Europe in the Middle Ages 1000 –1500

Introducing

Focus Europe in the Middle MAKING CONNECTIONS Ages 1000 –1500 What caused the Section 1 Peasants, Trade, and Cities formation of Section 2 Medieval Christianity universities? Section 3 Culture of the High Middle Ages Activate prior knowledge by hav- Section 4 The Late Middle Ages ing students categorize the types of institutions that provide post- secondary education. Ask: What MAKING CONNECTIONS is a university? (Possible response: What caused the formation of It is an institution of higher learning universities? that usually contains several col- The intellectual revival of the High Middle Ages led to the creation of universities. The University of Oxford, shown in this photo, formed leges and offers advanced degrees when Henry II banned English students from the University of Paris in in many subjects.) Explain that the 1167. In this chapter you will learn more about culture and society concept of the modern university during the Middle Ages. • How has the University of Oxford changed since the High traces its origins to the late Middle Middle Ages? Ages. OL • What clues in the photograph on this page tell when the University of Oxford was built? Teach The Big Ideas As students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the activities below tie in to the Big 1216 Ideas and help students think 1073 Dominic de Guzmán about and understand important Gregory VII founds Dominican chapter concepts. In addition, the EUROPE elected pope order Hands-on Chapter Projects with 1000 1100 1200 their culminating activities relate THE WORLD 1100 1279 the content from each section to Problems arise between Christian Axum Kublai Khan establishes the the Big Ideas. These activities and its Muslim neighbors in Africa Yuan dynasty in China build on each other as students 332 progress through the chapter. (t) Erich Lessing/Art Resource, NY, (b) AAAC/Topham/The Image Works, Jason Hawkes/CORBIS Section activities culminate in the wrap-up activity on the Visual Summary page. Peasants, Trade, and Cities Medieval Christianity Essential Question: How do advances in Essential Question: What happens when agriculture affect both farmers and city there is no separation of church and state? dwellers? (Improvements in agriculture lead (Religious and government leaders have no clear to food surpluses, which in turn allow for special- boundaries and may get involved in each other’s ization of labor and the growth of cities.) Point concerns. Laws about religious beliefs may be out that in Section 1, students will learn how imposed on people or affect broader areas of new farming practices supported population life.) Point out that in Section 2, students will growth, and the revival of trade led to eco- learn how the Catholic Church’s strong leader- nomic changes and the rise of cities in medi- ship helped it to become a dominant presence eval Europe. OL in European society in the Middle Ages. OL 332 Introducing

More About the Photo Visual Literacy The University of Oxford is famous for its spectac- ular Gothic architecture, which can be seen in its many structures located throughout the city of Oxford itself. It is believed that Oxford was a center of teaching as early as 1096, and around 1167 it started to grow quickly into a major learning institution. Today, the University of Oxford consists of 39 colleges and 7 permanent pri- FPO vate halls, with well over 15,000 students attending annually.

Dinah Zike’s Foldables Dinah Zike’s Foldables are three- dimensional, interactive graphic organizers that help students practice basic writing skills, review vocabulary terms, and identify main ideas. Instructions for creating and using Foldables

Cause E ffect can be found in the Appendix at

Identifying Cause In!uence of Catholic Church the end of this book and in the 1347 1430 and Effect Use a Dinah Zike’s Reading and Study Plague English capture 1500 Two-Tab Book to describe causes and effects related to the influence of the Skills Foldables booklet. spreads to Joan of Arc Eighty universities Catholic Church in Medieval Europe. Italy and during Hundred exist throughout Select events from each century (the France Years’ War Europe 1000s, 1100s, and 1200s) and identify two or more cause-and-effect relation- 1300 1400 1500 ships for each. (ISTORY /.,).% 1492 Christopher Columbus Introduce students to chapter reaches the Americas (ISTORY /.,).% Chapter Overview—Visit glencoe.com to preview Chapter 10. content and key terms by having them access the Chapter 10 Jason Hawkes/CORBIS, Stapleton Collection/CORBIS Overview at glencoe.com.

Culture of the High Middle Ages The Late Middle Ages Essential Question: How does architecture Essential Question: How do changes in the reflect a society’s values? (Students may men- size of population affect a society? (Students tion buildings that occupy the most important may suggest that decreases in population may position in a community, such as government weaken a society by leading to fewer people to buildings. They may also mention styles that sug- do necessary jobs. A larger population might gest values such as order.) Point out that in strengthen a society, but also strain its resources.) Section 3, students will learn about new forms Point out that in Section 4, students will learn of church architecture as well as other aspects how disastrous forces, including epidemic dis- of medieval culture, including universities and ease and war caused widespread changes in literature. OL medieval Europe. O L 333 CHAPTER 10 • SECTION 1 Focus Peasants, Trade, and Cities

During the High Middle Ages, new farming methods enabled Bellringer GUIDE TO READING Europe’s population to grow. The revival of trade led to a Daily Focus Transparency 10.1 money economy and the growth of cities. Many serfs worked

ANSWERS UNIT 1. 450 acres 2. 600 acres 3. three-field 4. to avoid wearing out the soil 2 DAILY FOCUS SKILLS Chapter 10 New farming prac- the land under the manorial system, while merchants and TRANSPARENCY 10-1 Order and Security

Peasants, Trade, and Cities 1 How many acres were 2 How many acres were 3 Which system would 4 Why is it a good idea tices supported population growth, and the revival planted each year planted under the yield more food? to leave a field fallow artisans revived old cities and founded new ones. under the two-field three-field system? for a year? system? of trade led to a money-based economy and the A Small Change—A Big Reward rise of cities. Two-Field System on a 900-Acre Farm

Fallow Planted 450 450 Acres Acres The New Agriculture Three-Field System on a 900-Acre Farm Content Vocabulary Fallow Planted Planted 300 300 300 • carruca (p. 334) • bourgeoisie (p. 339) Acres Acres Acres New inventions for farming and more efficient use of land contrib- • manor (p. 336) • patricians (p. 340) uted to population growth in the High Middle Ages. • serfs (p. 336) • guilds (p. 341) HISTORY & YOU A farmer can plant a very large area today using modern equip- • money economy • apprentice (p. 341) ment. Read to learn how new devices helped medieval farmers grow more food. GUIDE TO READING (p. 338) • journeymen (p. 341) • commercial capitalism • masterpiece (p. 341) (p. 338) In the Early Middle Ages, Europe had a relatively small popula- Answers to Graphic: tion. In the High Middle Ages, however, population increased Effects: merchants and artisans settled in cities, Academic Vocabulary dramatically—doubling between 1000 and 1300 from 38 million townspeople given basic liberties, city governments • technology (p. 334) • crucial (p. 334) to 74 million people. developed, guilds established What caused this huge increase? For one thing, conditions in Places Europe were more settled and peaceful after the invasions of the • Venice (p. 338) • Flanders (p. 338) Early Middle Ages had stopped. This increased peace and stabil- ity also led to an expansion in food production after 1000. Reading Strategy In part, food production increased because the climate changed Determining Cause and Effect As during the High Middle Ages and improved growing conditions. Section Spotlight Video you read, use a chart like the one below to show In addition, peasants cultivated more land when they cut down the effects of the growth of towns on medieval trees and drained swamps during the 1000s and 1100s. By 1200, To generate student interest and European society. Europeans had more land for farming than they do today. provide a springboard for class Cause Effects Changes in technology also aided the development of farming. discussion, access the Chapter 10, The Middle Ages witnessed an explosion of labor-saving devices. For example, the people of the Middle Ages harnessed the power Section 1 video at glencoe.com or Growth of of water and wind to do jobs once done by human or animal on the video DVD. Towns power. Many of these new devices were made from iron, which was mined in various areas of Europe. Iron was used to make scythes, axes, and hoes for use on farms. It was also used in ham- mers and nails for building. Iron was crucial in making the carruca, a heavy, wheeled plow with an iron plowshare. Unlike earlier plows, this plow easily turned over heavy clay soils. Because of the weight of the carruca, six or eight oxen were needed to pull it. However, oxen were slow. The inventions of a new horse collar and the horseshoe made it possible for a series of horses to pull the carruca faster and plow more land in the rocky, heavy clay soil of northern Europe. Use of the carruca also led to the growth of farming villages, because people had to work together. Because iron was expensive, Resource Manager an entire community had to buy a carruca. Likewise, one family

334

Reading Critical Differentiated Writing Skill R Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Organizing Info., p. 336 • Compare/Contrast, • Visual/Spatial, pp. 338, • Persuasive Writing, • Visual Literacy, p. 335 • Reading a Chart, p. 337 p. 336 340 p. 340 • Using Geo. Skills, p. 339 • Making Inferences, • Logical/Math., p. 339 • Descriptive Writing, Additional Resources p. 337 p. 341 Additional Resources • Cont. Vocab. Act., URB • Drawing Con., p. 338 Additional Resources • Read. Skills Act., URB p. 173 • Econ. & Hist. Act., URB Additional Resources p. 167 • Guid. Read. Act., URB Additional Resources p. 5 • Hist. Analysis Skills p. 198 • Hist. Sig. Act., URB p. 182 • Diff. Instr. Act., URB Act., URB p. 168 • Read. Ess. & Note-Taking • Hist. Sim. Act., URB p. 185 p. 169 • Coop. Learn. Act., URB Guide, p. 109 • Section Quiz, p. 117 • English Learner Act., p. 183 URB p. 171 • Enrich. Act., URB p. 196 CHAPTER 10 • SECTION 1 Organization of a Manor

Village Stream Teach Parson’s fields Parson’s B Forest Common house B pasture Church S Skill Practice Visual Literacy Have students E Barn point to examples of each of the three types of land. Ask: What Wine E Fallow activity might have taken place press Spring D C land planting S in the mill? (grinding grain, and possibly cutting timber) OL

E Mill

Fall C E Bake Answers: planting house 1. The plows were hard to turn,

A Manor so the fields were laid out in house long strips to minimize the number of turns required. A Manor house Home to the lord and his family and refuge for 2. Peasants took turns using the peasants during an attack B Common lands Shared areas such as pasture where shared workshops and farm peasants could graze animals or forest where peasants could The medieval manor was a mostly self- equipment; crops were hunt, fish, and gather firewood sustaining community. rotated across all manor C Cultivated land Spring and fall plantings laid out in long 1. Explaining How did the heavy plows of lands; the lord provided pro- strips to minimize the number of turns required while plowing the time influence the layout of the fields? During crop rotation, land left unplanted to allow D Fallow land 2. Making Inferences In what ways did the tection in exchange for the it to recover manorial system promote group peasants’ work. E Common workshops Shared work areas such as a mill to cooperation? grind grain; bake house to bake bread; wine press to make wine; or barn to shelter and care for animals ✓ Reading Check Answer: increases in food pro- could not afford a team of animals, so vil- wheat) that they harvested in summer. lagers shared their beasts. To minimize the They planted the second field in spring duction due to peaceful condi- amount of turning of the heavy carruca, with grains (oats and barley) and vegeta- tions, favorable climate change, people plowed land in long strips. bles (peas and beans) that they harvested new technology, improved crop Shifting from a two-field to a three-field in fall. They allowed the third field to lie rotation crop rotation also increased food produc- fallow. This way, only one-third, rather tion. In the Early Middle Ages, peasants than one-half, of the land lay fallow at any divided their land into two fields of equal time. This practice of rotating crops kept size. They planted one field and allowed the soil fertile, while allowing people to the other to lie fallow (unplanted) to regain grow more crops. its fertility. Now, however, lands were divided into three parts. Peasants planted ✓ Reading Check Analyzing What factors led to one field in the fall with grains (rye and population growth in the High Middle Ages? Hands-On

CHAPTER 10 Europe in the Middle Ages 335 Chapter Project Step 1

Designing a Web Site About Directions: Organize the class into several Summarizing: Allow time for groups to Europe in the Middle Ages small groups. Explain that members of each share what they learned about the Section Groups of students will organize key topics group will work together to design a Web 1 Big Idea while gathering Web site mate- on medieval Europe on five linked Web site about Europe in the Middle Ages. As rial. Remind them that they will continue pages. they study Section 1, they can begin to to gather material and start planning the gather information for their Web site. Write Web site when they study Section 2. OL Step 1: Gathering Information the Section 1 Big Idea on the board. Tell stu- Essential Question: Why were the Middle dents to use it as a guide to decide the main (Chapter Project is continued in Section 2.) Ages a pivotal time in European history? topics for one page on their Web site.

335 CHAPTER 10 • SECTION 1 not marry anyone outside the manor with- The Manorial System out the lord’s approval. Lords often had Under the manorial system of the political authority on their lands, which Middle Ages, serfs worked the lands of lords. gave them the right to try peasants in their C Critical Thinking own courts. Peasants were required to pay HISTORY & YOU Does your family celebrate reli- lords for certain services, such as having Comparing and Contrasting gious holidays? Read to learn about the holidays that serfs observed during the Middle Ages. their grain ground into flour in the lords’ Ask: How do you distinguish mills. between feudalism and manori- Even with these restrictions, however, You will remember from Chapter 9 that serfs were not slaves. The land assigned to alism? (Answers will vary. Students feudalism created alliances between nobles should review the material in the serfs to support themselves usually could (lords and vassals). The landholding not be taken away, and their responsibili- book to identify characteristics of nobles were a military elite whose ability ties to the lord remained fairly fixed. It each system. They should consider to be warriors depended on their having was also the lord’s duty to protect his C the leisure time to pursue the arts of war. economic, political, social, and mili- serfs, giving them the safety to farm the Landed estates, located on the fiefs given land. tary factors.) Develop a Venn dia- to a vassal by his lord and worked by peas- gram on the board or overhead ants, provided the economic support that made this way of life possible. The Peasant Household with student responses. Have stu- A manor was an agricultural estate that The life of peasants in Europe was sim- dents copy the diagram to use as a lord ran and peasants worked. Although ple. Their cottages had wood frames sur- a study tool. OL free peasants continued to exist, increas- rounded by sticks, with the spaces between ing numbers of free peasants became serfs, sticks filled with straw and rubble and For additional practice on this or peasants legally bound to the land. Serfs then plastered over with clay. Roofs were skill, see the Skills Handbook. had to provide labor services, pay rents, simply thatched. and be subject to the lord’s control. By 800, The houses of poorer peasants consisted probably 60 percent of western Europeans of a single room. Others, however, had at R Reading Strategy were serfs. least two rooms—a main room for cooking, eating, and other activities and another Organizing Information A serf’s labor services included working the lord’s land. The lord’s land made up room for sleeping. There was little privacy Have students create a chart one-third to one-half of the cultivated land in a medieval household. A hearth in the describing the major characteris- scattered throughout the manor. Peasants main room was used for heating and cook- used the rest of the estate’s land to grow ing. Because there were few or no win- tics of manorialism. Students dows and no chimney, the smoke created should describe the economic food for themselves. Such tasks as building barns and digging ditches were also by fires in the hearth went out through obligations and benefits of serfs, part of the labor services peasants pro- cracks in the walls or, more likely, through peasants, and lords. Display charts vided. Serfs usually worked about three the thatched roof. days a week for their lords. in the classroom. Ask: How did Cycle of Labor serfs support their local The serfs paid rents by giving the lords a share of every product they raised. Serfs The seasons of the year largely deter- churches? (by giving a tenth of also paid the lords for the use of the man- mined peasant activities. Each season their produce to the church) OL or’s common pasturelands, streams, brought a new round of tasks. Harvest R ponds, and surrounding woodlands. If a time in August and September was espe- serf fished in the pond or stream on a cially hectic. A good harvest of grains for manor, he turned over part of the catch to making bread was crucial to survival in his lord. Peasants were also obliged to pay the winter months. a tithe (a tenth of their produce) to their A new cycle of labor began in October, local village churches. when peasants worked the ground for the In the feudal contract, lords and vassals planting of winter crops. In November were tied together through mutual obliga- came the slaughter of excess livestock, tions to each other. On individual estates, because there was usually not enough lords had a variety of legal rights over food to keep the animals alive all winter. their serfs. Serfs could not leave the manor The meat would be salted to preserve it Additional without the lord’s permission and could for winter use. In February and March, the

Support 336 SECTION 1 Peasants, Trade, and Cities

Activity: Economics Connection lass In this Organizing the C Creating a Contract Guide students in a services. All the labor to be provided by the create a contract activity, students discussion of the specific factors that might serf and his family should be listed, as d lords. Have half between serfs an have led free farmers to attach themselves should all the noble’s responsibilities to his represent the of each pair or group d h ave the to a manor. Divide the class into pairs or serfs. Invite students to share their con- interests of serfs an small groups and have them write a contracts with the class, discussing the simi- alf represent the interests other h tract between a serf and a lord. Contracts larities and differences and evaluating the rds. of lo should give specific details of the amount fairness of each contract. BL of labor that will be exchanged for particular

336 land was plowed for the planting of spring persons. The three great feasts of the Cath- CHAPTER 10 • SECTION 1 crops—oats, barley, peas, and beans. Early olic Church were Christmas (celebrating summer was a fairly relaxed time, although C the birth of Christ), Easter (celebrating the there was still weeding and sheepshearing resurrection of Christ), and Pentecost (cel- to be done. ebrating the descent of the Holy Spirit on C Critical Thinking In every season, of course, the serfs Christ’s disciples). Other feasts dedicated Making Inferences Ask: Why worked not only their own land but also to saints or the Virgin Mary, the mother of was early summer a relatively the lords’ lands. They also tended the Jesus, were also celebrated. More than 50 small gardens next to their dwellings, days were essentially holidays. relaxed time for peasants? (The where they grew the vegetables that made Religious feast days, Sunday mass, bap- heavy work of plowing and plant- up part of their diet. tisms, marriages, and funerals all brought ing was done and it was too early to Peasants did not face a life of constant peasants into contact with the village harvest crops.) OL labor, thanks to the feast days, or holidays, church, a crucial part of manorial life. The of the Catholic Church. These feast days village priest taught the peasants the basic celebrated the great events of the Christian ideas of Christianity so that they would R Reading Strategy faith, or the lives of Christian saints or holy gain the Christians’ final goal—salvation. Reading a Chart Explain that because this chart is shown in a circle, it may not be clear where to The Peasant’s Wheel of Life start reading the information. Have students experiment by starting with January, which is the

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S 1. March, April, May, October This illustration is from a medieval Book of Hours called 2. late spring to early summer Très Riches Heures. Books of Hours were personal prayer books Peasant’s Wheel of Life that often contained calendars noting important dates of the year.

1. Identifying In what months did peasants plant? 2. Analyzing Visuals Based on the chart, what season does the illustration represent? Differentiated Instruction

Réunion des Musées Nationaux/Art Resource, NY

Leveled Activities BL Guided Reading Activity, OL History Simulation Activity, AL Enrichment Activity, URB ELL Cooperative Learning URB p. 198 URB p. 185 p. 196 Activity, URB p. 183

Name Date Class Name Date Class Name Date Class ISTORY Guided Reading Activity 10-1 H IMULATION # Enrichment Activity 10 # # # Cooperative Learning Activity 10# # S CTIVITY 10 Peasants, Trade, and Cities A Meet the Medievals The Noble Household A Day in the Life: Europe in the Middle Ages This activity reflects the nature of life in medieval western Europe—how DIRECTIONS: Answer the following questions as you read Section 1. Chapter 10 describes the lives of the feu- management of the household, a task often strong leadership, security, loyalty, cooperation, and hard work were all nec- dal lords and vassals and the living and performed by a noblewoman. The descrip- Background essary for survival. European society during the medieval period was characterized by rigidly 1. What happened to the European population in the High Middle Ages? working conditions of the peasants. One of tion below gives an account of what that the important roles at this time was the task could involve. stratified classes. The class divisions were derived from the feudal system and TEACHER MATERIAL were comprised of king and queen, clergy, noble lords and ladies, rural peasants or serfs, and the few merchant or craftsman freemen and their families. By work- 2. List two reasons for the change in population during this time. Learning Objective To introduce students to the expect them to work hard in school and ing as a group to create a five-minute play that illustrates life in the Middle Ages, people of the Middle Ages; their social stand- abide by the rules. Tell students that feudal household could be quite large. Important nobles could have a household of as many as A 200 people. This meant a lot of management. Some of the work had to be delegated to various you will learn more about medieval life and society.

ings; and the economic, political, and spiritual medieval society was in many ways similar CHAPTER people, such as those in charge of the preparation and serving of food and wine or the manufacture fpo 3. What two inventions for the horse made it possible to plow faster? interdependency that characterized medieval to their own situation. 10 and maintenance of clothing and linens. These people, in turn, made sure that the work was done. In life. Group Directions 10 2. Explain to students that during this activity, addition, enormous quantities of food had to be gathered and purchased. Guests had to be enter- Activity This activity should be done before they will meet six people of the Middle Ages tained by musicians and performers. Horses and livestock had to be overseen, and farm work carried 1. As a group, review the roles and classes that made up medieval society in the students begin reading the chapter. Six students who come from different social levels and out and supervised. Children needed to be cared for and educated. Rooms had to be cleaned and High Middle Ages from about A.D.1000 to 1300. Use Chapters 9 and 10 in your 4. Define the term manor. will read aloud from the character descriptions have different needs and responsibilities. 10 warmed. Often, a chapel operated as a church and was attended at least once a day. Letters to lords textbook as a quick reference. and vassals had to be written. Rents had to be collected.

on the worksheet on the next page. The first stu- CHAPTER Mention that all these people, in one way or 2. Brainstorm ideas for a short dramatic presentation that would illustrate roles CHAPTER dent will introduce Lord Godwin to the class; another, depended on other people in the SECTION and interactions among classes. Be specific about scene, plot, and characters. 5. What three ways did serfs pay rent to their lords? the second student will introduce Lady social hierarchy. Describe how the characters would interact and what they would say. Elizabeth, and so on, until all six characters have Directions: Complete the activities below. been introduced. Then lead a discussion, using 3. Organize the class into six groups and ask 3. Create a script and assign all group members roles in the play. You might want 1. Imagine that you are the noblewoman of a castle with a household of 50 people. Use the the questions on the worksheet in order to one volunteer from each group to read an to assign a group leader role to one member to act as director and to another as introduction. Write the names King Jeffrey and information above and from your textbook to imagine the tasks you have to complete in 10-1 6. Name the three great events celebrated by feasts within the Christian faith. enhance students’ understanding of medieval script or dialogue coach to help individual actors write and deliver their lines society and to prepare them for information pre- Lord Godwin on the board to begin the dia- one day. Fill in the tasks on the following roster. and rehearse their roles. Possible roles include the following: gram that will summarize the interdependent sented in the chapter. 4:30 A.M.Daybreak and church rural peasant priest society. As each student introduces a new merchant or craftsperson monk Teacher Preparation Make one copy of the 5:00 A.M. ______Copyright © G © Copyright Copyright © G © Copyright person, add that person to the diagram with lord/noble lady/noble 7. What two features changed the economic foundation of Europe? handout material for each student. arrows representing his or her connection to 7:00 A.M. ______knight king or queen Activity Guidelines those already listed. 9:00 A.M. ______bishop nun lencoe/M lencoe/M 1. Introduce the activity by discussing the con- 4. After all the characters are introduced, have 11:00 A.M. ______raw-Hill raw-Hill Companies cept of interdependence in general. For raw-Hill Companies Your plot and dialogue should showcase the different, yet interdependent, the class discuss the questions in their 1:00 P.M. ______cGraw-Hill, a division of division cGraw-Hill,a 8. For what two reasons did merchants build a settlement near a castle? of division cGraw-Hill,a example, students are dependent on their groups. They must agree on the answers and classes that existed in medieval society. The more interaction among the char-

The McG 3:00 P.M. ______families, teachers, and friends for certain present a group answer sheet. Each group The McG acters and classes that you can build into your drama or comedy, the better 4:30 P.M.Sundown and church necessities, such as food and shelter, learning should select a leader and a recorder and be your play will be. and guidance, or emotional support. People prepared to discuss their answers with the 5:00 P.M. ______4. Present your play to the class. Use props or costume enhancements where 9. By 1100, what four rights were townspeople getting from local lords? also depend on the students. Friends need other groups. 7:00 P.M.Bed possible. The McG The The McG The emotional support from them; employers cGraw-Hill, a cGraw-Hill, division of count on them to do a good job; and parents 2. Imagine that you must provide dinner for your guests and your immediate household a cGraw-Hill, division of raw-Hill Companies raw-Hill raw-Hill Companies raw-Hill (about 15 people). Make a list of items you may need to collect. Think of all the places Organizing the Group lencoe/M you may need to travel on your own estate and elsewhere to acquire these things. Make lencoe/M 1. Group Work/Decision Making As a group, appoint a director to oversee the 337 10. Describe the environment of medieval cities. a note about where to get each item. The list is begun for you. Use a separate sheet of development of the script and the details of the play. Brainstorm possible sce- paper to continue your list. narios in which medieval roles and characters might interact. Decide on a basic Copyright © G Copyright © G setting and plot for the play. Create a list of characters, with names, to fit into Items for Dinner your scene and setting. Assign roles to individuals and let them improvise and 11. What three steps did a person complete to become a master in a guild? spontaneously act out some possible dialogue and plot ideas. The characters Item Location might want to use note cards to record their lines. Create a final version of the 4 loaves of bread mill script from which all the actors will rehearse. small jug of cooking oil market in town

198 185 196 183 CHAPTER 10 • SECTION 1 However, village priests were often peas- The Revival of Trade ants themselves; most could not read. No one knows how much church teaching the The revival of trade during the High Differentiated peasants actually understood. Very likely, Middle Ages gave rise to a money economy. D they saw God as an all-powerful force who Instruction HISTORY & YOU Do you have to trade one product needed to be appeased by prayer to bring for another? Read about the emergence of a money Visual/Spatial Have students good harvests. economy. create a food pyramid to show the The position of peasant women in manorial society was both important and diffi- Medieval Europe was an agricultural typical peasant diet. Explain that cult. They were expected to work in the society with small villages. In the 1000s the pyramid should show the most fields and at the same time bear children. and 1100s, however, the economic founda- How well they managed the household frequently eaten food at the bot- tion of European civilization changed. determined whether their family starved tom and the least frequently eaten Changes included a revival of trade and an or survived. at the top. Discuss how the peas- associated growth of towns and cities. ant diet compares with contempo- The revival of trade in Europe after the Food and Drink chaotic Early Middle Ages was gradual. rary American diets. BL Though simple, the daily diet of peas- Cities in Italy took the lead. Venice devel- ants was adequate when food was avail- oped a mercantile fleet (a fleet of trading C Critical Thinking able. The basic staple of the peasant diet, ships) and by the end of the 900s had and of the medieval diet in general, was become a major trading center in the Medi- terranean. The towns of Flanders, an area Drawing Conclusions Discuss bread. Women made the dough for the along the coast of present-day Belgium the economics of the Champagne bread. The loaves were usually baked in and northern France, were ideally located community ovens, which the lord owned. trade fairs. Ask: Who do you think for northern European traders. Merchants Highly nutritious, peasant bread contained benefited the most from the fair, from England, Scandinavia, France, and not only wheat and rye but also barley, Germany met there to trade their goods for the merchants or the towns? millet, and oats. These ingredients gave the high-quality woolen cloth of Flanders. the bread a dark appearance and a very (Answers will vary, but students D By the 1100s, a regular exchange of goods heavy, hard texture. should support their opinions with had developed between Flanders and Italy. Numerous other foods added to the To encourage this trade, the counts of information from the text and logi- peasant’s diet: vegetables from the house- cal reasoning.) OL Champagne, in northern France, initiated hold gardens; cheese from cow’s or goat’s a series of trade fairs. Six fairs were held milk; nuts and berries from woodlands; every year in the chief towns. At these ✓ Reading Check and fruits, such as apples, pears, and cher- C fairs, northern merchants brought the furs, ries. Chickens provided eggs and some- Answer: worked in the fields, woolen cloth, tin, hemp, and honey of times meat. Peasants usually ate meat only northern Europe and exchanged them for bore children, managed the on the great feast days, such as Christmas the cloth and swords of northern Italy and household and Easter. the silks, sugar, and spices of the East. Grains were important not only for bread As trade increased, demand for gold and but also for making ale. In the Middle silver coins arose at fairs and trading Ages, it was not easy to obtain pure sources markets of all kinds. Slowly, a money ✓ Reading Check of water to drink. Consequently, while economy—an economic system based on Answer: Their location was wine became the choice of drink for mem- money, rather than barter—began to bers of the upper classes, ale was the most emerge. New trading companies and bank- ideal for northern European common drink of the poor. If records are ing firms were set up to manage the traders. accurate, enormous quantities of ale were exchange and sale of goods. All of these consumed. A monastery in the twelfth cen- new practices were part of the rise of tury records a daily allotment to the monks commercial capitalism, an economic sys- of three gallons of ale a day. Peasants in the tem in which people invested in trade and field probably consumed even more. goods to make profits.

✓ Reading Check Explaining What role did ✓ Reading Check Evaluating Why were the Additional peasant women play in manorial society? towns of Flanders busy trading centers?

Support 338 SECTION 1 Peasants, Trade, and Cities

Extending the Content

European Trade Fairs Fairs were tempo- areas that they had conquered. In the early France crossed in this part of northeastern rary markets held in certain locations on a Middle Ages, a large fair at St. Denis near France. The fairs were held in four different regular basis. They were a way for a concen- Paris existed in the 7th century. The towns in the region and each lasted for tration of buyers and sellers to come Champagne trade fairs dominated northern seven weeks. Merchants at the fairs often together in areas without large cities and Europe for hundreds of years, beginning in bought and sold goods based on letters daily markets. The Romans brought fairs to the middle of the 12th century. Roads from that promised future payment. This practice northern Europe to encourage trade in Flanders, Italy, Germany, and southern marked the beginning of the use of credit.

338 CHAPTER 10 • SECTION 1 The Growth of Cities Usually, a group of merchants built a settlement near a castle because it was located The revival of trade spurred the along a trade route and because the lords growth of cities, which became centers for manufac- of the castle would offer protection. If the Differentiated turing and trade. settlement prospered and expanded, new D Instruction HISTORY & YOU How would you describe life in walls were built to protect it. The mer- your town or city? Read to learn what cities were like chants and artisans of these cities later Logical/Mathematical Have in the Middle Ages. came to be called burghers or bourgeoisie, students create bar graphs to com- from the German word burg, meaning “a pare the population of medieval walled enclosure.” cities in the late 1200s. Encourage The revival of trade led to a revival of Medieval cities were small in compari- cities. Towns had greatly declined in the son with either ancient or modern cities. A students to do research to find the Early Middle Ages, especially in Europe large Medieval trading city would number populations of Constantinople and north of the Alps. Old Roman cities had about 5000 inhabitants. By the late 1200s, Arab cities as well as European cit- continued to exist, but they had dwindled London—England’s largest city—had in both size and population. ies. Ask: Where were the largest more than 40,000 people. Italian cities European cities located in the tended to be even larger than this. For D Cities Old and New instance, Venice, Florence, and Milan each Middle Ages? (Italy) AL With the revival of trade, merchants had more than 80,000 inhabitants. Even began to settle in the old Roman cities. the largest European city, however, seemed Skill Practice They were followed by craftspeople or small when compared to the Byzantine S artisans—people who had developed skills capital of Constantinople or the Arab cities Using Geography Skills Help and saw a chance to make goods that the of Damascus, Baghdad, and Cairo. students focus on specific trade merchants could sell. In the course of the Most towns were closely tied to the land routes by asking pairs of students around them because they depended on eleventh and twelfth centuries, the old to choose a major city such as Roman cities came alive with new popula- the food grown in the surrounding man- tions and growth. ors. In addition, the towns were often part Venice or Constantinople. Then Many new cities or towns were also of the territory belonging to a lord, and ask them to list the cities a trader founded, especially in northern Europe. therefore were subject to his authority. would have been likely to visit from that city. Use students’ information to create a chart showing the most frequently visited cities. MEDIEVAL TRADE ROUTES BL Stockholm

Visby a Novgorod Edinburgh e 50°N North S Sea ic Boston lt Vitsyebsk Trade route Ba London a Hamburg Danzig in Winchester h C 4 0°N ATLANTIC Bruges Kyiv o 70°E Answers: T Aral OCEAN Paris Frankfurt Kraków (Kiev) Sea D ni 1. location on the Black Sea N Nuremberg epe To India Bordeaux R. r Lyon C W Milan a Moncastro s made it a hub for trade to D p Genoa Venice an ia 30°N ub e R. Feodosiya n E Lisbon Marseille Florence S India and China; the S Black Sea e Valencia Rome Dubrovnik Trabzon a Tabrı¯z Mediterranean gave access Cádiz Almería Naples Constaninople S Tigr Foça is to other destinations R Honein . Bejaïa Tunis Modon Eup Baghdad 2. They were on waterways. hra tes 20°W 10°W 0° Mediterranean Candia Beirut R. To East Tripoli Sea Indies Acre P er Alexandria sia n G ulf Cairo 0 400 kilometers 1. Place What geographical factors contrib- N Red Sea 60°E i l 0 400 miles uted to the growth of Constantinople? e

R Lambert Azimuthal Equal-Area projection 2. Place What geographical characteristics . Differentiated do many of the cities along the trade routes 20°E 30°E 40°E 50°E share? Instruction

Name Date Class Historical Significance Activity 10 ! Comparing and Contrasting The Beginnings of the Middle Class In the twelfth to fourteenth centuries, Today in many countries, the middle class towns began to expand and so did the makes up most of the population. Read this middle class. The middle class gained its twelfth-century description of medieval income from buying and selling goods. Londoners and an early take-out restaurant.

hose engaged in the several kinds of business, sellers of several things, contrac- tors for several kinds of work, are distributed everymorning into their several

CHAPTER T localities and shops. Besides, there is in London on the river bank, among the wines in ships and cellars sold by the vintners, a public cook shop; there eatables are to be found everyday, according to the season, dishes ofmeat, roast, fried and boiled, Objective: Learn more about the middle class in Differentiated Instruction Strategies great and small fish, coarser meats for the poor, more delicate for the rich, of game,

10 fowls, and small birds. If there should come suddenly to any of the citizens friends, wearyfrom a journey and too hungry to like waiting till fresh food is bought and cooked . . . there is all that can be wanted. However great the multitude of soldiers or travellers entering the city, or preparing to go out of it, at any hour of the day or night,—that these may not fast too long and those may not go supperless,—they turn medieval Europe. Have students read the passage aloud hither, if theyplease, where everyman can refresh himself in his own way.... BL —From The Medieval Reader edited by Norman F. Cantor

Directions: Fill in the chart to compare and contrast the description of medieval take-out to Focus: Ask students to read the passage. with a partner. take-out today. G © Copyright Restaurant Take-out: Then and Now lencoe/M Middle Ages Today cGraw-H

Teach: Tell students to fill in the chart. AL Have students write a paragraph from Location of division a ill, The McThe Foods Assess: Have students share answers with a partner the point of view of a middle class Graw-HillCompanies and revise answers as needed. person. Customers Reasons for Purchasing Close: Have students compare the modern-day ELL Have students create vocabulary cards 182 middle class with that of feudal times. for any unfamiliar words. Historical Significance Activity, URB p. 182

339 CHAPTER 10 • SECTION 1 The lords wanted to treat townspeople as there for some time were citizens. In many they did their vassals and serfs. However, cities, these citizens elected the city council townspeople saw things differently. members, who served as judges and city Townspeople needed freedom to trade. officials and who passed laws. Elections W Writing Support They needed their own unique laws and were rigged so that only patricians— Persuasive Writing H a v e s t u - were willing to pay for them. Lords and members of the wealthiest and most power- dents write a letter or a petition to kings, in turn, saw that they could also ful families—were elected. a local lord in which townspeople make money and sold to the townspeople the liberties they wanted. City Life make their case for why the rela- By 1100, townspeople had numerous Medieval towns were surrounded by rights from local lords. These included the tionship between the lord and the W stone walls. Walls were expensive to build, town needs to change. OL right to buy and sell property, freedom so the space within was tightly filled. Thus, from military service to the lord, a written medieval cities had narrow, winding law that guaranteed townspeople their streets. Houses were crowded against one freedom, and the right for an escaped serf another, with the second and third stories Differentiated to become a free person after living a year built out over the streets. The danger of fire D Instruction and a day in the town. was great. Dwellings were mostly made of The people in almost every new town wood before the 1300s and candles were Visual/Spatial Have students and city gained these basic liberties. Some used for light and heat. Medieval cities review the emblems of different new towns also received the right to govern burned rapidly once a fire started. themselves by choosing their own officials The physical environment of medieval guilds in Umbria. Ask them to and having their own courts of law. cities was not pleasant. Often dirty, cities choose some symbols and tell Over time, medieval cities developed smelled from animal and human waste. why they are appropriate to par- their own governments for running the Air pollution was also a fact of life. Smoke ticular crafts. Allow students to affairs of the community. Only males who from wood fires, present everywhere, or had been born in the city or who had lived from the burning of cheap grades of coal create symbols for some contemporary jobs. BL

The Medieval Guild System

Answers: Medieval merchants and artisans formed guilds to promote their 1. As monopolies, the guilds common interests. Guilds achieved a monopoly over their commercial could keep prices high. activity in the local area. This protected their members from competition from artisans of other cities and from competition among themselves. 2. Their structure was based on Guilds set rules to assure that all members would prosper equally. cooperation, not competition, Guilds helped to build the economic structure of Europe. They increased the number of skilled artisans and merchants. They built and they could not compete roads and schools. Guilds often controlled town governments, creating a with large factories. stable environment for commerce. In these ways guilds served as a transition from feudalism to a new economic system—capitalism. By the 1500s, wealthy merchants had begun to form early factories. Guilds were formed for cooperation, not competition. They could not compete with the efficiency of large-scale production in the factories, and the D guild system slowly faded away.

1. Making Inferences How might the guild system have affected prices for local consumers? 2. Identifying the Main Idea What char- Emblems of different medieval acteristic of guilds eventually led to their guilds in Umbria, Italy Additional decline? Support

Art Archive/Museo dell’Opera del Duomo Orvieto/Dagli Orti

Activity: Economics Connection

Analyzing the Connection Between development of Western Europe and the medieval economic policies and govern- Economics and Government Remind stu- United States. Ask: What are the medieval ment organization have helped determine dents that the organization of city govern- origins of the economic system of capital- the modern structure of many government in the Middle Ages paved the way for ism? (As trade increased, a money economy ments. Ask students to compare the respon- democratic governments in Europe and the replaced barter and trading companies and sibilities of current city and county United States. Review the effects of a money banking firms developed to manage the sale governments with those of medieval city economy and commercial capitalism on the of goods.) Have students research ways that governments. AL

340 filled the air. Water pollution was also a problem. Butchers CHAPTER 10 • SECTION 1 dumped blood and all other waste products from their butchered animals into the rivers. Tanners, who converted animal hides to leather, unloaded tannic acids and other waste products of their operations. Cities did not use the W Writing Support rivers for drinking water but relied instead on wells. While Vocabulary 1. Explain the significance of: technology, Descriptive Writing Ask stu- medieval towns had private and public baths—Paris had crucial, carruca, manor, serfs, Venice, dents to write two paragraphs 32—they were closed during the great plague of the four- Flanders, money economy, commercial describing what it might have teenth century (discussed later in this chapter). capitalism, bourgeoisie, patricians, guilds, Considerably more men than women lived in medieval apprentice, journeymen, masterpiece. been like to live in a medieval city. cities. Women were expected to supervise the household, Have them mention advantages prepare meals, raise the children, and manage the family’s Main Ideas (jobs, safety, intellectual opportu- finances. Often, they helped their husbands in their trades. W 2. Explain how the new crop rotation Some women developed their own trades to earn extra increased food production. nity) and disadvantages (crowded money. Sometimes, when a master craftsman died, his 3. Identify the economic developments of the conditions, lack of sanitation, widow carried on his trade. It was thus possible for women Middle Ages that allowed commercial disease). OL in medieval towns to lead quite independent lives. In fact, capitalism to emerge. Use a diagram like many women became brewers, weavers, and hatmakers. the one below. ✓ Reading Check Industry and Guilds Answer: set quality standards, With the revival of trade, cities and towns became impor- specified production methods, tant centers for manufacturing a wide range of goods, Commercial controlled the number of peo- such as cloth, metalwork, shoes, and leather goods. Many Capitalism craft activities were carried on in houses located in the ple entering a trade, and set the narrow streets of medieval cities. 4. Describe the physical environment of procedure for doing so From the 1000s on, craftspeople began to organize them- medieval cities. selves into guilds, or business associations. Guilds played a leading role in the economic life of cities. By the 1200s, Critical Thinking there were guilds for almost every craft (tanners, bakers) 5. The BIG Idea Determining Cause and and separate guilds for specialized groups of merchants, Effect What were some major results of Assess such as dealers in silk, spices, or wool. farming improvements and the revival of Craft guilds directed almost every aspect of the produc- trade in the Middle Ages? tion process. They set the standards for the quality of the 6. Comparing and Contrasting How did articles produced, specified the methods of production to living and working in a medieval city differ (ISTORY /.,).% be used, and even fixed the price at which the finished from living and working on a manor? Study Central provides summa- goods could be sold. Guilds also determined the number 7. Analyzing Visuals Examine the illustration of people who could enter a specific trade and the proce- on page 340. Choose three emblems and ries, interactive games, and online dure they must follow to do so. try to name the craft each represents. graphic organizers to help stu- A person who wanted to learn a trade first became an dents review content. apprentice, usually at around the age of 10, to a master Writing About History craftsperson. Apprentices were not paid, but they did 8. Persuasive Writing Imagine you are a receive room and board from their masters. After five to trader doing business at the beginning of seven years of service during which they learned their the money economy. Write a letter craft, apprentices became journeymen and worked for addressed to other traders convincing them Close wages for other masters. Journeymen aspired to become to convert to a money system from masters as well. To do so, they were expected to produce bartering. Summarizing Ask student a masterpiece, a finished piece in their craft. This piece groups to summarize how allowed the master craftspeople of the guild to judge advances in technology changed whether a journeyman was qualified to become a master medieval life. OL and join the guild. (ISTORY /.,).% ✓ Reading Check Evaluating What role did guilds play in the For help with the concepts in this section of Glencoe World History, go to glencoe.com and click Study Central. economic life of the cities? SECTION REVIEW

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Answers

1. Definitions for the vocabulary words are 4. crowded; narrow, winding streets; dirty; 7. Answers depend on emblems chosen. Some found in the section and in the Glossary. smelled of animal and human waste and crafts shown include bookmaker, shoe- 2. The land was divided into three fields smoke maker, carpenter, tailor, barber, and butcher. instead of two, with two planted in crops 5. Farming: increased food production led to 8. Answers should reflect an understanding of and one left fallow; this increased the population growth; Trade: growth of cities, how trade is easier with a money economy amount of productive land at any one time. money economy, and commercial capitalism than with barter. 3. money economy, new trading companies, 6. Cities: more rights, freedom; employment banking firms choices, crowded, dirty, polluted; Manor: serfs had fewer rights, agricultural work; not crowded, cleaner

341 CHAPTER 10 • SECTION 2 Focus Medieval Christianity Bellringer Under Pope Gregory VII, the Catholic Church disentangled GUIDE TO READING itself from secular influence in the eleventh century. The Church Daily Focus Transparency 10.2 reached the height of its political power in the thirteenth century Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The BIG Idea ANSWERS UNIT 1. Mayor, Justice of the Peace 2. local government, private institutions 3. vocational schools, apprenticeship 2 DAILY FOCUS SKILLS 4. printers, publishers Chapter 10 TRANSPARENCY 10-2 Ideas, Beliefs, and Values With its under Pope Innocent III. Religious enthusiasm spread and new

Christianity and Medieval Civilization DIRECTIONS: In medieval times, the Catholic Church handled many aspects of living that strong leadership, the Catholic Church became a today may be taken care of in other ways or by other agencies. Name some modern (secular) officials or institutions who might handle the following: (1) marriage, (2) schools, (3) the monastic orders emerged. By the High Middle Ages, the Catholic teaching of practical skills, and (4) the functions of scribes. dominant and forceful presence in medieval Taught nobles’ Taught peasants practical daughters skills (carpentry, weaving, needlework, agriculture) herb use Church had become a dominant and forceful presence in Performed sacraments, society. including matrimony

Schools

Monasteries Parish Hospitals European society. and Priests Convents The Church Guest houses Content Vocabulary Missionaries Oversaw throughout spiritual Conducted Scribes copied western life of church services classical Europe community • lay investiture • heresy and religious (p. 342) (p. 346) writings. • interdict (p. 344) • relics (p. 347) The Papal Monarchy • sacraments (p. 344) During the papacy of Pope Innocent III in the thirteenth century, the GUIDE TO READING Academic Vocabulary Catholic Church reached the height of its political power. • pursue (p. 342) • remove (p. 343) HISTORY & YOU Can a religious leader be an effective military leader? Read how Church officials were obliged to carry out military duties for their lords. Answers to Graphic: People, Places, and Events Cistercians: strict, simple life; life of prayer and • Papal States (p. 342) • Hildegard of Bingen Since the fifth century, the popes of the Catholic Church had manual labor; took religion outside the monastery; • Pope Gregory VII (p. 345) (p. 342) • Franciscans (p. 345) claimed supremacy over the affairs of the Church. They had also Dominicans: life of poverty; preached against gained control of territories in central Italy that came to be known heresies; important examiners for the Inquisition • Henry IV (p. 343) • Dominicans (p. 345) • Concordat of Worms • Saint Francis of Assisi as the Papal States. This control kept the popes involved in politi- (p. 343) (p. 345) cal matters, often at the expense of their spiritual duties. • Pope Innocent III • Assisi (p. 345) At the same time, the Church became increasingly involved in (p. 344) • Inquisition (p. 346) the feudal system. Chief officials of the Church, such as bishops • Cistercians (p. 344) and abbots, came to hold their offices as grants from nobles. As Section Spotlight Video vassals, they were obliged to carry out the usual feudal services, Reading Strategy including military duties. Lords often chose their vassals from Categorizing Information As you other noble families for political reasons. Thus, the bishops and To generate student interest and read, use a chart like the one below to list charac- abbots they chose were often worldly figures who cared little provide a springboard for class teristics of the Cistercian and Dominican religious about their spiritual duties. discussion, access the Chapter 10, orders. Section 2 video at glencoe.com or Cistercians Dominicans Reform of the Papacy on the video DVD. By the eleventh century, Church leaders realized the need to be free from the lords’ interference in the appointment of Church officials. When an individual became a Church official in the Mid- dle Ages, he was given a ring and a staff. These objects symbolized the spiritual authority with which the Church granted, or invested, the official. Secular, or lay, rulers usually chose nominees to Church offices and gave them the symbols of their office, a practice known as lay investiture. Pope Gregory VII decided to fight this practice. Elected pope in 1073, Gregory was convinced that he had been chosen by God to reform the Church. 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 the Christian world, Resource Manager including its rulers. Only by eliminating lay investiture could the

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Reading Critical Differentiated Writing Skill R Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Academic Vocab., p. 343 • Analyzing Pri. Sources, • ELL, p. 344 • Expository Writing, • Visual Literacy, p. 343 p. 344 • Auditory/Musical, p. 345 p. 346 Additional Resources • Making Inferences, p. 345 Additional Resources • Guid. Read. Act., URB • Compare/Contrast, p. 347 Additional Resources Additional Resources • Read. Strat. for SS, p. 199 • Read. Strat. for SS, p. 50 • People in World Hist. pp. 26, 30 • Read. Ess. & Note-Taking Additional Resources Act., URB p. 189 Guide, p. 112 • Crit. Think. Act., URB • Writer’s Guidebook, p. 178 p. 23 • Section Quiz, p. 118 CHAPTER 10 • SECTION 2 The Investiture Controversy

Conflict Between King Henry IV and Pope Gregory VII 1075: Gregory bans lay investiture, asserting supremacy of Teach Church over lay authority. Henry invests a new bishop of Milan, replacing Gregory’s choice. 1076: Gregory deposes and excommunicates Henry. S Skill Practice “I withdraw. . .from Henry the king. . . the rule over the whole kingdom of the Visual Literacy Have students Germans and over Italy. And I absolve all study the painting and notice Christians from the bonds of the oath which they have made or shall make to how Henry is portrayed. Ask: him. . . I bind him in thy stead with the What details show that Henry is chain of the anathema [a damned person]. . .” humbling himself before the —Pope Gregory VII, February 1076 pope? (simple clothing, bare feet, S 1077: Henry submits to Gregory and is absolved. German bowed head) OL princes declare Henry dethroned and elect Rudolf, sparking civil war. 1080: Gregory supports Rudolf over Henry. Henry names R Reading Strategy an antipope, Clement III. Gregory excommunicates them both. Academic Vocabulary Have 1081: Henry wins the civil war and marches on Rome. 1084: Henry conquers Rome. Gregory flees the city. students suggest the meaning of 1105: Henry is forced to abdicate as his continued support remove by recalling what they for Clement III weakened his rule. know about the prefix re-. Explain that something might be physi- cally moved away or the meaning might be broader. ELL

Henry humbles himself before 1. Analyzing What does this conflict Gregory, who removes the indicate about medieval ideas of power, excommunication, 1077. Answers: authority, and governance? 1. Government relied upon the 2. Drawing Conclusions How did Henry’s conflict with Gregory affect Henry’s reign? authority of the Church, but secular rulers would not nec- essarily accept the Church’s Church regain its independence. The receiving their investiture from lay leaders: power as greater than theirs. Church would appoint clergy and run its “We decree that no one of the clergy shall 2. It weakened his reign and set own affairs. If rulers did not accept this, R receive the investiture . . . from the hand of the Church against him in the pope would remove them. an emperor or king or of any lay person.” Gregory VII and Henry IV, the king of Henry, however, had no intention of obey- the civil war. His support for Germany, disagreed about these claims. ing this decree. Clement III forced his German kings had appointed high-ranking The struggle between Henry IV and abdication. clerics, especially bishops, as their vassals, Gregory VII, known as the Investiture in order to use them as their administra- Controversy, continued until a new tors. Without them, the king could not German king and a new pope reached maintain power over the German nobles. the Concordat of Worms agreement in In 1075, Pope Gregory issued a decree 1122. Under it, a bishop in Germany forbidding high-ranking clerics from was first elected by Church officials. Additional

CHAPTER 10 Europe in the Middle Ages 343 Support SEF/Art Resource, NY

Activity: Collaborative Learning This activity Staging a Debate Debating Investiture The struggle Teams should designate roles for each istoric asks students to recreate a h between Gregory VII and Henry IV was one member. When research is completed, formal (if e. The debate can be of the great conflicts between Church and schedule a class period for the debate or debat e t o teach debating state in the High Middle Ages. Have stu- discussion. Ask: What arguments can you you h ave tim ore like a class skills), or info rmal (m dents recreate the “debate” between pope make to support a contention that your students to discussion). In struct and king. Divide the class into two teams team “won”? (Discuss the points made by made the key argu ments (one for Gregory VII and one for Henry IV) each side.) OL analyze y both sides. and have each team research the debate. b

343 CHAPTER 10 • SECTION 2 After election, the new bishop paid homage to the king as his lord. The king in turn New Religious Orders invested him with the symbols of temporal As religious enthusiasm spread (earthly) office. A representative of the through Europe, new monastic orders emerged. C Critical Thinking pope then invested the new bishop with HISTORY & YOU What does the phrase “innocent the symbols of his spiritual office. Analyzing Primary Sources until proven guilty” mean to you? Read to learn how the Inquisition “proved” the guilt of heretics. Have students reread the excerpt The Church Supreme from Pope Innocent III concerning Pope Gregory VII also tried to improve royal power and papal power. In the late 1000s and early 1100s, a wave of the Church’s ability to provide spiritual religious enthusiasm seized Europe. This Ask: What is the difference guidance to the faithful. Twelfth-century movement led to a rise in the number of between power that comes from popes did not give up the reform ideals of monasteries and the emergence of new Pope Gregory VII, but they were even the people and power believed monastic orders. Both men and women joined more inclined to strengthen papal power religious orders in increasing numbers. to come from God? (Possible and build a strong administrative system. answer: Power that comes from the During the papacy of Pope Innocent III in A New Activism people is more limited in scope and the 1200s, the Catholic Church reached the height of its political power. At the begin- In the eleventh century, more new requires leaders to be more ning of his rule in 1198, in a letter to a monastic orders arose and became impor- accountable to the people.) OL priest, the pope made a clear statement of tant. One of the most important new orders his views on papal supremacy: of the Middle Ages was the Cistercian (sis•TUHR•shuhn) order. It was founded in 1098 by a group of monks who were Differentiated PRIMARY SOURCE unhappy with the lack of discipline at their D “As God, the creator of the universe, set two D own Benedictine monastery. Cistercian Instruction great lights in the firmament of heaven, the monasticism spread rapidly from southern English Language Learners greater light to rule the day, and the lesser light France into the rest of Europe. Help students understand the var- to rule the night so He set two great dignities in The Cistercians were strict. They ate a the firmament of the universal Church, . . . the simple diet, and each had only a single ious terms related to monastic life. C greater to rule the day, that is, souls, and the robe. All decorations were eliminated from Draw a word web on the board lesser to rule the night, that is, bodies. These their churches and monastic buildings. dignities are the papal authority and the royal with monk in the center. Have stu- More time for prayer and manual labor power. And just as the moon gets her light from was gained by spending fewer hours at the sun, and is inferior to the sun . . . so the royal dents read the text and identify religious services. power gets the splendor of its dignity from the related words. (monastery, monas- papal authority.” The Cistercians played a major role in tic, monasticism) ELL —Pope Innocent III developing a new, activistic spiritual model for twelfth-century Europe. While Benedic- tine monks spent hours inside the monas- ✓ Reading Check To achieve his political ends, Innocent tery in personal prayer, the Cistercians took used the spiritual weapons at his com- their religion to the people outside the Answer: It was a compromise mand. His favorite was the interdict. An monastery. More than any other person, between the king and the interdict forbids priests from giving the Saint Bernard of Clairvaux embodied the sacraments (Christian rites) of the Church pope; bishops were elected by new spiritual ideal of Cistercian monasti- to a particular group of people. The goal Church officials rather than cism: “Arise, soldier of Christ, arise! Get up was to cause the people under interdiction, off the ground and return to the battle from appointed by a king. who were deprived of the comforts of reli- which you have fled! Fight more boldly gion, to exert pressure against their ruler. after your flight, and triumph in glory!” With an interdict, Innocent III forced the king of France, Philip Augustus, to take back his wife after Philip had tried to have Women in Religious Orders his marriage annulled. Women were also actively involved in the spiritual movements of the age. The ✓ Reading Check Explaining What was the number of women joining religious houses Hands-On significance of the Concordat of Worms? grew dramatically. In the High Middle

Chapter Project 344 SECTION 2 Medieval Christianity Step 2

Designing a Web Site About Directions: Tell groups to use the Section sites differently as long as they cover all the Europe in the Middle Ages 2 Big Idea as a guide for selecting topics for Big Ideas. They should also begin to think their Web site. Also, instruct them to begin about visuals for their Web pages. Step 2: Planning the Web Site In addi- thinking about how to organize the site. Summarizing: Allow time for groups to tion to gathering more information, student Explain that they should have a home page share what they learned about the Section groups decide on the general organization with links to four additional pages. A simple 2 Big Idea while gathering Web site of their Web sites. way to organize the Web site would be to information. OL have a page for each of the sections of the (Chapter Project is continued in Section 3.) chapter. Students may organize their Web

344 Ages, most nuns were from the ranks of The Franciscans were founded by Saint CHAPTER 10 • SECTION 2 the landed aristocracy. Convents were con- Francis of Assisi. Francis was born to a venient for families who were unable or wealthy Italian merchant family in Assisi. unwilling to find husbands for their daugh- After having been captured and impris- ters, for aristocratic women who did not oned during a local war, he had a series of C Critical Thinking wish to marry, or for widows. dramatic spiritual experiences. These expe- Making Inferences Ask: Female intellectuals found convents a riences led him to abandon all worldly Why were female intellectuals haven for their activities. Most learned C goods and material pursuits and to live women of the Middle Ages, especially in and preach in poverty, working and beg- attracted to convent life? Germany, were nuns. This was certainly ging for his food. His simplicity, joyful (Possible answer: because learning true of Hildegard of Bingen, who became nature, and love for others soon attracted a was encouraged, and women could abbess of a religious house for females in band of followers, all of whom took vows devote time to intellectual activities western Germany. She was one of the first of absolute poverty, agreeing to reject all women composers and was an important property and live by working and begging without being distracted by the contributor to the body of music known as for their food. responsibilities of home and Gregorian chant. Her work is remarkable D The Franciscans became very popular. family) OL because she succeeded at a time when They lived among the people, preaching music, especially sacred music, was almost repentance and aiding the poor. Their calls exclusively the domain of men. for a return to the simplicity and poverty D Differentiated of the early Church, reinforced by their Instruction Franciscans and Dominicans own example, were especially effective. Auditory/Musical Play record- In the 1200s two new religious orders The Franciscans also undertook mission- emerged that had a strong impact on the ary work, first throughout Italy and then ings of Gregorian chants written lives of ordinary people. They were the to all parts of Europe and even to the by male composers and sung by Franciscans and the Dominicans. Muslim world. monks, as well as some chants written by Hildegard of Bingen and sung by women. Invite students to share their impressions of the different recordings. Ask: Why was Hildegard of Bingen’s Hildegard of Bingen St. Francis of Assisi 1098–1179 Medieval Abbess 1182–1226 Medieval Monk success as a composer unusual? (because most music at the time Hildegard was a weak and sickly child. From an Although Francis of Assisi is associated with a life of early age, she received mystical visions. “I saw poverty, humility, and devotion to the example of was written by men) OL much, and related some of the things seen to Jesus, he did not start out that way. As a youth others, who would inquire with astonishment, he was handsome and fun-loving with a whence such things might come. . . . I would fondness for fancy clothes and popular relate future things, which I saw as if present.” songs. He even fought bravely in a war When she was 43, the Church confirmed the before being captured and imprisoned. How- Answers: Hildegard—because authenticity of her visions. With Church ever, his sympathies were always with the approval, she recorded 26 prophecies in her poor. On one occasion he embraced a poor, she had the gift of prophecy; work Scivias (Know the Way). Powerful men, disfigured leper and gave him all the money Francis—the poor including kings and popes, sought her he had. On a pilgrimage to Rome he advice. About 1147 Hildegard founded a emptied his money pouch at the tomb new convent, where she continued to of St. Peter, giving it all to the poor record her visions and write on many and exchanging his fancy clothes topics. She also composed lyric with those of a beggar. His humil- poems and music. Although never ity and generosity have made formally canonized, she is consid- him one of the Catholic ered a saint by the Catholic Church’s most beloved saints. Church. Why did powerful men With whom did Francis of seek Hildegard’s advice? Assisi sympathize? Additional Support

(l) Michael Teller/akg-images, (r) akg-images

Extending the Content

Hildegard of Bingen For women such as hundreds of years. For example, Sor Juana that told him to become a different kind of Hildegard of Bingen, entering a convent Inés de la Cruz joined a convent in Mexico knight. Inspired by teachings in the gospels, was the only means of acquiring an educa- when she was refused university admission Francis embraced a life of poverty because tion and pursuing a life as a writer. Hildegard in the seventeenth century. he believed it was the best way to follow in composed musical plays and wrote treatises St. Francis of Assisi After Francis was the footsteps of Jesus. The Franciscans on natural history and medicine. Religious released from prison, he wanted to fight became popular because they lived and life served this purpose for women for again with a papal army, but he had a vision worked like ordinary people.

345 CHAPTER 10 • SECTION 2 The Inquisition

The Inquisition’s goal was to identify people who had committed W Writing Support heresy and convince them to confess. In most cases, the sentence Expository Writing Have was an act of penance, such as a pilgrimage. More extreme punishments were reserved for those who refused to repent or students do additional research repeated their heresy. about an aspect of the Inquisition. In the 1270s a breakaway group of Franciscans, called the Ask students to write a brief essay Spirituals for their extreme vow of poverty, challenged the leadership of their order. The Beguines supported them. Beguines about their chosen topic based were enthusiastic Catholic women but outside the Church’s formal on their research. AL control. The Church saw a potential threat to its authority with the activities of these two groups. By 1318, the Church had begun to define disobedience to its authority as heresy, and started burning Spirituals. The next year, it expanded this extreme punishment to the Beguines. Two decades of executions followed as the W Inquisition sought to control these splinter groups. At first, the Inquisition left Europe’s Jewish populations alone. Answers: Then in 1242, the Inquisition condemned the Talmud and burned 1. Its investigations and punish- thousands of copies. The Inquisition remained active into the ments served as warnings to late 1700s. anyone who might stray from Church teachings. Extreme punishments gave the 1. Interpreting How did the Inquisition reinforce the authority of the Catholic Heretics are burned Church power through fear. Church? at the stake, 1557 2. The Church began to include 2. Explaining How had the Church’s definition of heresy changed by 1318? disobedience to its authority Why did it make this change? in the definition of heresy to try to bring breakaway groups under its control. The Dominican order was founded by a Dominicans became especially well known Spanish priest, Dominic de Guzmán. Dom- for their roles as examiners of people sus- inic wanted to defend Church teachings pected of heresy. ✓ Reading Check from heresy—the denial of basic Church Those who confessed to heresy per- doctrines. The spiritual revival of the High formed public penance and received pun- Answer: to serve as an exam- Middle Ages had led to the emergence of ishment, such as flogging. Beginning in ple of their preaching; to return heresies within the Church. Adherents of 1252, the Inquisition added the element of to the simplicity of the early these movements were called heretics. torture to extract confessions. Those who Church Heretical movements became especially did not confess but were still considered widespread in southern France. Dominic guilty and those who had done penance R believed that a new religious order of men for heresy and then relapsed were subject who lived in poverty and could preach to execution by the state. effectively would best be able to attack Thirteenth-century Christians believed heresy. the only path to salvation was through the Church. To them, heresy was a crime against God and humanity. In their minds, The Inquisition using force to save souls from damnation The Church created a court called the was the right thing to do. Inquisition, or Holy Office, to deal with heretics. This court developed a regular ✓ Reading Check Analyzing Why did the Differentiated procedure to find and try heretics. The Franciscans choose to live simply?

Instruction 346 SECTION 2 Medieval Christianity akg-images

Name Date Class

Critical Thinking Skills Activity 10 Evaluating Information

Evaluating information means analyzing ing whether the author is biased in any what you read and then drawing conclu- way, even in descriptions. Analyzing Primary Sources sions about it. It may also involve recogniz-

Directions: The following passage from Geoffrey Chaucer’s The Canterbury Tales describes a medieval monk. After you have read the excerpt, evaluate the information given in the poem.

here was a monk; a nonpareil was he, In other words, a monk out of his cloister. CHAPTER TWho rode, as steward of his monastery, But that’s a text he thought not worth an oyster; The country round; a lover of good sport, And I remarked his opinion was sound. A manlyman, andfit to be an abbot. What use to study, why go round the bend He’dplenty of good horses in his stable, With poring over some book in a cloister, And when he went out riding, you could hear Or drudging with his hands, to toil and labour His bridle jingle in the wind, as clear As Augustine bids? How shall the world go on? Evaluate information on medieval monks.

10 And loud as the monastery chapel-bell. You can go keepyour labour, Augustine! Objective: Differentiated Instruction Strategies Inasmuch as he was keeper of the cell, So he rode hard—no question about that— The rule of St. Maurus or St. Benedict Kept greyhounds swifter than a bird in flight. Being out ofdate, and also somewhat strict, Hard riding, and the hunting of the hare, This monk I speak of let oldprecepts slide, Were what he loved, and opened his purse for. And took the modern practice as his guide. I noticed that his sleeves were edged and trimmed He didn’t give so much as a plucked hen With squirrel fur, the finest in the land. For the maxim, ‘Hunters are not pious men,’ For fastening his hood beneath his chin, Or ‘A monk who’s heedless of his regimen He wore an elaborate golden pin, Focus: Have students read the passage from The Is much the same as a fish out of water,’ Twined with a love-knot at the larger end. BL Read the passage from The Canterbury

1. What does this monk like more than anything else? Copyright © G © Copyright Canterbury Tales. Tales to the class. lencoe/M 2. What does this monk think of the rules of his order? cGraw-H ill, a division of division a ill, Teach: Tell students to answer questions 1–4. AL Ask students to do research to write 3. What does this monk look like? What is he wearing, and what animals does he have? The McThe Graw-Hill Companies Graw-Hill Assess: Have students read their answers to the class. a report explaining how monks live 4. Look at Section 4 in your textbook for the reasons why there were calls for reform. Evaluate the description of the monk in terms of the corruption of the Church. Why might a reformer object to the monk’s appearance and behavior? Close: Discuss with students what they know about today.

178 present-day monks. ELL Have students make a list of unfamiliar Critical Thinking Skills words in the passage and look them up Activity, URB p. 178 in a dictionary. 346 CHAPTER 10 • Religion in the High Middle Ages SECTION 2

Ordinary people observed the Church’s sacraments, venerated saints, and took pilgrimages to holy shrines. C Critical Thinking HISTORY & YOU Do you have a good luck charm? Read to learn about Vocabulary the importance of relics to people in the High Middle Ages. 1. Explain the significance of: Papal States, Comparing and Contrasting lay investiture, Pope Gregory VII, pursue, Ask: Compare and contrast the remove, Henry IV, Concordat of Worms, The Church of the High Middle Ages was a crucial part Pope Innocent III, interdict, sacraments, practices of ordinary people with of ordinary people’s lives from birth to death. The sacra- Cistercians, Hildegard of Bingen, those of the clergy. (All shared ments, such as baptism, marriage, and the Eucharist (Com- Franciscans, Dominicans, Saint Francis of similar beliefs and received the sac- munion), were seen as means for receiving God’s grace Assisi, Assisi, heresy, Inquisition, relics. and were necessary for salvation. Since only the clergy raments. Ordinary people were could administer these rites, people depended on them to Main Ideas dependent on the clergy, who were achieve this goal. Ordinary people also venerated saints— 2. Summarize the opposing viewpoints in the educated.) AL men and women who, because of their holiness, had investiture controversy and the resulting achieved a special position in Heaven. Since saints could compromise at Worms. Use a diagram like ✓ Reading Check ask for favors before the throne of God for people who the one below. prayed to them, they were very popular with all Christians. Pope Gregory’s View King Henry’s View Answer: Saints could ask for Among the recognized saints were Jesus Christ’s apos- favors from God for those who tles, the Virgin Mary, and numerous local saints of special prayed to them. Their relics significance to a single area. The Italians, for example, had Concordat of Worms Saint Nicholas, the patron saint of children, who is known were also believed to have today as Santa Claus. Of all the saints, the Virgin Mary, 3. Explain how women were involved in the miraculous powers. mother of Jesus, was the most highly regarded in the High spiritual movements of the Middle Ages. Middle Ages. A sign of Mary’s importance is the number 4. Define a relic and explain its significance of churches all over Europe that were dedicated to her in to people of the Middle Ages. the 1100s and 1200s. (Such churches in France were named Notre Dame, or “Our Lady.”) C Critical Thinking Emphasis on the role of the saints was closely tied to the 5. The BIG Idea Evaluating Why was the Assess use of relics, usually bones of saints or objects connected Church such a powerful influence in lay with saints. Relics were considered worthy of worship people’s lives during the Middle Ages? because they provided a link between the earthly world 6. Drawing Conclusions Do you think the and God. It was believed that relics could heal people or Inquisition’s methods accurately identified (ISTORY /.,).% produce other miracles. A twelfth-century English monk heretics? Explain. Study Central provides summa- wrote about an abbey’s relics: “There is kept there a thing 7. Analyzing Visuals Examine the painting ries, interactive games, and online more precious than gold, . . . the right arm of St. on page 343. What does King Henry’s Oswald. . . . This we have seen with our own eyes and posture tell you about his relationship with graphic organizers to help stu- have kissed, and have handled with our own hands. . . . Pope Gregory? dents review content. There are kept here also part of his ribs and of the soil on which he fell.” Writing About History Medieval Christians also believed that a pilgrimage to a 8. Persuasive Writing Take on the role of holy shrine produced a spiritual benefit. The greatest either Pope Gregory VII or King Henry IV of Close shrine, but the most difficult to reach, was the Holy City of Germany. Argue the question of lay Jerusalem. On the continent two pilgrim centers were espe- investiture from the viewpoint of either the Making Connections Discuss pope or the king and justify the cially popular in the High Middle Ages: Rome, which con- the role of religion in the lives of tained the relics of Saints Peter and Paul, and the Spanish compromise that you reached. town of Santiago de Compostela, supposedly the site of the medieval people and in people’s tomb of the Apostle James. Local shrines dedicated to the lives today. OL Blessed Virgin Mary also became pilgrimage centers. (ISTORY /.,).% For help with the concepts in this section of ✓Reading Check Glencoe World Examining Why were saints important to History, go to glencoe.com and click Study Central. Christians in the High Middle Ages? SECTION REVIEW

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Answers

1. Definitions for the vocabulary words are 3. Many wealthy and intellectual women 6. Possible Answer: No. Under torture, inno- found in the section and in the Glossary. joined religious houses. cent people might falsely confess to stop 2. Pope Gregory’s View: pope has supreme 4. bones of saints or other objects connected the pain. authority; should appoint clergy. King to them; a link between the earthly world 7. Henry appears below the pope, head Henry’s View: clerics key administrators; and God; believed to be able to produce bowed. This indicates subservience to the king should appoint them. Concordat of miracles pontiff. Worms: Church elects bishop who then 5. Sacraments were considered essential to 8. Arguments should reflect point of view of pays homage to king; king invests secular salvation, and only clergy could perform pope or king and reflect how each one felt symbols; Church invests spiritual symbols. sacraments. he gained something from the compromise.

347 CHAPTER 10 • SECTION 3 Focus Culture of the High Middle Ages Bellringer During the eleventh and twelfth centuries, Europe witnessed GUIDE TO READING a surge in architectural innovations and an intellectual revival. Daily Focus Transparency 10.3 The development of ribbed vaults, pointed arches, and flying Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The BIG Idea ANSWERS UNIT 1. Bologna, Italy 2. study 4 to 6 years and pass an oral examination 3. question, sources with opposing opinions, 2 DAILY FOCUS SKILLS reconciliation, and conclusions Chapter 10 TRANSPARENCY 10-3 New Technologies Technological innova- buttresses allowed the building of expansive, beautiful cathedrals.

The Culture of the High Middle Ages 1 Where was the first 2 What did university 3 Describe the organization of tions made Gothic cathedrals possible, while an university in Europe? students have to do to earn Summa Theologica, the a degree at a medieval masterpiece by Saint The innovative design became known as the Gothic style. An university? Thomas Aquinas. intellectual revival led to the formation of Letter from a Medieval Father to his Son intellectual revival gave rise to Europe’s first universities. . . . I have recently discovered that you live dissolutely and universities. slothfully,“ preferring license to restraint and play to work and strumming a guitar while the others are at their studies, whence it happens that you have read but one volume of law while your companions have read several. Wherefore I have decided to exhort you to repent utterly of your dissolute and careless ways, Content Vocabulary that you may no longer be called a waster and your shame may be turned to good repute.” • theology (p. 350) • chanson de geste Architecture • scholasticism (p. 350) (p. 351) • vernacular (p. 351) Gothic cathedrals, an artistic triumph of the High Middle Ages, were built in the twelfth and thirteenth centuries. GUIDE TO READING Academic Vocabulary HISTORY & YOU Have you seen stained glass windows in a church? Read to • construction (p. 348) • corporation (p. 350) learn how builders in the High Middle Ages improved on an architectural style of the ancient Romans. Answers to Graphic: People, Places, and Events Romanesque: built in basilica shape with • Bologna (p. 350) • Saint Thomas Aquinas rounded barrel vault; thick walls to support stone • Paris (p. 350) (p. 350) The eleventh and twelfth centuries witnessed an explosion of roofs; few windows made interiors dark; Gothic: • Oxford (p. 350) • Summa Theologica building in medieval Europe, especially building of churches. The (p. 350) ribbed vaults and pointed arches allowed higher • Aristotle (p. 350) cathedrals of the eleventh and twelfth centuries were built in the roofs; flying buttresses allowed thinner walls; Romanesque style. Romanesque churches were normally built in large stained glass windows let in natural light Reading Strategy the basilica shape used in the construction of churches in the late Contrasting As you read, use a chart to con- Roman Empire. trast the Romanesque style of architecture with the Basilicas were rectangular buildings with flat wooden roofs. Gothic style of architecture. How did the churches Romanesque builders replaced the basilica’s flat wooden roof built in these two styles differ? with a long, round stone arched vault (called a barrel vault) or Romanesque Gothic with a cross vault, in which two barrel vaults intersected. The Section Spotlight Video builder used the cross vault to create a church plan in the shape of a cross. Barrel and cross vaults were considered more beautiful To generate student interest and than flat roofs. provide a springboard for class Because stone roofs were extremely heavy, Romanesque churches required massive pillars and walls to hold them up. This discussion, access the Chapter 10, left little space for windows, so Romanesque churches were dark Section 3 video at glencoe.com or on the inside. With massive walls and pillars, these churches on the video DVD. resembled fortresses. A new style, called Gothic, appeared in the twelfth century and was brought to perfection in the thirteenth. The Gothic cathedral remains one of the greatest artistic triumphs of the High Middle Ages. Two basic innovations made Gothic cathedrals possible. One innovation was the replacement of the round barrel vault of Romanesque churches with a combination of ribbed vaults and pointed arches. This change enabled builders to make Gothic churches higher than Romanesque churches. The use of pointed arches and ribbed vaults also creates an impression of upward Resource Manager movement, as if the building is reaching to God.

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Reading Critical Differentiated Writing Skill R Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Making Connections, • Analyzing Pri. Sources, • Adv. Learners, p. 350 • Descriptive Writing, • Visual Literacy, p. 349 p. 350 p. 351 p. 349 Additional Resources Additional Resources Additional Resources Additional Resources • World Art & Music Act., Additional Resources • Read. Strat. for SS, p. 77 • Guid. Read. Act., URB • Hist. & Geo. Act., URB URB p. 193 • Writer’s Guidebook, p. 200 p. 179 p. 43 • Read. Ess. & Note-Taking • Section Quiz, p. 119 Guide, p. 115 CHAPTER 10 • SECTION 3 St. Vitus Cathedral, Prague Gothic Architecture

A Gothic vault, or arched ceiling, uses diagonal, pointed Teach ribs to hold the masonry.

Decorative pinnacles S Skill Practice Visual Literacy Ask: How did technology change the way architects expressed spiritual beliefs in church design? (allowed higher roofs that reached toward

Stained glass windows heaven and more windows to por- provide a play of light and tray religious scenes and let in sun- color throughout the day. Pointed arches draw light, a symbol of God’s light) OL worshippers’ eyes upward, toward God. S W Writing Support Descriptive Writing Have students write two paragraphs describing what it would be like to stand inside a Gothic cathedral. Flying buttresses support the heavy vaulted ceiling, allowing for a higher BL ceiling and more windows to bring natural light into the expansive interior. 1. Locating Where are flying buttresses located? 2. Making Inferences What role might stained glass windows play in addition to Answers: providing light and color in the cathedral? 1. on the outside walls 2. Religious scenes could teach St. Etienne Cathedral, Bourges, France stories and invoke religious feeling. Another technical innovation was the These windows depict both religious flying buttress—a heavy, arched support scenes and scenes from daily life. The col- of stone built onto the outside of the walls. ored glass windows create a play of light History ONLINE Reading Check Flying buttresses made it possible to dis- inside the cathedral that varies with the ✓ Student Web tribute the weight of the church’s vaulted sun at different times of the day. Natural Activity— Answer: by intersecting two ceilings outward and down. This elimi- light was believed to be a symbol of the Visit glencoe.com and barrel vaults nated the heavy walls needed in Roman- W divine light of God. The Gothic cathedral, complete the activity esque churches to hold the weight of the with its towers soaring toward Heaven, on the Middle Ages. massive barrel vaults. bears witness to an age when most people Gothic cathedrals were built, then, with believed in a spiritual world. relatively thin walls. Since they were not supporting great weight, these walls could ✓ Reading Check Explaining How was a cross be filled with stained glass windows. shape created in Romanesque buildings? Hands-On

CHAPTER 10 Europe in the Middle Ages 349 Chapter Project (inset) Andrea Pistolesi/Getty Images, (bkgd) Art Kowalsky/Alamy Images Step 3

Designing a Web Site About information and visual ideas for their Web the sections might be used as main topics Europe in the Middle Ages sites. Instruct them to begin thinking about on the pages. Students should consider how how they are going to set up the Web much information to show on a page, com- Step 3: Organizing the Web Pages pages. Remind them that their designs bining text and visuals in an appealing way. Groups gather more information and decide should reflect the way Web sites work, with Summarizing: Allow time for groups to on logical ways to organize and illustrate links that allow viewers to gain more infor- share what they learned about the Section the information on the Web pages. mation on a topic that is briefly described 3 Big Idea while searching for Web-site Directions: Tell groups to use the Section on the main page. Suggest that they create information. OL 3 Big Idea as a guide for selecting more an outline for each page. Subheadings in (Chapter Project is continued in Section 4.)

349 The Granger Collection, New Y CHAPTER 10 • SECTION 3 and started their own university at Oxford, Universities England. Kings, popes, and princes thought Medieval university students applied it honorable to found universities. By 1500, scholasticism to the study of theology. Europe had 80 universities. R Reading Strategy Students began by studying the liberal

HISTORY & YOU For how many more years are you ork Making Connections Ask: prepared to go to school? Read to learn how medieval arts—grammar, rhetoric, logic, arithmetic, How would you compare and students earned a degree. geometry, music, and astronomy. Teachers lectured by reading from a basic text and contrast schools today with then adding their explanations. To get a those of the High Middle Ages? The university of today, with faculty, degree, students took oral examinations See page R39 (Answers will vary. Students may students, and degrees, was a product of after studying four to six years. A student to read excerpts from the High Middle Ages. The word univer- could earn a bachelor of arts and later a indicate how universities have Christine de Pizan’s A Woman May Need sity comes from the Latin word universitas, master of arts. changed since the Middle Ages to Have the Heart of meaning “corporation” or “guild.” A student could earn a doctor’s degree but still have some of the same a Man in Primary The first European in law, medicine, or theology in about ten Sources and university appeared ENGLAND more years. The most highly regarded sub- features.) BL Oxford Literature Library. in Bologna (buh• ject was theology—the study of religion LOH•nyuh), Italy. Paris and God. Those with doctor’s degrees Students, men only, were officially able to teach but could pur- Differentiated FRANCE D Instruction R came from all over sue other careers. Europe to learn law Bologna The study of theology was strongly Advanced Learners Have from the great teacher ITALY influenced by a philosophical and theo- students research connections Irnerius. The Univer- logical system known as scholasticism. sity of Paris was the first university in Scholasticism tried to reconcile faith and between the ideas of Aristotle northern Europe. In the late 1300s, many reason—to show that what was accepted and Thomas Aquinas. Ask them students and masters (teachers) left Paris on faith was in harmony with what could to create a graphic organizer to be learned through reason and experience. D Its chief task was to harmonize Christian show the results of their research. teachings with the works of the Greek phi- They might compare and contrast losophers. The philosopher Aristotle the two men’s ideas or show reached his conclusions by rational thought, not by faith, and his ideas some- Aristotle’s influence on Aquinas’s St. Thomas Aquinas times contradicted Church teachings. thought. AL 1225?–1274 Medieval Theologian In the 1200s, Saint Thomas Aquinas Just before Thomas’s birth, a village holy man predicted to his (uh•KWY•nuhs) made the most famous mother, “so great will be his learning and sanctity that in his day no attempt to reconcile Aristotle with the doc- one will be found to equal him.” By the end of his trines of Christianity. Thomas Aquinas is life, this prophecy had been fulfilled. He entered best known for his Summa Theologica Answer: Greek philosophy and the religious life at an early age and spent many (summa was a summary of all knowledge Christian doctrine years in study and meditation. Over time he on a given subject). His masterpiece was became one of the greatest intellectuals the organized according to the logical method Catholic Church ever produced. He left a body of scholarly investigation. Aquinas first of more than sixty scholarly works on a wide posed a question such as, “Does God ✓ Reading Check variety of subjects, chiefly Greek philosophy exist?” He then cited sources that offered and Christian doctrine. Thomas was once opposing opinions before reconciling them Answer: to reconcile faith and asked what he considered the greatest and coming to his own conclusions. He gift he had ever received. He replied, reason believed that truths arrived at through rea- “I think that of having understood whatever I have read.” What son could not conflict with truths arrived were the chief subjects of at through faith. Reason, unaided by faith, St. Thomas’s writings? could uncover truths about the physical universe but not spiritual truths.

✓ Reading Check Explaining What was the Differentiated main goal of scholasticism? Instruction

Name Date Class d Music Ac World Art an tivity 10 Analyzing Information Troubadours

Sometime during the mid-1000s, poet-musicians called troubadours began to appear in southern France. Most were male members of the nobility. Some wrote songs, some sang, and some both wrote and sang. Occasionally, troubadours accompanied themselves on stringed instruments. Their songs, which were sung in the everyday language of the people, were at first taught orally and memorized. It was not until much later that these songs were written down. What this meant was that a troubadour could easily change the words of a song to suit his circumstances. Amazingly, more than 2,500 songs survive. 10 Directions: Read the passage below about these traveling musicians. Then answer the questions in the space provided. Objective: Learn more about medieval troubadour poetry. Differentiated Instruction Strategies CHAPTER Focus: Have students read the passage. BL Have students read the song lyrics Teach: Tell students to answer questions 1–4. aloud with a partner. Graw-Hill Companies Graw-Hill The Mc Assess: Have students share answers with a partner AL Ask students to write a pastourelle ill, a division of

cGraw-H Bas-relief scene of medieval troubadours lencoe/M roubadour music was composed by and for the interfere with the poetry. The poems tended to be and amend answers as needed. using one plot described here. Tupper classes. Knights possessed vast wealth about courtly and chivalrous love, in which a lady was and leisure time, both of which they liked to display. worshipped from afar with great respect and dignity.

Copyright © G In addition to giving lavish banquets, they pursued The object of the troubadour’s affection was depicted the arts to gain a reputation for being cultured. as so perfect that she was unobtainable. These were Around this time, upper-class women began to be not despondent poems, however. The troubadour revered and referred to as “ladies.” was content never to possess his beloved. Often the Ask students to compare these love songs to ELL Have students create vocabulary cards The words in a troubadour’s song were of foremost troubadour would imply that he would be dis- Close: importance. The music was simple so that it would not appointed or disillusioned if she accepted his offers. (continued) 193 love songs today. for unfamiliar words, then reread the World Art and Music worksheet. Activity, URB p. 193 350 CHAPTER 10 • Vernacular Literature SECTION 3

Troubadour poetry and the heroic epic poem were popular forms of vernacular literature in the twelfth century. C Critical Thinking HISTORY & YOU What types of books do you enjoy—mystery, science Vocabulary fiction, nonfiction? Read to learn what type of literature was popular dur- 1. Explain the significance of: construction, Analyzing Primary Sources ing the High Middle Ages. corporation, Bologna, Paris, Oxford, Have students read the example theology, scholasticism, Aristotle, Saint Thomas Aquinas, Summa Theologica, of troubadour poetry. Ask: Why Latin was the universal language of medieval civiliza- vernacular, chanson de geste. is the knight unable to see the tion. Used in the Church and schools, Latin enabled woman he loves? (Possible answer: learned people to communicate anywhere in Europe. Main Ideas They live in different countries that However, in the twelfth century, much new literature was 2. Summarize the evolution of church being written in the vernacular—the language of every- architecture by describing the features and are at war.) OL day speech in a particular region, such as Spanish, French, innovations in a diagram like the one English, or German. A new market for vernacular litera- below. ✓ Reading Check ture appeared in the twelfth century when educated lay- Answer: troubadour poetry of people (religious people who were not clergy) at courts Basilica Romanesque Gothic and in the cities took an interest in new sources of chivalric love and chansons de entertainment. geste, or heroic epics Perhaps the most popular vernacular literature of the 3. List the fields of study in which a medieval twelfth century was troubadour poetry, which was chiefly university student could earn a doctor’s the product of nobles and knights. This poetry told of the degree. love of a knight for a lady, who inspires him to become a 4. Identify the chief events in heroic epic braver knight and a better poet. A good example is from poems. the noble Jaufré Rudel, who cherished a dream woman Assess from afar. He feared that he would never meet her, but would always love her. Critical Thinking 5. The BIG Idea Analyzing How did the architecture of the Gothic cathedral reflect (ISTORY /.,).% PRIMARY SOURCE medieval religious values? Study Central provides summa- “Most sad, most joyous shall I go away, 6. Comparing and Contrasting Compare Let me have seen her for a single day, what you know of modern university ries, interactive games, and online My love afar, courses of study with those of the first graphic organizers to help stu- European universities. What are the I shall not see her, for her land and mine dents review content. Are sundered, and the ways are hard to find, C similarities and differences? So many ways, and I shall lose my way, 7. Analyzing Visuals Imagine yourself So wills it God. standing inside the Gothic cathedral shown Yet shall I know no other love but hers, on page 349. How would you describe the And if not hers, no other love at all.” look and feel of the interior? Close —Jaufré Rudel Writing About History Identifying Have students list Another type of vernacular literature was known as the 8. Persuasive Writing Use a word important advances in architec- chanson de geste, or heroic epic. The earliest and finest processing program to create an illustrated ture and literature during the example of such literature is the Song of Roland, which brochure to attract students to a new appeared around 1100 and was written in French. The medieval university in Venice. Include High Middle Ages. BL chief events described in heroic epic poems are battles and information on the method of education political contests. The epic world is one of combat, in and degree and course offerings. Provide a “frequently asked questions” section. which knights fight courageously for their kings and lords. Women play only a small role or no role at all in heroic epic poems. (ISTORY /.,).% For help with the concepts in this section of ✓Reading Check Glencoe World Identifying What were two popular types of History, go to glencoe.com and click Study Central. vernacular literature in the twelfth century? SECTION REVIEW

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Answers

1. Definitions for the vocabulary words are 4. battles and political contests 7. Possible descriptors: expansive, light, grand, found in the section and in the Glossary. 5. Pointed arches and ribbed vaults focused upward-oriented, arched, majestic, awe- 2. Basilica: rectangular; flat wooden roofs. upward toward God. Sunlight through some, reverent Romanesque: stone barrel vault roof; mas- stained glass symbolized God’s light. 8. Brochures should be informative and per- sive walls and pillars; dark. Gothic: ribbed 6. Similarities: liberal arts curriculum; bache- suasive and reflect accurate details based vaults; pointed arches; flying buttresses; lor of arts, master of arts, and doctoral on the description of medieval universities thinner walls; stained glass windows. degrees. Differences: lectures only; oral in the text. 3. law, medicine, or theology examinations to get degrees; only fields were law, medicine, or theology

351 CHAPTER 10 • SECTION 4 Focus The Late Middle Ages Bellringer Medieval European society reached its high point in the GUIDE TO READING 1200s. However, everything changed in the 1300s when a series Daily Focus Transparency 10.4 of disastrous forces overwhelmed Europe. The Black Death Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The BIG Idea ANSWERS UNIT 1. People would not know who to believe; two or three popes could not each be an absolute authority. 2. People might 2 DAILY FOCUS SKILLS not accept either pope. 3. clergy corrupt, too fond of worldly power, wealth Chapter 10 TRANSPARENCY 10-4 Devastation of War Disastrous forces spread, killing over one-third of the population. People’s faith

The Late Middle Ages 1 Why would having two or 2 Why might the popes’ 3 In what ways were Church overwhelmed Europe in the fourteenth century with three rival popes weaken denouncing each other troubles caused by internal Church authority? create problems for the problems? in the papacy was undermined when the Great Schism rocked papacy? The Decline of Church Power lasting consequences.

Struggle between Pope Great Schism Each line of popes the Catholic Church. Then, the Hundred Years’ War started. Boniface VIII and King (Two rival popes) denounces the other. Phillip IV of France over the king’s right to tax the clergy of France Church council elects a new pope and ends Content Vocabulary Recovery began in the 1400s, and rulers responded by the schism. Fear of French influence Fear of • anti-Semitism (p. 353) • taille (p. 357) corruption by worldly power establishing their “new” monarchies. Reformer Jan Hus of Bohemia, burned at stake, Hus’s followers defy • new monarchies becomes martyr Church forces. The Church (p. 357)

Academic Vocabulary The Black Death • abandoned (p. 352) Spreading throughout Europe during the mid-fourteenth century, GUIDE TO READING • consequences (p. 353) the Black Death had disastrous social and economic effects. Answers to Graphic: People, Places, and Events HISTORY & YOU What if one-third of your town’s population just suddenly disappeared? Read to learn about the spread of the Black Death. popes lost power over kings; Great Schism; cries for • Black Death (p. 352) • Henry V (p. 356) reform of the church • Pope Boniface VIII • Agincourt (p. 356) (p. 355) • Joan of Arc (p. 356) The Middle Ages in Europe had reached a high point in the • King Philip IV (p. 355) • Orléans (p. 356) 1200s. In the 1300s, however, some disastrous changes took place. • Avignon (p. 355) • Isabella (p. 359) Especially catastrophic was the Black Death, the most devastat- • Great Schism (p. 355) • Ferdinand (p. 359) ing natural disaster in European history. One observer wrote that • John Hus (p. 355) Section Spotlight Video “father abandoned child, wife [abandoned] husband, one brother Reading Strategy [abandoned] another, for the plague seemed to strike through breath and sight. And so they died. And no one could be found to To generate student interest and Determining Cause and Effect As you read, use a diagram like the one below to iden- bury the dead, for money or friendship.” provide a springboard for class tify three reasons for the decline of the papacy. discussion, access the Chapter 10, The Plague Spreads Section 4 video at glencoe.com or Bubonic plague was the most common form of the Black Death. on the video DVD. Decline of the Papacy It was spread by black rats infested with fleas carrying a deadly bacterium. Italian merchants brought the plague with them from Caffa, on the Black Sea, to the island of Sicily in October 1347. The plague had spread to southern Italy and southern France by the end of 1347. Usually, the path of the Black Death followed trade routes. In 1348 and 1349, the plague spread through France, the Low Countries (modern Belgium, Luxembourg, and the Nether- lands), and Germany. It ravaged England in 1349 and expanded to northern Europe and Scandinavia. Eastern Europe and Russia were affected by 1351. Out of a total European population of 75 million, possibly one- third to one-half of the population died of the plague between 1347 and 1351. Especially hard hit were Italy’s crowded cities, where 50 to 60 percent of the people died. In England and Ger- Resource Manager many, entire villages disappeared.

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Reading Critical Differentiated Writing Skill R Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Academic Vocab., p. 353 • Drawing Con., p. 354 • Visual/Spatial, p. 355 • Expository Writing, • Using Geo. Skills, • Predicting, p. 356 • Analyzing Pri. Sources, • Adv. Learners, p. 358 pp. 356, 359 pp. 353, 357 • Identifying, p. 357 p. 355 • Visual Literacy, p. 354 • Compare/Contrast, p. 358 Additional Resources Additional Resources Additional Resources • Academic Vocab. Act., • Linking Past/Present Additional Resources • Pri. Source Read., URB Additional Resources URB p. 175 Act., URB p. 188 • Skills Reinforc. Act., p. 191 • Mapping Hist. Act., URB • People in World Hist. • Writer’s Guidebook, URB p. 177 • Guid. Read. Act., URB p. 181 Act., URB p. 190 pp. 23, 27 • Time Line Act., URB p. 201 • Section Quiz, p. 120 • Reteach. Act., URB p. 187 • Read. Ess. & Note-Taking • Chapter Tests, p. 121 p. 195 Guide, p. 118 CHAPTER 10 • SECTION 4 SPREAD OF THE BLACK DEATH

10°W 0° 10°W 20°W 30°W 50°W 60°W 70°W

40°E Teach 0 400 kilometers

60°N 0 400 miles Lambert Azimuthal Equal-Area projection Bergen 20°W S Skill Practice Stockholm Edinburgh Novgorod Using Geography Skills Ask: a 50°N e N North S c What cities were partially or Sea i E lt Ba W totally spared from the Black S ATLANTIC London Lübeck Danzig Winchester Bruges Death? (Rome, Milan, Nuremberg) OCEAN Ghent BL Paris Frankfurt Kyiv (Kiev) Bay of Kraków Nuremberg Biscay Augsburg Bordeaux Lyon Vienna R Reading Strategy C Buda a 4 Milan Venice s 0°N León p Academic Vocabulary Have Genoa Belgrade Feodosiya ia S Lisbon Marseille n students use context clues to Barcelona Florence Black S Toledo e Sea a Valencia -@INQB@ #NQRHB@ Rome determine the meaning of conse- Córdoba Constantinople 3@QCHMH@ Naples quences. Ask: What are synonyms for consequences? (effects, results) 3HBHKX Athens Tunis M ELL Syria ed to ite #XOQTR rra #QDSD nea Extent of Spread n Sea 1347 1350 Middle of 1348 1351 30°N Answers: End of 1348 1353 1. They were on the major sea 1349 1. Movement Genoa and Barcelona were Major sea trade route seriously affected by the Black Death. Why trade route from Caffa Partially or totally spared do you think this was so? 2. It spread from Caffa to Seriously affected 2. Movement Describe the general direction of the spread of the Black Death over time. Greece, Italy, Africa, and Spain. Then it moved northeast through Europe. Social and Economic Impact a dramatic rise in the price of labor. At the People did not know what caused the same time, the decline in the number of R plague. Many believed that God sent it as people lowered the demand for food, ✓ Reading Check resulting in falling prices. punishment for their sins or that the devil Answer: by black rats infested caused it. Some reactions became extreme Landlords were now paying more for and led to anti-Semitism—hostility toward labor while their incomes from rents were with infected fleas Jews. Some accused Jews of causing the declining. Some peasants bargained with plague by poisoning town wells. The worst their lords to pay rent instead of owing attacks occurred in Germany. Many Jews services. This change freed them from serf- fled from Germany to Poland, where the dom, an institution that had been declin- king protected them. ing throughout the High Middle Ages. The death of so many people also had severe economic consequences. Trade ✓ Reading Check Explaining How was the declined, and a shortage of workers caused plague spread? Additional

CHAPTER 10 Europe in the Middle Ages 353 Support

Activity: Interdisciplinary Connection

Health Besides its massive social and eco- affecting millions around the world. Ask: them to address the symptoms and spread nomic consequences, the Black Death also Why is there less superstition about AIDS of each disease, any known or possible had significant psychological effects on the than the Black Death? (There is more scien- cures for each, and the attitudes of each people of the Middle Ages. Many, searching tific information about how diseases are society toward the diseases. They might for answers, turned to mysticism and super- caused and spread now.) Have students work present their information as a video or radio stitious beliefs and practices. Explain to stu- together on a project comparing and con- newscast, or as a newsmagazine article. dents that AIDS is a modern-day plague, trasting the Black Death with AIDS. Ask OL

353 CHAPTER 10 • SECTION 4 THE BLACK DEATH C Critical Thinking Drawing Conclusions Ask: Why did people turn to the Church for help against the Black The Black Death greatly decreased the population of Europe and brought about significant economic and Death? (because it was the most social changes in the late Middle Ages. Simple flea bites powerful institution in society) OL unleashed a sickness that killed as many as one-third to one-half the people in Europe within four years. A labor shortage developed, manufactured goods became scarce, and trade slowed drastically. The labor shortage gave the serfs bargaining power. Many negotiated to S Skill Practice become wage earners instead of serfs. Visual Literacy Ask: How does Peasants moved to cities in greater numbers, seeking higher wages. The economic system of wealth tied to this image reflect the effects of owning land was weakening. In its place rose a system the Black Death on the power of based on paying money for labor. The newly empowered the Church? (It shows that the peasants and guild members stood up for their rights more boldly after the plague. All over Europe, peasants Church—the priest—is weaker than revolted over taxes and serfdom. the disease—the skeleton—and Faced with the Black Death, people turned to the that God is merely looking on rather Church to save them. The Church, however, proved to be powerless against the plague. Clergy died alongside C than stopping it.) AL worshippers. As Church influence weakened, In this fourteenth-century intellectuals dared to explore ideas formerly forbidden English text, a priest blesses by the Church. monks who show the characteristic black spots of bubonic plague. The inability of the Church to stop the Answers: “Black Death” affected its 1. Both show religious figures status in medieval society. responding to the plague S with little effect. Effects of the Black Death 2. Before the plague, peasants ECONOMIC EFFECTS were tied to the land. There Drastic decline in population led to: were plenty of workers, so • Labor shortages the lords could “call the —higher wages for laborers and artisans —bargaining power for serfs with landlords Images of death became common in art. Here, shots.” The plague created a a priest gives the last rights while a smiling • Decline in trade (along with labor shortage) devil/skeleton attacks the victim with a spear. labor shortage, giving peas- —scarcity of manufactured goods God appears in the upper right. ants the power to bargain for —higher prices for manufactured goods better wages and conditions. • Less demand for food —lower food prices SOCIAL EFFECTS 1. Comparing What common elements • Decline of serfdom exist in the art shown about the • Growth of cities Black Death? • Peasant revolts 2. Analyzing Why could peasants • Decline in Church influence stand up for their rights more boldly after the plague than before it? • Preoccupation with death in art and literature Differentiated

Instruction 354 SECTION 4 The Late Middle Ages The British Library/Topham-HIP/The Image Works

Leveled Activities BL Skills Reinforcement OL Primary Source Reading, AL Linking Past and Present ELL Time Line Activity, URB Activity, URB p. 177 URB p. 191 Activity, URB p. 188 p. 187

Name Date Class ______Name Date Class Name Date Class Name Date Class

Linking Past and Present Activity 10 Skills Reinforcement Activity 10 P RIMARY S OURCE R EADING10 Time Line Activity 10 Old and New Solutions to the Problem of Poverty Analyzing Historical Maps An Italian Writer Describes the Black Death THEN In the late Middle Ages, when towns NOW Providing for the poor in contemporary iovanni Boccaccio was a fourteenth-century Italian writer who wrote Europe in the Middle Ages Historical maps show political, social, changes over time; (4) compare historical and cities began to develop around local mar- society has become a highly centralized func- the Decameron, the story of a group of men and women who survive ket centers, a variety of charitable institutions tion. Although private and religious organiza- and cultural changes over time. To read a maps of the same area over different directions: Medieval Europe in the years A.D.1000–1500 underwent dramatic conflicts, inno- the Black Death by fleeing their city. Read this excerpt from the intro- began to spring up. Hospitals and almshouses tions still play a significant role in fighting historical map: (1) read the title of the map; periods of time; and (5) draw conclusions G vation, and cultural diffusions. Some events of that time are shown on the time line below. duction of his book to learn more about what it was like during the time of were the most prevalent of these institutions. poverty, the governments of nations have taken (2) read the map’s key, scale, and labels; about the causes and effects of the changes this terrible epidemic. Originally, hospitals served any person who over most of the job. In the United States, indi- Read the time line. Then answer the questions that follow. (3) identify the order of events to see you see. was in need of either health care or shelter. vidual states make the welfare laws; the federal Guided Reading In this selection, read to understand some of the effects of an epidemic plague on people in the Almshouses provided food, clothing, and government provides the funds necessary to c. 1158 First European 1305 Pope Clement moves residency Directions: Study the map below. Then answer the questions in the space provided. Middle Ages. shelter. enact the different welfare programs. universities founded. to Avignon.

CHAPTER Laypeople, as well as religious leaders, Most of the Western democracies help their 1. What historical event is Spread of the Black Death in Europe The symptoms were not the same as in the entirely to avoid the sick and everything belong- founded, supported, and served in these insti- citizens through illness, unemployment, old 10 10 10 traced in this map? 20° 10° 0° 10° 20° 30° East, where a gush of blood from the nose was ing to them. By so doing, each one thought he tutions. Some laypeople joined the clergy in age, and other periods of financial insecurity. 1232 Inquisition is created to 1337 Hundred Years’ War begins. 0 250 550000 mmilesiles Approximate area reached by the plain sign of inevitable death; but it began would secure his own safety. charitable organizations called confraternities. In some countries, the government provides battle heresy. Black Death in: 0 250 550000 kkilometersilometers both in men and women with certain swellings Some thought that moderate living and the Guilds established almshouses for impover- its citizens with medical care. All democratic 1347 1350 1346 Battle of Crécy Stockholm Reval in the groin or under the armpit. They grew to avoidance of all superfluity [nonessentials] ished members and made loans to those tem- governments offer free education through at 1348 1351 a 10 North e 1349 1352 S porarily out of work. Guilds also set aside least secondary school. Sea c Riga the size of a small apple or an egg, more or less, would preserve them from the epidemic. They i CHAPTER t CHAPTER

Area about which there CHAPTER Edinburgh l is insufficient information a and were vulgarly called tumours. In a short formed small communities, living entirely sepa- funds to support the widows and orphans of Citizens pay taxes to support the benefits B A D A D A D Area not affected by Black Death deceased members. City governments ran they enjoy. Lately, an influx of immigrants to A.D.1000 . .1200 . .1400 . .160 Dublin York Königsberg space of time these tumours spread from the two rate from everybody else. They shut themselves Town known to have been partly Danzig Leicester Hamburg Lübeck N offices that were dedicated to the relief of developed nations has placed a heavy burden or totally spared by Black Death Norwich parts named all over the body. Soon after this up in houses where there were no sick, eating Bremen Stettin Major town seriously Oxford Amsterdam E poverty. Cities also contributed money to the on these nations’ welfare systems. Since many 1453 Hundred Years’ Bristol W the symptoms changed and black or purple the finest food and drinking the best wine very affected by Black Death Antwerp London Leipzig charitable organizations run by individuals immigrants are unable to secure employment 1377 Pope Gregory XI 1415 Battle of Agincourt; War ends. Major sea trade route Liège Cologne Kraków S spots appeared on the arms or thighs or any temperately, avoiding all excess, allowing no Rouen Amiens Frankfurt Prague returns to Rome. Jan Hus martyred. Nuremberg other part of the body, sometimes a few large and trade organizations. Wealthy people often that pays a living wage, they depend upon 2. What time period is Paris Reims news or discussion of death and sickness, and Vienna willed small annual donations to the poor in public assistance. Some people consider this to represented? Bay of Dijon Budapest ones, sometimes many little ones. These spots passing the time in music and suchlike pleas- 1435 War of the Innsbruck Biscay Geneva their parish. be unfair, arguing that newcomers to a coun- Lyons were a certain sign of death, just as the original ures. Others thought just the opposite. They 1412 Joan of Arc is born. 1431 Joan of Arc burned at the stake. Roses begins. Verona As urban populations increased, an ever- try should not automatically be supported by Bordeaux Milan Venice tumour had been and still remained. thought the sure cure for the plague was to Avignon Genoa Zara growing number of poor people further that country. Yet others believe that public Arles Florence Split Pisa No doctor’s advice, no medicine could over- drink and be merry, to go about singing and G © Copyright Siena Ragusa strained the resources of the different support assistance should be available to all people come or alleviate this disease, An enormous amusing themselves, satisfying every appetite Madrid Barcelona Corsica Rome groups. To make the distribution of relief to who live in a country. Most immigrants how- 1. What important institutions began in the mid-twelfth century? 3. What information is Lisbon Naples number of ignorant men and women set up as they could, laughing and jesting at what hap- Sardinia the poor more efficient and effective, city gov- ever, regardless of their income level, still pay Córdoba shown in the map key? Seville doctors in addition to those who were trained. pened. They put their words into practice, spent lencoe/M Palermo ernments began to take on a greater role in their share of taxes.

Cádiz raw-Hill Companies raw-Hill raw-Hill Companies n Modon iterra ean Either the disease was such that no treatment day and night going from tavern to tavern, raw-Hill Companies Med Sea Sicily Messina distributing aid than did private organiza- Lately, government officials have begun to 2. For how many years was the papal court out of Rome? was possible or the doctors were so ignorant that drinking immoderately, or went into other peo- tions. reconsider many welfare policies. Political of division cGraw-Hill,a The McG The McG they did not know what caused it, and conse- ple’s houses, doing only those things which Some civic leaders began to view paupers as leaders in the United States have pointed out The McG quently could not administer the proper remedy. pleased them. This they could easily do because potential revolutionaries or criminals. To reduce that issuing welfare checks has created a cul- 3. During which war was Joan of Arc alive? In any case very few recovered; most people everyone felt doomed and had abandoned his the threat of social unrest, civic leaders designed ture of dependent people. Consequently, they died within about three days of the appearance property, so that most houses became common work programs for beggars and banished them have enacted work programs designed to take

of the tumours described above, most of them property and any stranger who went in made from the city if they refused to work. people off welfare. In countries with moderate McG The

cGraw-Hill, a cGraw-Hill, division of 4. How old was Joan of Arc when she died? cGraw-Hill, a cGraw-Hill, division of without any fever or other symptoms. use of them as if he had owned them. And with socialist governments, such as Sweden, some a cGraw-Hill, division of

The violence of this disease was such that all this bestial [animal] behaviour, they avoided citizens have become willing to give up their Companies raw-Hill lencoe/M lencoe/M 354 the sick communicated it to the healthy who the sick as much as possible. CRITICAL THINKING benefits in exchange for lower taxes. lencoe/M came near them, just as a fire catches anything In this suffering and misery of our city, the 5. What were two important battles of the Hundred Years’ War? dry or oily near it. And it even went further. To authority of human and divine laws almost dis- Directions: Answer the following questions 3. Synthesizing information: Why did the Copyright © G Copyright © G speak to or go near the sick brought infection appeared, for, like other men, the ministers and on a separate sheet of paper. leaders of medieval towns take steps Copyright © G and a common death to the living; and to touch the executors of the laws were all dead or sick or 1. Making comparisons: Compare the against paupers? Do research in the library 6. During which century did the Church first seek to increase its control over heretics? 4. List five cities seriously affected by the plague. the clothes or anything else the sick had touched shut up with their families, so that no duties sources of money for relief for the poor and on the Internet to discover which legal or worn gave the disease to the person touching. were carried out. Every man was therefore able in the Middle Ages with those in modern measures—besides banishment—were times. taken against petty criminals and vagrants. . . . Such fear and fanciful notions took pos- to do as he pleased. 7. What war between the English nobility began in the 1400s? session of the living that almost all of them Many others adopted a course of life midway 2. Making inferences: Why do you think Write a brief report of your findings and adopted the same cruel policy, which was between the two just described. They did not helping the poor is important to the well- explain how harsh punishment might have being of a community or state? contributed to a rise in the crime rate. 177 191 188 187 CHAPTER 10 • SECTION 4 Decline of Church Power The Great Schism Perceiving the decline in papal prestige, The Great Schism of the Catholic Pope Gregory XI returned to Rome in 1377 Church caused great political conflict and left Europe but soon died. When the cardinals met to Differentiated divided for four decades. elect a new pope, the citizens of Rome D Instruction HISTORY & YOU Have you and a friend ever dis- warned that the cardinals would not leave agreed? Read to learn about the Great Schism. Rome alive unless they elected an Italian. Visual/Spatial Have students The cardinals wisely elected an Italian, refer to the Reference Atlas to Pope Urban VI. Five months later, a group help them follow the events The popes reached the height of their of French cardinals declared the election power in the 1200s. In the 1300s, the invalid and chose a Frenchman as pope. described in the text. You may Church’s power declined. This pope returned to Avignon. wish to give them an outline map Because Urban remained in Rome, there of Europe and ask them to label The Popes at Avignon were now two popes, beginning the Great key locations and events. BL European kings had begun to reject Schism of the Church. Lasting from 1378 papal claims of supremacy by the end of to 1417, the Great Schism divided Europe. the 1200s. The struggle between Pope France and its allies supported the pope in Boniface VIII and King Philip IV of Avignon. As France’s enemies, England France had serious consequences for the and its allies supported the pope in Rome. C Critical Thinking papacy. Philip claimed the right to tax the In addition to creating political conflict, Analyzing Primary Sources the Great Schism damaged the Church. clergy. Boniface argued that taxing the Have students read the primary clergy required the pope’s consent, because The pope was widely believed to be the popes were supreme over both Church true leader of Christendom. When each source excerpt from Petrarch. Ask: and state. Philip rejected the pope’s posi- line of popes denounced the other as the Who were the “poor fishermen of tion and sent French forces to Italy to bring Antichrist (one who opposes Christ), peo- Galilee”? (Jesus’s apostles) Why are Boniface back to France for trial. The pope ple’s faith in both the papacy and the escaped but died soon afterward. Church were undermined. The situation popes referred to as the apostles’ Philip then engi- became worse when an effort to resolve successors? (because popes traced the problem in 1409 resulted in the simul- FRANCE neered the election their authority back to the apostle of a Frenchman, D taneous reign of three popes. A church Peter, the first bishop of Rome) OL Clement V, as pope council finally met at Constance, Switzer- Avignon in 1305. Clement land, and ended the schism in 1417. The competing popes either resigned or were ITALY took up residence in Avignon (!•"##$• deposed. A new pope, acceptable to all, ✓ Reading Check Rome was then elected. YOHN), in southern Answer: People thought the Mediterranean Sea France. From 1305 These crises led to calls for reform. Czech to 1377, the popes reformers led by John Hus called for an pope, as bishop of Rome, lived in Avignon. end to corruption of the clergy and to should live in Rome. Also, the Sentiments against the papacy grew dur- excessive papal power within the Church. popes were living lavishly in ing this time. Many believed that the pope Hus was accused of heresy by the Council as bishop of Rome should reside in Rome, of Constance and burned at the stake in Avignon. not in Avignon. The splendor in which the 1415. In response, the Czechs led a revolu- pope and cardinals were living in Avignon tionary upheaval in Bohemia that was not also led to strong criticism of the papacy, crushed until 1436. as expressed by the Italian poet Petrarch: By the early 1400s, then, the Church had lost much of its political power. The pope PRIMARY SOURCE could no longer assert supremacy over the state. Although Christianity remained cen- “Here reign the successors of the poor tral to medieval life, the papacy and the fisherman of Galilee; they have strangely forgotten C Church had lost much of their spiritual their origin. I am astounded . . . to see these men authority. loaded with gold and clad in purple, boasting of the spoils of princes and nations.” ✓ Reading Check Explaining Why were popes —Italian poet Petrarch criticized for living in Avignon? Hands-On

CHAPTER 10 Europe in the Middle Ages 355 Chapter Project Step 4

Designing a Web Site About they have gathered all the information, stu- Summarizing: Allow time for groups to Europe in the Middle Ages dents should complete their Web site share what they learned about the Section designs. Students may design the pages 4 Big Idea while gathering Web site mate- Step 4: Creating the Web Pages In addi- using specialized computer software, word rial. Allow additional time for groups to tion to selecting the remaining information, processing software, or simply use pen and complete their Web site designs. OL groups finalize designs for the Web pages. paper. Before submitting their finished Directions: Tell groups to use the Section products, groups should review the chapter (Chapter Project is continued in the Visual 4 Big Idea as a guide for selecting the to check their work for accuracy and Summary.) remaining material for their Web site. After completeness.

355 CHAPTER 10 • SECTION 4 stunning English victory: “[with their The Hundred Years’ War longbows] the English continued to shoot England and France waged the long, into the thickest part of the crowd, wasting violent Hundred Years’ War. none of their arrows. They impaled or W Writing Support wounded horses and riders, who fell to the HISTORY & YOU How would you react to someone Expository Writing The son who claimed to have visions? Read to learn about ground in great distress, unable to get up of the English king Edward III Joan of Arc. again without the help of several men.” The Battle of Crécy was not decisive, was known as the Black Prince however. The English simply did not have because he wore black armor. Plague, economic crisis, and the decline enough resources to conquer all of France. Have students research the Black of the Catholic Church were not the only Nevertheless, they continued to try. The problems of the late Middle Ages. War and English king, Henry V, achieved victory at Prince and his role in the Hundred political instability must also be added to the Battle of Agincourt in 1415. The heavy, Years’ War. Ask them to summarize the list. The Hundred Years’ War was the armor-plated French knights tried to attack his career in a brief written report. most violent struggle during this period. Henry’s forces across a muddy field. They AL were disastrously defeated, and 1,500 The War Begins French nobles died in battle. The English Trouble began over the duchy of Gas- were masters of northern France. R Reading Strategy cony in France. England possessed it, and Predicting Ask: How did the France wanted it. King Edward III of Eng- Joan of Arc land was also the duke of Gascony and a The seemingly hopeless French cause nature of warfare change after W vassal to the French king. However, when now fell into the hands of Charles, heir to the Hundred Years’ War? (Armies King Philip VI of France seized the duchy the French throne. Quite unexpectedly, a relied more on large numbers of in 1337, Edward declared war on Philip. French peasant woman saved the timid Thus began the Hundred Years’ War foot soldiers than on heavily armed monarch. between England and France. The daughter of prosperous peasants, cavalry. Ordinary people became The war began in a burst of knightly Joan of Arc was a deeply religious person. more involved in fighting.) OL enthusiasm. Trained to be warriors, knights She experienced visions and believed that viewed battle as a chance to show their saints had commanded her to free France. fighting abilities. The Hundred Years’ War Though only 17, Joan’s sincerity and sim- proved to be an important turning point in plicity persuaded Charles to allow her to ✓ Reading Check the nature of warfare, however. Peasant accompany a French army to Orléans. foot soldiers, not knights, won the chief Answer: the seizure of the Apparently inspired by Joan’s faith, the battles of the war. French armies found new confidence and duchy of Gascony by King France’s heavily armed noble cavalry- seized Orléans. Joan had brought the war Philip VI of France men, or knights, viewed foot soldiers as to a turning point but did not live to see its social inferiors. The English also used end. The English captured Joan in 1430 heavily armed cavalry, but they relied and turned her over to the Inquisition on more on large numbers of peasants, paid charges of witchcraft. At the time, visions to be foot soldiers. English soldiers were were thought to be inspired by either God R armed not only with pikes, or heavy spears, or the devil. Joan was condemned to death but also with longbows. The longbow had as a heretic. greater striking power, longer range, and Joan’s achievements, however, were more rapid speed of fire than the crossbow decisive. Although the war dragged on for (formerly the weapon of choice). another two decades, defeats of English armies in Normandy and Aquitaine led to Crécy and Agincourt a French victory by 1453. Also important to The first major battle of the Hundred the French success was the use of the can- Years’ war occurred in 1346 at Crécy. The non, a new weapon made possible by the larger French army followed no battle plan invention of gunpowder. and attacked in a disorderly fashion. The English archers devastated them. ✓ Reading Check Identifying What event Differentiated As the chronicler Froissart described the sparked the Hundred Years’ War?

Instruction 356 SECTION 4 The Late Middle Ages

Name Date Class

Mapping History Activity 10

France in the 1400s Analyzing Information The Hundred Years’ War between France and England lasted for 116 years. England had the advantage for the first 92 years, until the time of Joan of Arc. Inspired by Joan of Arc, the French troops began driving the English back to the north of France. When the war ended in 1453, the English had been pushed back to the port of Calais. Directions: The map below shows France in the 1400s. Use the map to answer the questions and complete the activity that follow. 10 France in the 1400s 4°W0° 4°E 8°E London Low s ENGLAND ntrie Learn more about France and the Hundred s u Objective: Differentiated Instruction Strategies Calais nder Co 50°N Fla N annel Ch Agincourt CHAPTER lish Crécy Eng HOLY W E S ei ne ROMAN S R iv er Champagne EMPIRE Paris Years’ War. Burgundian Orléans BL Help students answer the questions by Loire River lands dy ATLANTIC un English rg u possessions OCEAN B French lands 45°N Battle site r Have students study the map on the e Focus: pointing to locations on the map. v i G R a ro e n n ne ô R h i R ve r

Graw-Hill Companies Graw-Hill Avignon 0 50 100 miles

The Mc 0 50 100 kilometers worksheet. Lambert Conic Conformal Projection Mediterranean Sea AL Have students research one of the ill, a division of 1. Which areas of France were occupied by English forces? cGraw-H

lencoe/M Teach: Instruct students to answer questions 1–4. 2. Which areas of France were occupied by French forces? battles and create a model illustrating it.

4. Under Joan of Arc’s leadership, the French battled from Orléans to Reims. Assess: Have students share their answers in groups. ELL Make sure students understand that Reims is approximately 80 miles (120 kilometers) northeast of Paris. Mark Reims on the map. Gradually, the French made their way to Calais. Indicate the French forces’ route from Orléans to Calais. 181 Close: Ask students how the Hundred Years’ War English possessions refer to lands Mapping History changed Europe’s political geography. occupied by England. Activity, URB p. 181 356 of these reestablished states as the new CHAPTER 10 • SECTION 4 Political Recovery monarchies. This term applies especially France, England, and Spain emerged as to the monarchies of France, England, and new monarchies by the late 1400s. Spain as they existed at the end of the 1400s. R Reading Strategy HISTORY & YOU After a setback, do you come back stronger and better? Read to learn about the Identifying Ask: What were new monarchies in Europe. France the problems faced by European The Hundred Years’ War left France rulers in the fourteenth century? exhausted. However, the war had also (lack of male heirs, opposition from In the 1300s, European rulers faced seri- developed a strong degree of French ous problems. Many hereditary monar- national feeling toward a common enemy. nobles, financial problems) BL chies or dynasties in Europe were unable The kings used that spirit to reestablish to produce male heirs. The founders of royal power. new dynasties had to fight for their posi- R The development of a strong French tions when groups of nobles supported state was greatly advanced by King Louis S Skill Practice opposing candidates for the kingship. Rul- XI, who ruled from 1461 to 1483. Known Using Geography Skills ers found themselves with financial prob- by many as the Spider because of his devi- lems as well. ous ways, Louis strengthened the use of Have students use the map key In the 1400s, however, recovery set in as a the taille—an annual direct tax usually on and labels to answer this ques- number of new rulers in Europe attempted land or property—as a permanent tax tion. Ask: Which battles did the to reestablish the centralized power of imposed by royal authority. This tax gave monarchies. Some historians have spoken Louis a sound, regular source of income. French win after Joan of Arc’s death? (Formigny, 1450, and Bordeaux, 1453) BL Hundred Years’ War For additional practice on this skill, see the Skills Handbook. Joan of Arc’s claims to mysterious visions led to her greatest successes. She predicted that the French army would suffer a major defeat. When Hundred Years’ War that happened, officials began to Answers: take her seriously. She was taken to 1. a sword Held by England, 1429 King Charles VII, who disguised Loyal to France, 1429 2. In 1429, when Joan of Arc himself to test her. She had never Boundary of France, 1453 inspired the French to vic- seen him before, yet she picked him English victory ENGLAND out of a group without hesitation. French victory 52°W tory in Orléans. The later bat- When the king offered her a sword, London Bruges Ghent tles shown on the map were Joan of Arc announcing her she said she wanted the sword that FLANDERS mission to Charles VII mysterious voices told her was Agincourt 1415 French victories. The earlier el Joan of Arc is burned at the Chann S buried behind the altar of a nearby English Crécy 1346 stake for heresy in 1431. battles shown were English church. It was found exactly where she said it would be. However, Formigny 1450 Rouen Reims after her capture, Joan’s claims of visions worked against her. victories. NORMANDY Paris Joan of Arc’s faith inspires BRITTANY Many people believed that only witches had visions, and witches 48°W the French armies to victory. were heretics. Her pious conduct at the stake moved witnesses to Orléans 1429 tears. Few doubted that she died a faithful Christian. HOLY Bay of BURGUNDY Biscay ROMAN FRANCE EMPIRE N

W 1. Identifying What did Joan of Arc E Castillon 1453 envision buried behind an altar? S AQUITAINE 44°N GASCONY 44°N 2. Drawing Conclusions Based on 0 200 kilometers

the map, when did the tide begin to 0 200 miles turn in favor of the French during the Lambert Azimuthal Equal-Area projection 5°E 10°E Hundred Years’ War? Additional Support akg-images

Activity: Interdisciplinary Connection

Language Arts Joan of Arc was only sev- declared her innocent of the charges. Five literature. Have students present Readers’ enteen when she met King Charles VII and centuries later, in 1920, she was made a Theater or skits based on a famous work just nineteen when she was burned at the saint of the Roman Catholic Church. Ask: such as Jean Anouilh’s Joan of Arc, George stake. To the end, as the flames rose up Why did the Church change its mind about Bernard Shaw’s Saint Joan, or Mark Twain’s around her, she declared “that her voices Joan of Arc? (It realized that the decision Personal Recollections of Joan of Arc. Stu- came from God and had not deceived her.” against her had been politically motivated.) dents might also write and perform their Twenty-five years later, a new Church court Joan’s story has inspired many works of own dramas chronicling Joan’s trial. AL

357 CHAPTER 10 • SECTION 4 The Reconquista of Spain Differentiated D In A.D. 711 Muslims from northern Africa, called Instruction Moors, invaded Spain. Within three years, they had Advanced Learners Ask: What conquered nearly all of the Iberian Peninsula. Soon, the remaining Christian kingdoms began to slowly were the possible effects of ban- reconquer Spain and Portugal. This Reconquista ning Jews and Muslims from liv- ended in 1492, when Catholic monarchs Ferdinand II and Isabella I conquered Granada. ing in Spain? (Answers may include That same year, Ferdinand and Isabella declared loss of cultural diversity; growth of that all Jews must either leave Spain or convert to intolerance; a climate of suspicion Christianity. Ten years later, a similar edict was issued against Muslims. Many Jews and Muslims and fear) AL left, but others chose conversion. Some were forcibly baptized by zealous friars and mobs. Many of these conversos, or “New Christians,” became genuine C Critical Thinking Catholics. However, many continued to practice Judaism or Islam in secret. Comparing and Contrasting Spanish Christians never fully trusted the The Moorish kings of Granada pay tribute to the D Catholic monarchs Ferdinand and Isabella. Ask: What were Louis XI’s and conversos. This distrust led to measures such as Henry VII’s attitudes toward taxa- banning usury (the loaning of money in exchange for interest), circumcision, and Moorish dress. Ultimately, tion? (Louis XI made the taille a suspicion of unwilling conversos led to the expansion permanent direct tax; Henry VII did of the Spanish Inquisition. 1. Describing Who were the conversos, and not place many taxes on his people.) what in their lives changed after 1492? BL 2. Making Connections How did the Reconquista and the Spanish Inquisition share a common goal?

Answers: 1. Jews and Muslims who had to convert to Christianity To curb the power of the great French nobles, ment. Henry ended the wars of the nobles after 1492 or leave Spain; Louis relied on support from the lower by abolishing their private armies. He was nobility and middle class. He added Anjou, also very thrifty. By not overburdening the they were viewed with suspi- Maine, Provence, and other regions to his nobles and the middle class with taxes, cion and many were perse- kingdom. By consolidating power and by Henry won their favor. They thus provided cuted by the Spanish promoting industry and commerce, he cre- much support for his monarchy. Inquisition ated the foundations of a strong monarchy. 2. Both were aimed at Spain’s Spain England Spain, too, experienced the growth of a unification. Reconquista: C The Hundred Years’ War had also strong national monarchy at the end of the territorial unity; Spanish strongly affected the English. Both the cost 1400s. Muslims had conquered much of Inquisition: religious unity of the war and losses in manpower strained Spain by about 725. During the Middle the economy. At the end of the war, Eng- Ages, Christian rulers in Spain had fought land faced even greater turmoil when civil to regain their lands from the Muslims. conflicts—known as the Wars of the Several independent Christian kingdoms Roses—erupted. Noble factions fought to had emerged in the course of the long control the monarchy until 1485, when reconquest of the Iberian Peninsula. Among Henry Tudor established a new dynasty. them were Aragon and Castile. As the first Tudor king, Henry VII Aragon and Castile were both strong Differentiated worked to create a strong royal govern- kingdoms. When Isabella of Castile married

Instruction 358 SECTION 4 The Late Middle Ages The Art Archive/CORBIS

Name Date Class

History A n World ctivit People i y 10 Profile 2 Analyzing Information Isabella I (1451–1504)

You have not converted a man because you have consequences for silenced him. Spanish Muslims From On Compromise (1874) by Lord John Morley and Jews. Just two years Isabella was born into the ruling family of after ascending Castile, the largest of the four kingdoms in the throne, CHAPTER what would become Spain. Her half-brother, Isabella and Henry IV, was king of Castile. Isabella re- Ferdinand started ceived a strict Catholic upbringing and was to wage war a devout Catholic throughout her life. against the Evaluate the reign of Isabella I. At the age of 18, Isabella married Muslim Moors in 10 Objective: Differentiated Instruction Strategies Ferdinand, the heir to the throne of Aragon, southern Spain. It the other major Spanish kingdom. She took 11 years, but their forces succeeded in became queen of Castile at about the same eliminating the Moorish presence. This vic- time her husband, Ferdinand, became the tory brought Spain almost to within its king of Aragon. present borders. The two also waged war The marriage of the rulers of Spain’s two on Spain’s Jewish population. They ordered Focus: Have students read the profile of Isabella I. BL Have students list positive and negative largest kingdoms formed the foundation for Jews to immediately convert to Catholicism the unification of Spain. Isabella and or leave the country. In the end, 200,000 Ferdinand never officially combined their Jews were expelled from Spain, and Spain kingdoms, but their major goal was to cre- had lost many of its most talented and ate a unified Spain with a strong single accomplished citizens. Isabella and G © Copyright aspects of Isabella’s reign. monarchy. For the next 25 years, they made Ferdinand, fired by their Catholic fervor, Teach: Direct students to answer the questions on decisions and followed actions to this end. also established the notorious Spanish In their efforts to unify Spain, Isabella and Inquisition, led by the Roman Catholic lencoe/M Ferdinand codified its laws and standard- priest Tomás de Torquemada. During cGraw-H ized its currency. Spain’s international repu- Torquemada’s 15-year reign as inquisitor tation was enhanced. The king and queen general, 2,000 people were executed. of division a ill, separate paper. AL Ask students to write a detailed report were generous patrons of the arts, and they Isabella died in 1504 when she was 53 will always be famous as the rulers who years old. She left behind her 5 children,

supported Christopher Columbus in his epic and a legacy of powerful rule that shapes McThe voyage. Their reign, however, had disastrous Spain even today. Graw-Hill Companies Graw-Hill on whether Isabella had a more REVIEWING THE PROFILE Assess: Have students compare their answers with a Directions: Answer the following questions on a separate sheet of paper. 1. What was Isabella and Ferdinand’s major goal for Spain? 2. What were Isabella’s major achievements as queen? partner. positive or negative effect on Spain. 3. Critical Thinking Determining Cause and Effect. How was Isabella’s Catholicism reflected in her policies as queen? 4. Critical Thinking Determining Relevance. What is the meaning of Lord Morley’s statement? How might it relate to the events during Isabella’s reign? 190 Close: Discuss the Critical Thinking questions and ELL Help students understand the People in World History draw conclusions from them. connotations of inquiry and inquisition. Activity, URB p. 190 358 Ferdinand of Aragon in 1469, it was a major step toward CHAPTER 10 • SECTION 4 unifying Spain. Castile and Aragon remained distinct political kingdoms with separate councils of state and par- liaments. However, Isabella and Ferdinand worked together to strengthen their royal control in the dual W Writing Support monarchy. Vocabulary 1. Explain the significance of: Black Death, Expository Writing Have stu- Ferdinand and Isabella also believed that religious unity abandoned, anti-Semitism, consequences, dents write a brief essay exploring was necessary for political unity. The rulers pursued a Pope Boniface VIII, King Philip IV, Avignon, the relationship between religious policy of strict conformity to Catholicism. In 1492, they Great Schism, John Hus, Henry V, took the drastic step of expelling all professed Jews from Agincourt, Joan of Arc, Orléans, new and political unity in medieval Spain. monarchies, taille, Isabella, Ferdinand. Europe. OL Muslims, too, after their final loss in 1492 to the armies of Ferdinand and Isabella, were “encouraged” to convert Main Ideas ✓ Reading Check to Catholicism. They had the choice of conversion or vol- 2. Explain why anti-Semitism increased untary exile. In 1502, Isabella issued a decree expelling all during the spread of the Black Death. Answer: Roman Catholics, professed Muslims from her kingdom. To a very large 3. Identify the innovations from the Hundred Eastern Orthodox Christians, degree, Ferdinand and Isabella, the “most Catholic” mon- Years’ War that changed the nature of archs, had achieved their goal of religious uniformity. To warfare. Use a diagram like the one below. Mongols, Muslims be Spanish was to be Catholic. Hundred Years’ War Central and Eastern Europe Unlike France, England, and Spain, the Holy Roman W Empire did not develop a strong monarchical authority. Assess The failures of German emperors in the 1200s had made Germany a land of hundreds of states. Almost all of these 4. Explain how Henry VII strengthened his states acted independently of the German ruler. monarchy in the 1400s. /.,).% After 1438, the position of Holy Roman emperor was (ISTORY held by the Hapsburg dynasty. As rulers of the Austrian Critical Thinking Study Central provides summa- lands along the Danube, the house of Hapsburg had 5. The BIG Idea Analyzing How did the ries, interactive games, and online become one of the wealthiest landholders in the empire. economic effects of the Black Death help By the mid-1400s, these rulers had begun to play an impor- to break down the institution of serfdom? graphic organizers to help stu- tant role in European affairs. 6. Finding Main Ideas What key issue dents review content. In eastern Europe, rulers found it difficult to centralize underlay the dispute between Pope their states. Religious differences troubled the area as Boniface VIII and King Philip IV over taxing Roman Catholics, Eastern Orthodox Christians, and other the clergy? groups, including Mongols and Muslims, confronted one 7. Analyzing Visuals Examine the image of Close another. In Poland, the nobles gained the upper hand and Joan of Arc on page 357. What details in established the right to elect their kings, a policy that dras- the image suggest that Joan was not a Making Generalizations tically weakened royal authority. In Hungary, one king typical medieval woman? Discuss with the class why the broke the power of the wealthy lords and created a well- Black Death is considered a turn- organized central administration. After his death, how- Writing About History ever, his work was largely undone. 8. Informative Writing Write a newspaper- ing point in history. OL Since the 1200s, Russia had been under the domination type obituary for Joan of Arc. Include of the Mongols. Gradually, the princes of Moscow rose to information on her life and her prominence by using their close relationship to the Mon- achievements. Write a tribute or quote gol khans to increase their wealth and expand their pos- that you believe sums up Joan’s life. sessions. During the reign of the great prince Ivan III, a new Russian state was born. Ivan III annexed other Rus- sian territories. By 1480, he had thrown off the yoke of the Mongols. (ISTORY /.,).% For help with the concepts in this section of ✓Reading Check Glencoe World Identifying Conflicts among what groups made History, go to glencoe.com and click Study Central. it difficult for eastern Europe to form new monarchies? SECTION REVIEW

359

Answers

1. Definitions for the vocabulary words are 4. ended civil conflicts by abolishing nobles’ 6. who would have supreme authority— found in the section and in the Glossary. private armies; did not overburden nobles Church or state 2. People did not know what caused the and middle class with taxes 7. Joan is holding a sword. Medieval women plague. Some blamed the Jews for causing 5. Shortages of workers and declining dressed differently than Joan did. it by poisoning town wells. incomes of landlords gave serfs bargaining 8. Answers should follow the format for a 3. peasant foot soldiers, not knights, won the power. Serfs freed themselves by bargain- newspaper obituary and include birth and chief battles; use of the longbow; use of ing to pay landlords in rent rather than death years, background on her family, the cannons services. important events and accomplishments of her life, and a summary tribute.

359 Focus The Black Death Ask students how not knowing The Black Death spread throughout Europe from 1347 to 1351. The disease the cause of something poten- wiped out nearly half of Europe’s population. Many towns and villages lost tially frightening, such as an most of their population, and some completely disappeared. There were three eclipse, can affect one’s response versions of the disease that plagued the population, the most well-known of D these being the bubonic plague. Flea-infested rats aboard trading ships carried to it. Tell students that when the C the disease along trade routes and throughout the continent. As the fleas Black Death swept through jumped to humans, the pandemic began. Europe, people had no idea what caused it. Some thought it was The bubonic plague hit urban areas the air, some blamed it on the hardest, where crowded conditions and alignment of the planets, and oth- poor sanitation helped spread disease. ers saw it as a punishment for sin. Teach

Differentiated Disposal of bodies became D a nightmarish problem. Instruction Communal graves became common, as was disposal Kinesthetic Have students in rivers. stand at their seats and count off by twos. Ask the “ones” to sit down. Have students survey the room. Explain that if they lived during the plague, those seated would represent the dead. Discuss how people might have reacted to such a great loss of life. BL

There was no garbage C Critical Thinking collection or sanitation. All forms of refuse were simply Determining Cause and Effect thrown into the street, aiding the breeding of disease. Ask: Why did the disease follow ESCAPING DEATH the trading routes? (Rats and fleas Many people believed the impure air carried the disease. Those who lived on board ships and were likely could afford it escaped to the countryside. They boarded up their homes transported onto land in the cargo and either left their sick loved ones in the care of servants, or just left containers.) OL them inside. Still others isolated themselves in their homes in hopes of avoiding infection. The poor had no means of escape. They lived with and cared for their sick. Because they were in close quarters, the poor often Additional fell victim to the disease themselves.

Support 360

Background

Bubonic Plague The cause of bubonic crowded unsanitary conditions not only infected children and gravediggers— plague is the bacterium Yersinia pestis. In increased the populations of rats and fleas, seemed to either have developed or inher- most cases, the bacterium infected the but also facilitated the spreading of pneu- ited an immunity, or resistance, to the lymph nodes, but in others, it spread to the monic plague. Unlike bubonic plague, bacterium. Modern scientists are studying lungs, resulting in pneumonic plague. pneumonic plague was almost always ancestors of plague survivors to learn just Pneumonic plague is highly contagious fatal. What may surprise students to learn how this immunity might have worked— because it can be spread from person to is that some people who were exposed to and to see if it has any applications for person through airborne germs. Thus, the plague—such as mothers caring for fighting modern diseases.

360 R Reading Strategy Activating Prior Knowledge Ask: What circumstances increased the suffering of plague The plague terrified people. It victims? (There were no preventive was not uncommon for families to abandon the sick, measures, nor cures or painkillers. including husbands, wives, and children, in an attempt There was no running water. There to save themselves. was no understanding of the causes of the disease.) OL

The bubonic plague was transmitted Assess/Close from rats to humans by fleas. Identifying Have students draw a diagram that shows the cycle of infection beginning with the rat. OL

Answers: 1. The tremendous decrease in population most likely had the greatest impact. One

There was no running result of the high mortality water. People seldom Inflamed lymph rate was the disintegration of R bathed, so it was node (bubo). common for them to the feudal system. have lice and fleas. 2. One similarity is that fear is still a prevalent reaction to pandemics. Today there are protocols for responding ANALYZING VISUALS medically and socially to such an event, as well as hospitals A TERRIBLE DEATH 1. Cause and Effect What effects of the Black to care for the afflicted. The Black Death was so-named because of the black color of the Death do you think had the swollen lymph nodes, called buboes, its victims experienced. They greatest impact on European history? Why? appeared in the neck, armpits, legs, and groin. Other symptoms were 2. Comparing How is the severe head and body aches, high fever, rapid pulse, general weakness, response to pandemics and vomiting of blood. Symptoms appeared within a few days of today different from the exposure; the bursting of the buboes and death followed in just a ones of the Middle Ages? few days more. Are there any similarities?

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Activity: Economics Connection

Determining Cause and Effect Tell stu- the disease took from China to the various include a table or graph to illustrate the dents that it is believed that the 14th cen- countries in Europe. Ask them to work inde- impact of the disease. Ask: How would tury plague originated in the Gobi Desert, pendently or together to create an anno- trade have been affected by the plague? although it is unclear why. A trading ship tated map that shows its route and explains (Answers may vary, but students should note carried the bacterium to Italy, which was its effects along the way. As an alternative that trade likely would have been negatively the start of its European journey. Have stu- to annotations, students might prefer to affected.) OL dents find out more about the likely path

361 Chapter 10 • Visual Summary Visual Summary You can study anywhere, anytime by downloading quizzes Sequencing Information and flash cards to your PDA from glencoe.com. Have pairs of students review the

Visual Summary and try to Merchants Selling Their Goods arrange the important events in Society in the HIGH MIDDLE AGES The revival of trade spurred correct order on a time line. Then • Farming inventions and efficient use of land contributed to the growth of medieval cities. have them review the material in population growth. • Under the manorial system, serfs were legally bound to the each section to check their work land they worked for the lord. and make any needed changes. • Revival of trade changed the economy from a barter system to one based on money. Instruct them to write the exact • As trade grew, cities expanded and became manufacturing dates for specific events on their and trade centers. time lines as they review the material. BL Religious Enthusiasm Spread Through Europe Predicting Consequences Review the changes that occurred in Europe during the Middle Ages. CATHOLICISM, INNOVATIONS, AND Ask students to predict the conse- INTELLECTUAL REVIVAL in the Middle Ages quences of these changes in • Political power of the Catholic Church peaked during the papacy Europe after 1500. Have students of Pope Innocent III. discuss the question in small • Religious fervor led to new monastic orders. • Advances in technology allowed the building of impressive groups. Call on volunteers to sum- Gothic cathedrals. marize their group’s responses. • Europe’s first universities were founded. • Popular troubadour poetry and heroic epic poems were written (Accept reasonable responses. in the vernacular. Students might predict increased growth of cities, more technological changes and scientific investigation, reform of the Church and religious Hundred Years’ War conflict, and social and political Saint Bernard of Clairvaux turmoil.) AL embodied the new spiritual ideal of Cistercian monasticism.

Disruptive Forces of the LATE MIDDLE AGES • The Black Death spread through Europe, devastating societies and economies. • The Great Schism damaged the Church’s power English troops used traditional and divided Europe. crossbows as well as newer • In the Hundred Years’ War, peasant longbows and cannons. foot soldiers, not knights, won the chief battles. • Recovery began in the late 1400s as new monarchies Hands-On emerged in France, England, and Spain.

Chapter Project 362 CHAPTER 10 Europe in the Middle Ages Step 5: Wrap-Up (t) Historical Picture Archive/CORBIS, (c) Chateau de Versailles, France/Giraudon/Bridgeman Art Library, (b) The Granger Collection, New York

Designing a Web Site About from each section of the chapter. Have answer the Essential Question. Monitor the Europe in the Middle Ages each group present its completed Web site discussion to ensure that all major eco- Students will synthesize what they learned to the class. As part of their presentations, nomic, political, social, and religious issues in Steps 1–4. instruct groups to connect responses to are covered. Conclude by reminding stu- the Essential Question and the Big Ideas dents that they can use the information Step 5: Presenting the Web Sites to specific aspects of their Web sites. Use from their completed Web site designs as a the group presentations to discuss the dif- resource to help prepare them for the chap- Directions: Write the Essential Question on the board. Under it, write the Big Ideas ferent ways in which the Big Ideas serve to ter assessment. OL

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