Song of Roland


Link to Literature

To help students become more familiar with heroic epics and medieval literature, have them read the excerpt from the

Divine Comedy

and complete the worksheet.


p. 31

Monitor Progress

To review this section so far, ask students to list the characteristics of heroic epics, the

Divine Comedy

, and the

Canterbury Tales

.

Answers

It was a blend of Greek learning, Muslim learn-ing, and the efforts of European thinkers to rec-oncile these ideas with their religious faith.

PRIMARY SOURCE

to show that Roland is such a good man that God sends angels to transport him directly to heaven

Medieval Literature

Medieval literature in the vernacular grew from several traditions. Traditional stories that had withstood the test of time were val-ued over original stories. Therefore, medieval authors often adapted themes and stories similar to those

used by their Greek and Roman predecessors. Several of these works became the first examples of national literature, helping to define emerging European nations. These include the stories of King Arthur (Britain),

The Song of Roland

(France), and

El Cid

(Spain).

L3New Approaches to Science and Mathematics Scientific works,translated from Arabic and Greek, also reached Europe from Spain andthe Byzantine empire. Christian scholars studied Hippocrates on medicineand Euclid on geometry, along with works by Arab scientists. They saw,too, how Aristotle had used observation and experimentation to study thephysical world. Yet science made little real progress in Europe in the Mid-dle Ages because most scholars still believed that all true knowledge mustfit with Church teachings. It would take many centuries before Christianthinkers changed the way they viewed the physical world.

During this period, Europeans adopted Hindu-Arabic numerals, whichwere much easier to use than the cumbersome system of Roman numeralsthat had been traditional throughout Europe for centuries. In time, theuse of Arabic numerals (as they are commonly called) allowed both scien-tists and mathematicians to make extraordinary advances in their fields.

Describe the new learning of medieval Europe.

Medieval LiteratureWhile Latin remained the written language of scholars and churchmen,new writings began to appear in the vernacular, or the everyday lan-guages of ordinary people, such as French, German, and Italian. Thesewritings captured the spirit of the High and late Middle Ages. Medievalliterature included epics, or long narrative poems, about knights andchivalry as well as tales of the common people.

Heroic Epics Captivate Across Europe, people began writing downoral traditions in the vernacular. French pilgrims traveling to holy sitesloved to hear the chansons de geste, or “songs of heroic deeds.” The mostpopular was the Song of Roland, written around 1100,which praises the courage of one of Charlemagne’sknights. A true chivalric hero, Roland loyally sacrificeshis life out of a sense of honor. Spain’s great epic, Poem ofthe Cid, tells the story of Rodrigo Díaz de Vivar, a boldand fiery Christian lord who fought both with andagainst Muslim forces. His nickname, El Cid, comesfrom the Arabic word for “lord.”

Dante’s Divine Comedy “In the middle of the journeyof life, I found myself in a dark wood, where the straightway was lost.” So begins the Divine Comedy written inthe early 1300s by the Italian poet Dante Alighieri(DAHN tay ah leeg YEH ree). The poem takes the readeron an imaginary journey into hell and purgatory, wheresouls await forgiveness. Finally, in the third section,Dante describes a vision of heaven.

“Abandon all hope, ye that enter here” is the warningDante receives as he approaches hell. There, he talkswith people from history who tell how they earned aplace in hell. Humor, tragedy, and the endless medievalquest for religious understanding are all ingredients inDante’s poem. His journey summarizes Christian ethics,showing how people’s actions in life determine their fatein the afterlife.

Near the end of the French epic poem the Song of Roland,the great hero, Count Roland, has been wounded in battle. Now he “feels death coming over him.” Why does the author include the angels bearing Roland’s soul to heaven?

Primary Source

“Count Roland lay stretched out beneath a pine;He turned his face toward the land of Spain,Began to remember many things now:How many lands, brave man, he had conquered;And he remembered: sweet France, the men of his line,Remembered Charles, his lord, who fostered him:Cannot keep, remembering, from weeping, sighing;But would not be unmindful of himself:He confesses his sins, prays God for mercy.Then he held out his right glove to his Lord:Saint Gabriel took the glove from his hand.He held his head bowed down upon his arm,He is gone, his two hands joined, to his end.Then God sent him his angel CherubinAnd Saint Michael, angel of the sea’s Peril;And with these two there came Saint Gabriel:They bear Count Roland’s soul to Paradise.”

AUDIO




266


Architecture and Art

Instruct

!

Introduce: Key Terms

Read aloud the quote from Victor Hugo, the first two lines under the heading Architecture and Art. Ask students what he might mean by “write down in stone.” Then ask them to find the key term

Gothic style

(in blue) and read its definition. Explain that this architectural style has come to symbolize the Middle Ages.

!

Teach

Discuss the art and architecture of a Gothic cathedral. Display

Color Transparency 48: Reims Cathedral, Interior

and point out the imposing grandeur, grace, and light of a Gothic cathedral. Ask

Besides the structure, what characteristics of Gothic cathedrals inspired religious devo-tion?

(sculpted scenes from the Bible and lives of saints, religious paintings, and stained glass windows.)


48

!

Quick Activity

Display

Color Trans-parency 49: Stained-Glass Window from Chartres Cathedral.

Ask stu-dents to list the characteristics of medi-eval art. Then ask students to find some of those characteristics in the stained glass window and the tapestry shown in the text. Also discuss the way that some stained glass windows com-municated religious stories to an illiter-ate population.


49


Remind students of what they have learned about the work of monks in monasteries: that they copied and illuminated both ancient and religious books. Display

Color Transparency 50: Page from the Book of Kells.

Ask students to write a paragraph explaining how this illumina-tion is characteristic of the types of artwork found in medieval churches.


50

Monitor Progress

!

As students write their paragraphs, cir-culate to make sure students under-stand the characteristics of the artwork found in medieval churches.

!

Check Reading and Note Taking Study Guide entries for student understanding.

Answer

Students’ answers should show an under-standing of the works they choose.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Refer students to the diagram of a gothic cathedral on page 268. Point out the hallmarks of gothic architec-ture, including spires, flying buttresses, and ornate stained glass. Then ask

Why do you think cities and towns in Europe went to great lengths and expense to build cathedrals?

(Sample: to worship God and show the strength of their city)

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

!

Adapted Note Taking Study Guide, p. 78

!

Adapted Section Summary, p. 79


L3

Chaucer’s Canterbury Tales In the Canterbury Tales, the Englishwriter Geoffrey Chaucer describes a band of pilgrims traveling to SaintThomas Becket’s tomb. In brilliant word portraits, he sketches a range ofcharacters, including a knight, a plowman, a merchant, a miller, a monk,and a nun. Each character tells a story to entertain the group. Whetherfunny, romantic, or bawdy, each tale adds to our picture of medieval life.

Describe three works of medieval literature.

Architecture and Art“In the Middle Ages,” wrote French author Victor Hugo, “men had nogreat thought that they did not write down in stone.” Those “writings”were the great buildings of the Middle Ages. With riches from trade andcommerce, townspeople, nobles, and monarchs indulged in a flurry ofbuilding. Their greatest achievements were the towering stone cathe-drals that served as symbols of their wealth and religious devotion.

From Romanesque to Gothic In the year 1000, monasteries andtowns were building solid stone churches that reflected Roman influ-ences. These Romanesque churches looked like fortresses with thickwalls and towers. Typically, the roof of a Romanesque church was a bar-rel vault, a long tunnel of stone that covered the main part of the struc-ture. It was heavy, supported by massive walls with no windows or onlytiny slits of windows for fear of weakening the support for the roof. As aresult, the interior of a Romanesque church was dark and gloomy.

About 1140, Abbot Suger wanted to build a new abbey church atSt. Denis near Paris. He hoped that it “would shine with wonderful anduninterrupted light.” There, builders developed what became known as the

Gothic style of architecture. Its most important feature was the flyingbuttresses, or stone supports that stood outside the church. These

supports allowed builders to construct higher, thinner wallsand leave space for large stained-glass windows. Gothic

churches soared to incredible heights. Their gracefulspires and tall windows carried the eye upward to the

heavens. “Since their brilliance lets the splendor of theTrue Light pass into the church,” declared a medi-

eval visitor, “they enlighten those inside.”

Making Art in Stone and Glass As churchesrose, stonemasons carved sculptures to decoratethem both inside and out. In addition to scenesfrom the Bible and the lives of the saints, sculp-

tors included lifelike forms of plants and animals.They also carved whimsical or frightening images

of mythical creatures such as dragons and unicorns.

Stained glass rose window in Notre Dame Cathedral, Paris




Chapter 8 Section

4

267

Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.


p. 24

!

To further assess student understand-ing, use

Progress Monitoring Transparencies,

34

Reteach

If students need more instruction, have them read the section summary.


p. 79

Adapted Reading and Note Taking Study Guide,

p. 79

Spanish Reading and Note Taking Study Guide,

p. 79

Extend

Tell students that Gothic cathedrals could take hundreds of workers decades—or even centuries—to complete. This monu-mental effort shows how important these buildings were to their society. Today, what kinds of projects do communities spend years and large amounts of money to construct? What does that show about what our society considers important?

Answer

stained-glass windows, paintings, and sculp-tures with religious themes; carvings of plants, animals, and mythical creatures

Section 1 Assessment

1.

They all have to do with the culture and learning of the High Middle Ages.

2.

learning: rise of universities, interest in ancient Greek and Muslim learning, scho-lasticism; literature: heroic epics, Dante’s

Divine Comedy,

Chaucer’s

Canterbury Tales;

art and architecture: Gothic style, stained-glass, illuminated manuscripts, religious art, tapestries

3.

Sample: They would encourage the spread of ideas and a blending of local cultures into a more general European culture.

4.

Aristotle taught that people should use reason to discover truth; the Church taught that faith and the Church were the final authority.

5.

people could understand the stories, whose heroes embodied their own ideals

6.

The major architectural advance of the Middle Ages was the Gothic cathedral.

Stained-glass windows, painting, and sculpture often had religious themes.

"

Writing About History

Responses should show an understanding of how a thesis statement expresses the con-cept of cause and effect.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-0841.

L3

L3

L2L1

L2

L4

44

At the same time, other skilled craft workers created stained-glasswindows that added to the splendor of Gothic churches. These artisansstained small pieces of glass in glowing colors. They then set the pieces inthin lead frames to create pictures depicting the life of Jesus, a biblicalevent, or other religious themes. These religious pictures helped educatethe many people who were unable to read.

Paintings, Manuscripts, and Tapestries Churches also containedreligious paintings called altarpieces. The purpose of these paintings,and similar ones that wealthy people had in their homes, was to symbol-ize religious ideas. In this Gothic style, religious figures were not meantto look like real people in real settings but rather to inspire devotion.

In the 1300s and 1400s, the Gothic style was also applied to the artis-tic decoration of books, known as illumination. Since the early MiddleAges, monks, nuns, and other skilled artisans had illuminated bookswith intricate designs and miniature paintings of biblical scenes anddaily life. They often featured brilliant colors and decorative detail. Art-ists decorated prayer books known as Books of Hours with depictions oftowns and castles, knights and ladies, and peasants in the fields.

Medieval artists also created “paintings” in thread. Stone castles weredrafty and cold. Tapestries, or woven wall hangings, were hung in castlerooms and halls to add color and warmth. One of the most famous, theBayeux Tapestry, is really a huge embroidery 231 feet long. Its 70 scenesdepict the Norman Conquest of England, and historians have used it tolearn about that event.

Describe the artistic works found in medieval churches.

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0841

Terms, People, and Places1. What do the key terms and people

listed at the beginning of the section have in common? Explain.

2. Reading Skill: Recognize Multiple Causes Use your completed flowchart to answer the Focus Question: What achievements in learning, literature, and the arts characterized the High and late Middle Ages?

Comprehension and Critical Thinking3. Predict Consequences How might

universities that drew students from many lands affect European life in the future? Explain your answer.

4. Analyze Information How did new knowledge pose a challenge to Chris-tian scholars?

5. Synthesize Information Why were heroic epics in the vernacular popular with medieval Europeans?

6. Identify Central Issues How was religion central to the art and architec-ture of the Middle Ages?

" Writing About HistoryQuick Write: Write a Thesis StatementYour thesis statement expresses your idea about your topic. It might state the most important cause of an event or that multiple causes were at work, or it might emphasize effects. Refer to your graphic organizer to formulate statements such as:• Changing economic, political, and social

conditions led to the emergence of uni-versities.

• Muslim scholarship had far-reaching effects on European philosophy, science, and mathematics.

The Bayeux TapestryThis section of the famous Bayeux Tapestry shows Harold, who became the last Anglo-Saxon king of England, with his fleet. Harold was killed in the Battle of Hastings in 1066.

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