AUDIO 33 - Welcome to WoHistALwohistal.weebly.com/uploads/2/5/0/0/25006786/wohistch7pt3.pdf · Focus Question How did the Church play a vital role in medieval life? The Medieval Church

Chapter 7, Section 3 p. 225

Chapter 7 Section 3 225

SECTION

Vocabulary Builder

33 Step-by-Step Instruction

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

! Explain how the Church shaped medi-eval life.

! Understand monastic life and the influ-ence of medieval monks and nuns.

! Analyze how the power of the Church grew during the Middle Ages and how reformers worked for change in the Church.

! Describe the situation of Jews in medi-eval Europe.

Prepare to Read

Build Background KnowledgeRemind students that Charlemagne wanted to create a united Christian empire. Have them predict how the creation of European “Christendom” might affect the balance of power between secular rulers and the pope.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, On Pilgrimage

Help students with hard words: sundry means “various”; a shire is a “county”; wend means “go” or “proceed.” Ask What do you learn about English pilgrims from this selection? (Many English believed that saints helped them; they wished to visit relics of religious figures.)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 3 Assessment answers.)

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

!

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the concept web showing characteristics of the medieval Church.

Reading and Note Taking Study Guide, p. 68

Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 2, p. 6; Teaching Resources, Skills Handbook, p. 3

High-Use Word Definition and Sample Sentence

doctrine, p. 226 n. something taught as the principle of a religionAccording to Buddhist doctrine, to live means to suffer hardships.

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33

The Medieval Church

Terms, People, and PlacessacramentBenedictine Rulesecularpapal supremacycanon law

excommunicationinterdictfriarSt. Francis of Assisi

Reading Skill: Identify Main Ideas Copy this concept web. As you read, fill in the main idea of each red heading. Add circles to record main ideas for the boldfaced headings.

Pilgrimages were only one way that medieval Christians showedtheir devotion to their faith. The Church and its teachings were cen-tral to medieval life. It took centuries for Christian missionaries tospread their faith across Europe. But in time, the Roman Churchemerged as the most powerful force in the region. Religion shapedthe everyday lives of Christian Europeans, and the Church hierar-chy came to exert considerable economic and political power.

The Church Dominates Medieval LifeDuring the early Middle Ages, the Church’s most importantachievement was converting the diverse peoples of WesternEurope to Christianity. In 597, Pope Gregory I sent St. Augustineto convert the Anglo-Saxons in England. From Britain, later mis-sionaries went back to the continent to spread their faith amongGermanic tribes. By the late Middle Ages, Western Europe hadbecome a Christian civilization. Anyone who did not belong to thechurch community was viewed with suspicion.

The Role of the Parish Priest Christian rituals and faith werepart of the fabric of everyday life. In villages, the priest of the parish,or local region, was often the only contact people had with theChurch. The priest celebrated the mass and administered thesacraments, the sacred rites of the Church. Christians believedthat participation in the sacraments would lead them to salvation,or everlasting life with God. Priests also preached the teachings ofthe Church and explained the Bible, which was in Latin only. Theyguided people on moral issues and offered assistance to the sick andneedy. In the later Middle Ages, some parish priests ran schools.

On PilgrimageIn the Middle Ages, most Western Europeans were devout Christians, and many of them went on pilgrimages to visit holy places. The medieval writer Geoffrey Chaucer noted that, when spring comes,

“ Then people long to go on pilgrimages . . .In England, down to Canterbury they wendTo seek the holy blissful martyr, quickTo give his help to them when they were sick.”—Geoffrey Chaucer, The Canterbury Tales

Focus Question How did the Church play a vital role in medieval life?

The MedievalChurch

Stained-glass illustration of pilgrims to Canterbury and a pilgrim badge (upper right) showing the saint Thomas Becket

WITNESS HISTORYWITNESS HISTORY AUDIO

Objectives• Explain how the Church shaped medieval life.• Understand monastic life and the influence of

medieval monks and nuns.• Analyze how the power of the Church grew

during the Middle Ages and how reformers worked for change in the Church.

• Describe the situation of Jews in medieval Europe.

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226 The Rise of Europe

History Background

Teach

The ChurchInstruct! Introduce: Vocabulary Builder Have

students read the Vocabulary Builder term and its definition. Discuss what kinds of things were Church doctrine in the Middle Ages. Ask students how the Church might have taught its doc-trine to an illiterate population.

! Teach List some important events in people’s lives (birth, marriage, illness, social get-togethers, etc.). Ask How was the Church involved in each event? (Priests performed sacraments, blessed the sick and gave comfort; churches and Sabbath services pro-vided social get-togethers.) How do you think Church teachings about women influenced people’s daily lives? (Men were head of family and controlled their wives. Women were held to a higher moral standard.) Why were even poor people willing to pay their tithes? (The Church was the center of their lives.)

! Quick Activity Display Color Trans-parency 42: Reims Cathedral. Use the lesson suggested in the transparency book to guide a discussion on the effort it took to create a cathedral and why these buildings inspired faith and pride.

Color Transparencies, 42

Independent PracticeHave students access Web Code nap-0731 to take the Geography Interactive Audio Guided Tour, and then answer the map skills questions in the text.

Monitor Progress! As students fill in their concept webs,

circulate to make sure they understand that the Church dominated medieval life. For a completed version of the con-cept web, see

Note Taking Transparencies, 77

! Check answers to map skills questions.

Answers

Map Skills1. Review locations with students.2. (a) Norway, Scotland, parts of England,

Germany, Russia, Denmark (b) Spain3. (a) Different colors show changes in religion.

(b) Christianity spread east and north, while monasteries were mostly in France and Germany.

Marking Time Beginning in 1582, the Julian calen-dar established by Julius Caesar in 45 B.C. was replaced by the Gregorian calendar. Pope Gregory XIII’s new cal-endar adjusted for a miscalculation of the Julian calen-dar in the length of the solar year. The Gregorian calendar is in general use in non-Muslim countries around the world today. During medieval times, the cal-endar was interspersed with holy days (from which

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comes our modern word holiday) and religious festi-vals. Some controversy exists as to whether the Church purposely overlaid these holy days on the old pagan feast days, so as to make conversion easier for new Christians. Christmas occurs at the time of the ancient feast of the winter solstice, and the word Easter may derive from the Old English word for the goddess of spring and fertility, Eostre.

M e d i t e r r a n e a n S e a

Constantinople

NorthSea

SPAIN

MUSLIM

ITALY

FRANCE

RUSSIA

GERMANYENGLAND

IRELANDDENMARK

SCOTLANDSWEDEN

NORWAY

BYZANTINE EMPIRE

CORSICA NicaeaMonte CassinoRomeAssisi

Cluny

Bingen

Canterbury

SICILY

CRETE

SARDINIA

Black Sea

Atlant icO cean

40˚N

50˚N

60˚N20˚W 10˚ W 10˚ E0˚

Mostly Christian, 476Mostly Christian, added by 1050Muslim, 1050Monastery

2000 400 mi

2000 400 km

Conic Projection

N

S

EW

The Importance of the Village Church The church was a social cen-ter as well as a place of worship because it was often the largest publicbuilding in a village. Daily life revolved around the Christian calendar,which included many holidays, such as Easter, and local holy days dedi-cated to saints. The main events of each person’s life took place at thechurch. Baptism marked entrance into the community, marriages were per-formed on the church steps, and the dead were buried in the churchyard.

Villages took pride in their church buildings and decorated them withcare. In later medieval times, prosperous communities built stonechurches rather than wooden ones. Some churches housed relics, whichcould be possessions or remains of saints. Many people made pilgrim-ages, or religious journeys, to pray before the relics. The Church requiredChristians to pay a tithe, or tax equal to a tenth of their income. In theearly Middle Ages, the tithe supported the local parish. Later, increasingamounts of money were sent to Rome.

The Rise of Cathedrals Bishops, who supervised parish priests, man-aged larger churches called cathedrals. By the 1100s, communities usednew technology to build huge cathedrals in the ornate, buttressed formknown as the Gothic style. These magnificent buildings were a source ofpride to the communities that built them. Cities all over Europe com-peted to build grander, taller cathedrals. Members of the Church contrib-uted money, labor, and skills to help build these monuments glorifyingtheir god.

Church Attitudes Toward Women Church doctrine taught thatmen and women were equal before God. But on Earth, women were

Spread of Christianity in Europe

Vocabulary Builderdoctrine—(DAHK trin) n. something taught as the principle of a religion

For: Audio guided tourWeb Code: nap-0731

Map Skills Missionaries helped spread Christianity throughout medieval Europe.1. Locate (a) Canterbury (b) Rome

(c) Cluny (d) Assisi2. Region (a) Name three areas of

Europe that became Christian between 476 and 1050. (b) Which areas of Europe came under Muslim control?

3. Apply Information (a) How does this map indicate the sequence of events? (b) What can you conclude about the spread of Christianity from this map?

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Chapter 7 Section

3

227

Link to Art

Monasteries and Convents

Instruct

!

Introduce: Key Terms

Check that students understand what monasteries and convents are. Have them find the key term

Benedictine Rule

(in blue) in the text and read its definition. Ask students to describe what life in a Benedictine monastery was like.

!

Teach

Ask

Even though monks and nuns had withdrawn from society, what contributions did they make to the general welfare?

(improved farming and thus the economy; provided healthcare and education; gave opportu-nities to women)

What role did monks and nuns play in preserving ancient culture?

(protected ancient works, cop-ied manuscripts, and added to ancient learning)

What advantages did con-vents provide for women?

(a chance for education and power)

Play the accompanying selection and discuss the opportunities for women in the Church.

AUDIO

Witness History Audio CD,

An Educated Woman

!

Analyzing the Visuals

Direct students to the Infographic. Ask

What clues do these images give that the monks have withdrawn from village life?

(They are shown within the walls of a monastery, apart from the village.)

People often think of living in a monastery as a lonely way to live. Based on the information given here, do you think it really is a lonely existence?

(Sample: No, the images show monks doing things together.)

Independent Practice

Have students work in groups to list the benefits and drawbacks of entering the monastic life. Have each group write a skit that represents a debate that might have taken place in a medieval family when a son or daughter wanted to enter a monastery or convent. Have groups present their debate to the class.

Monitor Progress

To review this section, have students list ways convents and monasteries contrib-uted to medieval life.

Answers

It played a large role; sacraments marked important life events, and the Church provided moral guidance and help for the sick and needy.

Thinking Critically

1.

Answers will vary.

2.

They were self-sufficient.

Illuminated Manuscripts

The art of decorated books originated in ancient cultures and reached new heights with medieval illuminated manuscripts. Mon-asteries produced elaborate Bibles to spread the teach-ings of Christ, the beauty of these books designed to match the importance of their contents. At first, some were hesitant to render images of Christ and other holy persons, but in the sixth century, Pope Gregory the Great proclaimed that “painting can do for the illiter-ate what writing does for those who can read.”

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Inspired by the pope’s commission, copyists labored day after day in special workshops called

scriptoria

. They became specialists at their work, with

antiquarii

creating flowing calligraphy,

rubricatores

illuminating the initial letters, and

miniatures

illustrating the mar-gins. They endured the pains of bent backs, aching mus-cles, and fingers numbed by winter cold. But religious devotion drove them on. In their own words, the work was a way of “fighting the Devil by ink and pen.”

Monasteries were not only places where monks lived and prayed, they were also places of work and study. Many monasteries, or abbeys, housed self-contained communities that

grew their own food and made many of the objects they used. Monks worked in the fields, in workshops, and in

scriptoria, or writing rooms, where they copied and decorated manuscripts. Music was important to

monastic life; and chants marked the canonical hours, or religious divisions, of the day.

INFOGRAPHIC

!

"

This picture of monks singing is in the center of the letter “C” in an illuminated manuscript.

This church altar painting shows monks harvesting crops.

The ivory carving above shows monks at work in the scriptorium.

!

viewed as weak and easily led into sin. Thus, they needed the guidance ofmen. At the same time, the Church offered a view of the ideal woman inMary, whom the Church believed to be the modest and pure mother ofJesus. Many churches were dedicated to the “mother of God” and “queenof heaven.” Men and women asked Mary to pray to God on their behalf.

On the one hand, the Church tried to protect women. It set a mini-mum age for marriage. Church courts could fine men who seriouslyinjured their wives. Yet they often punished women more harshly thanmen for similar offenses.

What role did the Church play in the daily lives of medieval Christians?

Monasteries and ConventsDuring the early Middle Ages, some men and women withdrew fromworldly life to the monastic life. They became monks and nuns. Behindthe walls of monasteries and convents, they devoted their entire lives tospiritual goals.

Monastic Life: The Benedictine Rule About 530, a monk namedBenedict organized the monastery of Monte Cassino in central Italy. Hecreated rules to regulate monastic life. In time, the Benedictine Rulewas used by monasteries and convents across Europe.

Thinking Critically1. Make a Reasoned Judgment

Which of these activities do you think was most useful to medieval society as a whole? Explain.

2. Make Comparisons How were monasteries like manors?

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228

The Rise of Europe

Solutions for All Learners

Church Power Grows/Corruption and Reform

Instruct

!


Ask students to find the term

papal supremacy

(in blue) in the text and define its mean-ing. Ask

Who is more powerful, the pope or the king?

(the pope)

Then ask them to predict how the claim of papal supremacy will affect Europe in the future.

!

Teach

Discuss the growing power of the Church. Ask

What gave the Church political and economic power?

(landholdings, its own armies, educated officials who served in monarch’s courts).

What gave the Church spiri-tual authority and how did that lead to political power?

(Breaking the Church’s moral law, or canon law, could lead to excommunication and interdict. Rulers feared going to hell if they were excommunicated, and people would not give allegiance to such a ruler for fear of their own souls.)

What problem stemmed from the Church’s success?

(corruption)

Using the Think-Write-Pair-Share strategy (TE, p. T23) ask students

In what ways did the Church act like a government?

(Sample: it was a hierarchy, held land, had laws)

!

Quick Activity

Have pairs of students draw a table comparing and contrast-ing reform initiated by the Church hierarchy (pope and abbots) to that started by the humble friars. Ask them to include how the reforms affected Church power, who would be attracted to these new reforms, and what the focus of each of these reforms would be.


Have students create a graphic organizer showing where the Church derived its power from and how the Church used its power. For instance, they could draw a concept web with sources of power above the main circle and uses of power below.

Monitor Progress

As students create their graphic organiz-ers, circulate to make sure they under-stand the Church’s power.

Answer

It is a life of poverty, chastity, and obedience to the abbot or abbess. Time is spent in wor-ship, work, and study.

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Special Needs L2

Less Proficient Readers

Have students read the first paragraph under Corrup-tion and Reform aloud. Ask them to explain why it was problematic for priests to live lives of luxury and pay more attention to personal and family issues than to religious duties. Ask students what reforms could be put in place to end this corruption.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

!

Adapted Note Taking Study Guide, p. 68

!

Adapted Section Summary, p. 69

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Under the Benedictine Rule, monks and nuns took three vows. The firstwas obedience to the abbot or abbess who headed the monastery or convent.The second was poverty, and the third was chastity, or purity. Each day wasdivided into periods for worship, work, and study. Benedict required monksto work in the fields or at other physical tasks. As part of their labor,monks and nuns cleared and drained land and experimented with crops.Because they developed better agricultural methods, they helped improvethe economy of the Middle Ages, which was based on farming.

Service and Scholarship In a world without hospitals or schools,monasteries and convents often provided basic health and educationalservices. Monks and nuns looked after the poor and sick and set upschools for children. They gave food and lodging to travelers, especially toChristian pilgrims traveling to holy shrines. Some monks and nunsbecame missionaries. These missionaries spread Christianity throughoutwestern and central Europe during the early Middle Ages.

Monasteries and convents also performed a vital role in keeping learn-ing alive. Their libraries contained Greek and Roman works, whichmonks and nuns copied as a form of labor. Educated monks and nunsalso wrote and taught Latin, which was the language of the church andeducated people. In Britain, the Venerable Bede wrote the earliest knownhistory of England.

Opportunities for Women Although women could not becomepriests, many did enter convents. There, capable women could escape thelimits of society. In the 1100s, Abbess Hildegard of Bingen composed reli-gious music and wrote books on many subjects. Because of her mysticalvisions, popes and rulers sought her advice.

In the later Middle Ages, the Church withdrew rights that nuns hadonce enjoyed, such as preaching the Gospels, and placed most indepen-dent convents under the control of Church officials. It frowned on toomuch learning for women, preferring them to accept Church authority.

Describe monastic life according to Benedictine Rule.

Church Power GrowsIn the centuries after the fall of Rome, the Church hierarchy carved out aunique position in Western Europe. It not only controlled the spirituallife of Christians but gradually became the most powerful secular, orworldly, force in medieval Europe.

The Church’s Role in Society During the Middle Ages, the pope wasthe spiritual leader of the Western Christian Church, based in Rome.Declaring themselves representatives of God on Earth, medieval popeseventually claimed papal supremacy, or authority over all secular rul-ers, including kings and emperors. The pope headed an army of church-men who supervised church activities. High clergy, such as bishops andarchbishops, were usually nobles. Like other feudal lords, they had theirown territories and armies. The pope himself held vast lands in centralItaly, later called the Papal States. Some monasteries also held largetracts of land, which gave them considerable economic and political power.

Church officials were closely linked to secular rulers. Churchmen wereoften highly educated, so feudal rulers appointed them to government posi-tions. In addition, Church officials were often relatives of secular rulers.

An Educated WomanHildegard of Bingen was from a noble family. She founded an abbey, wrote plays, and composed music. AUDIO




Chapter 7 Section

3

229


Jews in Medieval Europe

Instruct

!

Introduce

Ask what students know about anti-Semitism. Tell them that anti-Semitism is prejudice against Jew-ish people. Medieval Europeans set a precedent by discriminating against Jews because of their religion. Discuss other kinds of religious and racial prej-udice and why all prejudice is unfair. Discuss the term

scapegoat

(a person, group, or thing upon whom the blame for the mistakes or crimes of others is thrust).

!

Teach

Note the change in attitudes towards Jews in medieval Europe. Ask

How were Jews treated in Muslim Spain?

(Muslim rulers were tolerant of other religions, and Jews flourished there.)

Why did persecution of Jews increase in the late 1000s?

(Europe-ans defined themselves as Christian; Jews were a minority outside the norm and were treated as scapegoats for disasters.)

Where did Jews migrate in response to this persecution?

(Eastern Europe and Muslim lands)

!

Quick Activity

Working in pairs, have students find the areas mentioned in Jews in Medieval Europe on the map Spread of Christianity in Europe. Ask them to discuss which regions showed the most tolerance to people of other faiths.


Have students write a paragraph about a recent example of people migrating because of their beliefs or ethnicity. Para-graphs should compare this situation to that of Jews in the Middle Ages.

Monitor Progress

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

Answers

The Church gained economic and political power from owning land and from churchmen serving in government positions. Popes also used the threat of excommunication and inter-dict to force rulers to obey them.

BIOGRAPHY

St. Francis became very spiritual and gave up his wealth to serve the sick and poor.

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Advanced Readers

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Gifted and Talented

Instruct students to read Jews in Medieval Europe. Ask them to share opinions on why the Catholic Church often took steps to limit Jews’ rights and influence. Have students research the status of European Jewry during the Middle Ages. Tell students to focus on spe-cific topics such as the establishment of Jewish com-

munities in Eastern Europe (particularly Poland and Russia), the persecution of Jews during the time of the Black Plague, the occupations typically held by Jews, or the incorporation of Jews into society in medieval Spain. Students should present their research in a pre-sentation, poster, or essay.

Religious Authority and Political Power The medieval ChristianChurch was dedicated to the worship of God. At the same time, Chris-tians believed that all people were sinners and that many were doomedto eternal suffering. To avoid the tortures of hell, one had to do goodworks, believe in Christ, and participate in the sacraments. Because theChurch administered the sacraments and could deny them as a punish-ment, it had absolute power in religious matters.

The Church developed its own body of laws, known as canon law, aswell as its own courts. Canon law, based on religious teachings, governedmany aspects of life, including wills, marriages, and morals. Anyone whodisobeyed Church law faced a range of penalties. The most severe andterrifying was excommunication. Those who were excommunicatedcould not receive the sacraments or a Christian burial, which condemnedthem to hell for eternity. A powerful noble who opposed the Church couldface the interdict, an order excluding an entire town, region, or king-dom from receiving most sacraments and Christian burial. Even thestrongest ruler gave in rather than face the interdict, which usuallycaused revolts by the common people.

A Force for Peace The Church tried to use its great authority to endwarfare among nobles. It declared periods of temporary peace known asthe Truce of God. It demanded that fighting stop between Friday andSunday each week and on religious holidays. Such efforts may have con-tributed to the decline of warfare in Europe during the 1100s.

How did the Church gain secular power?

Corruption and ReformThe very success of the Church brought problems. As its wealth andpower grew, discipline weakened. Pious Christians left their wealth andlands to monasteries and convents, leading some monks and nuns toignore their vows of poverty. Some clergy lived in luxury. Priests couldmarry, but some spent more time on family matters than on religiousduties, and some even treated the priesthood as a family inheritance.Throughout the Middle Ages, there were calls for reform in the Church.

Two Movements for Reform In the early 900s, Abbot Berno set outto reform his monastery of Cluny in eastern France. First, he revived theBenedictine Rule of obedience, poverty, and chastity. Then, he refused toallow nobles or bishops to interfere in monastery affairs. Instead, Clunywas placed under the direct protection of the pope. Over the next200 years, many monasteries and convents copied these reforms.

In 1073, Gregory VII, a former monk, became pope and began anotherpush for reform. He wanted to limit secular influence on the Church.Gregory insisted that the Church alone choose Church officials such asbishops. That policy eventually sparked a bitter battle of wills with theGerman emperor. Gregory also outlawed marriage for priests and prohib-ited simony (SY muh nee), the selling of Church offices.

New Preaching Orders Friars, monks who did not live in isolatedmonasteries, took a different approach to reform. They traveled aroundEurope’s growing towns, preaching to the poor. The first order of friars, theFranciscans, was founded by a wealthy Italian now known as St. Francisof Assisi. Giving up his comfortable life, he devoted himself to preaching

BIOGRAPHYBIOGRAPHY

BIOGRAPHY

St. Francis of AssisiFamous stories about St. Francis ofAssisi (1181?–1226) tell of himpreaching to the birds and convinc-ing a wolf to stop attacking towns-people if they, in turn, would feed thewolf. St. Francis regarded all natureas the mirror of God, and he calledanimals his brothers and sisters.

St. Francis came from a wealthyfamily and had been a fun-loving andworldly young man. Then, in his mid-20s, he heard a voice speak to himwhile he was praying. He gave up hiswealth to “walk in the footsteps,” orexample, of Jesus. He was soon joinedby a small group of followers—thefirst Franciscan friars—and togetherthey lived a life of service to the poorand the sick. The Church made him asaint in 1228. What great changesdid St. Francis make in his life?




230

The Rise of Europe

Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.

Teaching Resources, Unit 2,

p. 4

!

To further assess student under-standing, use

Progress Monitoring Transparencies,

29

Reteach

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

Reading and Note Taking Study Guide,

p. 69

Adapted Reading and Note Taking Study Guide,

p. 69

Spanish Reading and Note Taking Study Guide,

p. 69

Extend

Have students write an editorial article as if they were living in medieval Europe. They should argue that the Church was either a positive or negative force in their lives.

Answers

First, they reformed their own monasteries. Then, a former monk, Gregory VII, became pope and made church-wide reforms. Finally, new orders reached beyond the monasteries.

At first Jews were treated well in Muslim Spain and in Western Europe. They were taxed heavily but were also respected and given positions at court. Persecution of Jews became severe in the late 1000s.

Caption

Christians were increasingly prejudiced against Jews, who did not want to draw atten-tion to themselves.

Section 3 Assessment

1.

All the key terms relate to how the Church shaped medieval life.

2.

Through sacraments and rituals, moral guidance, and service to the sick and needy, the Church dominated daily life. Churchmen gave moral guidance to rul-ers, served in governments, and forced rulers to do their bidding.

3.

They provided health and educational services, made advances in agriculture,

copied ancient manuscripts, and provided opportunities for women.

4.

(a) It used the threat of excommunication and interdict. It amassed land, wealth, and military forces. (b) As wealth increased, discipline and piety weakened. Abuses led popes to outlaw abuses and to limit the power of secular rulers in Church affairs. Friars started new orders based on poverty and service.

5.

Europeans had come to define themselves as a Christian society. Jews were outside

the Church and therefore outside the social and economic structure of the par-ish community.

"

Writing About History

Responses should show an understanding of the function of an introduction and a good choice of “hook.”

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-0731.

L3

L3

L1 L2

L2

L4

33

the Gospels and teaching by his own examples of good works. The Fran-ciscan order preached poverty, humility, and love of God. St. Dominic, aSpanish priest, founded the Dominican order of friars. Dominicans dedi-cated themselves to teaching official Christian beliefs in order to combatheresies, religious doctrines that differed from church teachings.

Women also supported the reform movement. Some became Domini-can nuns and others joined the Poor Clares, linked to the Franciscans.Often these orders welcomed only well-born women whose families gavea dowry, or gift, to the church. Another group, the Beguines, welcomedpoor women who could not be accepted by other religious orders.

How did monks contribute to the reform of the Church?

Jews in Medieval EuropeIn the Middle Ages, Jewish communities existed all across Europe. Jewsflourished in present-day Spain, where Muslim rulers were tolerant ofboth Jews and Christians. Spain became a center of Jewish culture andscholarship, and Jews served as officials in Muslim royal courts. In otherparts of Western Europe, Christians and Jews lived side by side in rela-tive peace for centuries. Early German kings gave educated Jews posi-tions at court. Many rulers in northern Europe valued and protectedJewish communities, although they taxed them heavily.

By the late 1000s, Western Europe had become more christianized, andprejudice against Jews increased. When faced with disasters they couldnot understand, such as illness or famine, Christians often blamed Jews.Jews were not part of the parish structure that regulated Christian lives.Therefore, they had little interaction with the Christians who were sus-picious of a culture they did not understand. As the Church grew inpower, it issued orders forbidding Jews to own land or practice most occu-pations. Yet popes and rulers still turned to educated Jews as financialadvisers and physicians. In response to growing persecution, thousandsof Jews migrated to Eastern Europe. There, rulers welcomed the new-comers’ skills and knowledge. Jewish communities thrived in EasternEurope until modern times.

How were Jews treated in medieval Europe?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0731

Terms, People, and Places1. What do the key terms listed at the

beginning of this section have in common? Explain.

2. Reading Skill: Identify Main Ideas Use your completed concept web to answer the Focus Question: How did the Church play a vital role in medieval life?

Comprehension and Critical Thinking3. Synthesize Information How did

monks and nuns contribute to medieval life?

4. Recognize Cause and Effect (a) How did the Church increase its secular power? (b) How did riches and power lead to Church abuses and then to reforms?

5. Draw Conclusions Why did attitudes toward Jews change in medieval Europe?

" Writing About HistoryQuick Write: Write an Introduction Write a working thesis statement about a person or group discussed in this section. Then use a quotation or dramatic event to grab your audience’s attention and intro-duce your thesis. For example, a paper on Abbess Hildegard might begin with her words to a ruler:

“Take care the Highest King does not strike you down because of the blindness that prevents you from governing justly.”

Preserving Jewish CultureIn spite of living in predominantly Christian areas, Jews celebrated their own religious holidays during the Middle Ages. This 1300s menorah, or Hanukkah lamp, is from France. Why do you think it might have been difficult for Jews to continue these celebrations?




Chapter 7 Section 4 231

SECTION

Vocabulary Builder

44 Step-by-Step Instruction

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

! Summarize how new technologies sparked an agricultural revolution.

! Explain how the revival of trade revo-lutionized commerce and led to the growth of towns.

! Analyze the rise of the middle class and the role of guilds.

! Describe life in medieval towns and cities.

Prepare to Read

Build Background KnowledgeRemind students of the self-sufficiency of the manor economy. Have them predict what might happen when farming becomes more productive and warfare declines.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, A Boy Learns A Trade

Have students translate the agreement into modern English. Ask Judging from the selection, what kinds of abuses did some apprentices com-mit? (theft, running away) Why was apprenticeship a good way to learn a trade? (lack of schools, craftsmen needed cheap labor, master supported the boy, hands-on experience)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 4 Assessment answers.)

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

!

Have students read this section using the Guided Questioning strategy (TE, p. T20). As they read, have students outline the main ideas of the section.

Reading and Note Taking Study Guide, p. 70

Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 2, p. 6; Teaching Resources, Skills Handbook, p. 3

High-Use Word Definition and Sample Sentence

stimulate, p. 234 vt. to make more activeThe music that accompanied the lecturer’s presentation stimulated the audience’s interest.

L3

L3

44

Objectives• Summarize how new technologies sparked an

agricultural revolution.• Explain how the revival of trade revolutionized

commerce and led to the growth of towns.• Analyze the rise of the middle class and the role

of guilds.• Describe life in medieval towns and cities.

Economic Recovery Sparks Change

Reading Skill: Identify Main Ideas Outline the main ideas of this section. Use Roman numerals for the main idea of each red heading. Use capital letters for the main ideas of the black headings.

Like the earlier granting of fiefs, apprenticeship agreements laidout mutual obligations. The French apprenticeship agreementquoted above goes on to say, “And I, the said Peter Feissac, prom-ise you, Peter Borre, that I will teach your son faithfully and willprovide food and clothing for him.” Enormous changes had to occurin medieval Europe before apprenticeship agreements becamecommonplace. And these changes began in agriculture.

An Agricultural RevolutionChanges in Europe by 1000 set the foundation for economic pros-perity. It began in the countryside, where peasants adopted newfarming technologies that made their fields more productive. Theresult was an agricultural revolution that transformed Europe.

Technology Improves Farming By the 800s, peasants wereusing iron plows that carved deep into the heavy soil of northernEurope. These plows were an improvement over wooden plows,which were designed for light Mediterranean soils rather thanheavier northern soils. Also, a new kind of harness allowed peas-ants to use horses rather than oxen to pull the plows. Faster-moving horses could plow more land in a day than oxen could, sopeasants could enlarge their fields and plant more crops.

Production and Population Grow Other changes broughtmore land into use. Lords who wanted to boost the incomes of their

A master blacksmith (above) brightens the flame while apprentices (at right) hammer the iron.

I. 1000s—agricultural revolution changed Europe A. New technologies allowed farmers to grow more crops. B. II.

Economic Recovery Sparks Change

WITNESS HISTORYWITNESS HISTORY AUDIO

A Boy Learns a TradeIn the Middle Ages, boys were apprenticed by legal agreements such as this one:

“ I, Peter Borre, in good faith and without guile, place with you, Peter Feissac, weaver, my son Stephen, for the purpose of learning the trade or craft of weaving, to live at your house, and to do work for you . . . for four continuous years, promising you by this agree-ment to take care that my son does the said work, . . . will neither steal nor take anything away from you, nor fleen or depart from you for any reason, until he has com-pleted his apprenticeship.”—French apprenticeship agreement, 1248

Focus Question How did changes in agriculture and trade lead to the growth of towns and commerce?

Terms, People, and Placeschartercapitalpartnershiptenant farmer

middle classguildapprenticejourneyman

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232 The Rise of Europe

History Background

Teach

An Agricultural RevolutionInstruct! Introduce Using the Idea Wave stra-

tegy (TE, p. T22), ask What advances in technology have changed peo-ple’s lives in your lifetime? (comput-ers, cell phones, Internet, etc.) Point out that technology doesn’t have to be elec-tronic to change society. Have students read the paragraph under Technology Improves Farming and identify two new technologies.

! Teach Ask How did the new plow and harness lead to increased farm production? (new plow made it easier and faster to sow seeds; new harness allowed use of horses, which plowed faster than oxen) Have students list methods used to increase production. Ask Which of these improved peas-ants’ diets? (planting legumes) Why would improved farming lead to population growth? (fewer people would die of hunger; birthrate would probably increase)

! Quick Activity Review the change from the two-field system to the three-field system. Draw a diagram of a farm field on the board. Invite students to draw how it would be divided in the two-field way and the three-field way. Discuss the advantages of the three-field system.

Independent PracticeHave students make a chart showing the change(s) created by each advance in farming discussed in the text.

Monitor ProgressAs students fill in their outlines, circulate to make sure they understand how new farming technologies led to the popula-tion growth in Europe. For a completed version of the outline, see

Note Taking Transparencies, 78

Answers

Map Skills1. Review locations with students.2. (a) Flanders, Italy (b) Flanders, northern France

(c) Constantinople, Flanders, northern Italy, southern Spain, and Tripoli

3. It was probably easier to go by ship than by land. Roads were poor and there was probably a danger of robbers.

Transportation and Trade Transportation was a major obstacle to trade in medieval Europe. Well-maintained concrete roads built at the height of the Roman empire had fallen into decay, though they remained in use. With no central governments, indi-vidual lords inconsistently maintained roads through their properties. In addition, lords could not always provide security against highwaymen who targeted merchants and other travelers.

Travel by water was an alternative to travel over land. Although most cargo was carried over land, mer-chants from international trade centers such as Con-stantinople and Venice utilized the seas, while merchants in Europe used rivers to transport their goods. By the late Middle Ages, international trade was well-established.

L3

French trade fair,fourteenth century

Byzantine earrings,sixth century

Trade Fairs: Fun and ProfitBefore the onset of widespread travel, traders and their customers did business at local trade fairs. These fairs took place each year near navigable rivers or where busy trade routes met. People from the surrounding villages, towns, and castles flocked to the fairs. Peasants traded farm goods and animals and enjoyed the antics of jugglers, acrobats, or even dancing bears. Nobles, wealthy churchmen, and well-off townspeople bought luxury goods such as fine swords, sugar, and silks.

◀

▲

Trade in Medieval Europe, 1000–1300For: Audio guided tourWeb Code: nap-0741

Map Skills As trade revived in medieval Europe, trade routes multiplied and many towns hosted trade fairs.1. Locate (a) Constantinople (b) Adri-

atic Sea (c) Venice (d) Flanders (e) London (f) Baltic Sea

2. Region In which areas were there (a) clusters of commercial centers? (b) clusters of trade fairs? (c) many converging trade routes?

3. Draw Inferences Why do you think many of these trade routes avoided overland travel and went by sea or river? What does this suggest about travel during this time?

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Chapter 7 Section

4

233

The Revival of Trade and Travel

Instruct

!


Ask students to find the key term

charter

(in blue) in the text and read its definition. Ask

What advantage did a charter give townspeople over people who lived in villages attached to manors?

(self-government)

Then discuss the painting of the Flemish town receiving the char-ter. Ask

Who do you think is present at this event?

(probably merchants and nobles)

How can you tell?

(by their clothes)

!

Teach

You may wish to give students a quick preview of the Crusades and point out that they will read more about them in the next chapter. Ask

What changes spurred travel at this time?

(warfare declined, people felt safer, economy was improving, crusaders brought back exotic goods from the East, more luxury goods demanded)

Read aloud the Pri-mary Source selection or play the accompanying audio to give students a better idea of what travel was like dur-ing the early Middle Ages.

AUDIO

Witness History Audio CD,

Richer of Rheims

!

Quick Activity

Have students access

Web Code nap-0741

to take the

Geography Interactive Audio Guided Tour

and then answer the map skills questions in the text.


Primary Source

To help students bet-ter understand the advantages of a char-ter, have them read from the

Charter of Henry I to the City of London

and answer the questions on the worksheet.


p. 12

Monitor Progress

!

Point out the image “Trade Fairs: Fun and Profit.” To review this section, ask students to explain the significance of the trade fairs.

!

Check answers to map skills questions.

Answers

better plow and harness, increased acreage to farm, three-field system

PRIMARY SOURCE

The roads fell into disrepair after the fall of the western Roman empire. Some lords repaired roads on their manors, but there were no central governments to make large-scale repairs.

L1

L3

Special Needs Less Proficient ReadersL2

L2


AUDIO

In the late 900s, a monk named Richer set out with a guide from Rheims to Chartres, where he planned to continue his studies. He described the journey:

Primary Source

“We reached the bridge before the town but could barely see it in the rainy night. I became even more anx-ious because the bridge had so many holes and large gaps that the citizens of Meaux could hardly cross it in the daytime, much less in the dark—and in a storm! . . .[W]e faced a difficult path over the bridge. As we went, the messenger put his shield over the smaller holes for the horses. He used planks for the larger gaps. At times he would be bending over, now standing up, now running here and there in order to keep the horses calm and safe.”—Richer of Rheims

Why were roads and bridges in such poor condition at this time?

manors had peasants clear forests, drain swamps, and reclaim wastelandfor farming and grazing. Peasants also adopted a new way of rotatingcrops: the three-field system. They planted one field with grain; a secondwith legumes, such as peas and beans; and the third they left unplanted.The legumes restored fertility to the soil and added protein to the peas-ants’ diet. The new method left only one third of the land unplanted,rather than half. All these improvements allowed farmers to producemore food. With more food available, the population began to grow.Between about 1000 and 1300, the population of Europe almost tripled.

Why did agricultural production improve?

The Revival of Trade and TravelAs Europe’s population grew, other changes also took place. In the 1100s,feudal warfare and foreign invasions declined. People felt safer, andbegan to travel more. The crusaders brought luxury goods back toEurope from the Middle East. Wealthy nobles desired goods that couldnot be produced on manors. Peasants needed iron for farm tools. Tradersbegan to crisscross Europe to meet the growing demand for goods.

Trade Routes Expand Enterprising traders formed merchant compa-nies that traveled in armed caravans for safety. They followed regulartrade routes, many of which had hardly been used for centuries. Alongthese routes, merchants exchanged local goods for those from remotemarkets in the Middle East and farther east into Asia.

In Constantinople, merchants bought Chinese silks, Byzantine goldjewelry, and Asian spices. They shipped these goods by sea to Venice,where traders loaded their wares onto pack mules and headed north toFlanders. There, other traders bought the goods at trade fairs and sentthem to England and lands along the Baltic Sea. Northern Europeanspaid for these goods with products such as honey, furs, cloth, tin, and lead.

In the 1200s, German towns along the Baltic Sea formed theHanseatic League, an association to protect their trading interests,which dominated trade in Northern Europe for more than 150 years. Ittook action against robbers and pirates, built lighthouses, and trainedships’ pilots.

The Growth of Towns and Cities Many trade fairs closed in theautumn, when the weather made roads impassable. Merchants might waitout the winter near a castle or in a town. These settlements attracted arti-sans who made goods that merchants could sell. Slowly, these small cen-ters of trade and handicraft became the first medieval cities. Some boastedpopulations of 10,000, and by the fourteenth century, a few topped 100,000.Europe had not seen towns of this size since Roman times. The richest cit-ies emerged in northern Italy and Flanders—the two ends of the profitablenorth-south trade route. Both areas were centers of the wool trade and hadprosperous textile industries.

To protect their interests, the merchants who set up a new town askedthe local lord, or the king himself, for a charter. This written documentset out the rights and privileges of the town. In return, merchants paidthe lord or the king a large sum of money, a yearly fee, or both. Mostcharters also had a clause, popular with runaway serfs, that declaredthat anyone who lived in the town for one year and one day was free.

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English Language Learners

Have students read The Rise of the Middle Class aloud. Then explain to students that medieval guilds served as models for today’s trade unions. On the board, create two headings, “similarities” and “differences.” Ask students to share examples of similarities and differ-ences, and write their responses on the board in the appropriate category.

Use the following resources to help students acquire basic skills.


!

Adapted Note Taking Study Guide, p. 70

!

Adapted Section Summary, p. 71

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234

The Rise of Europe

Connect to Our World

A Commercial Revolution

Instruct

!

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Tell stu-dents they will see how changes in medieval life that they have already read about (agricultural technology, population growth, increase in trade) will lead to, or

stimulate

, other changes that marked the beginning of modern business practices.

!

Teach

Help students understand these business practices: partnerships, insur-ance, credit, and bills of exchange. Ask

How did these practices lessen risk for the merchant or businessper-son?

(Partnerships lessened the invest-ment risk of each partner; insurance allowed a person to recoup at least part of a business loss; credit meant that an individual did not have to risk all of one’s assets; bills of exchange meant that actual money was not at risk in a robbery.)

Discuss how merchants carry-ing gold coins would have been vulner-able to robbers. (Remind students that there was no paper money at this time.)

How did these practices lead to changes in society?

(increased use of money undermined serfdom and created a commercial money economy that favored the rise of the merchant class)

!

Quick Activity

Display

Color Trans-parency 44: The Rise of Europe.

Use the lesson suggested in the transparency book to guide a discussion on the changes in Europe in the Middle Ages.

Color Transparencies,

44


Have students create advertisements for one of the business innovations they read about. They might advertise joining a partnership for a trade or transport ven-ture, insurance for such a venture, or a bill of exchange. Have students create a graphic organizer of the business innova-tions and their effects.

Monitor Progress

To check student understanding, ask them to explain some of the new business innovations and their effects.

Answer

Towns grew because of increased trade, the growth of trade fairs, the decline of serfdom, and the increased use of money.

Modern Apprenticeship

Today, training in the trades does not begin as early as it did in the Middle Ages; instead, the young apprentice is usually at least sixteen years of age. In the United States, this sort of training takes place in both vocational education pro-grams and apprenticeships. Vocational education is often part of a general high school education. The schooling today lasts from two to five years. Larger employers or trade unions often also require appren-

ticeships, or on-the-job training. Once their education is complete, students are free to seek employment anywhere. Today the trades are open to both boys and girls. Also, the apprentice-teacher relationship is much different today than it was in the Middle Ages. Today’s teachers have no obligation to provide food, clothing, and shelter to their students and have no power over the student other than determining whether the stu-dent has fulfilled the requirements.

L3

Meanwhile, as Europe’s population grew, manors became overcrowded,and lords often allowed peasants to buy their freedom and move to towns.

How and why did medieval towns and cities grow?

A Commercial RevolutionAs trade revived, the use of money increased. In time, the need forcapital, or money for investment, stimulated the growth of bankinghouses. Merchants also extended credit to one another. That is, theyarranged to delay payment for goods for a certain set time.

The Beginnings of Modern Business To meet the needs of the chang-ing economy, Europeans developed new ways of doing business. Groups ofmerchants joined together in partnerships. They pooled their funds tofinance a large-scale venture that would have been too costly for any individ-ual trader. This practice made capital more easily available. It also reducedthe risk for any one partner because no one had to invest all his or her capitalin the company.

Later, merchants developed a system of insurance to help reduce busi-ness risks. For a small fee, an underwriter insured the merchant’s ship-ment. If the shipment was lost or destroyed, the underwriter paid themerchant most of its value. If the goods arrived safely, the merchant lostonly the insurance payment.

Europeans adopted some practices from the Muslim merchants withwhom they traded. These traders had developed methods of using creditrather than cash in their business. European versions included letters ofcredit and bills of exchange. For example, a merchant would deposit

Granting a Town Charter

Although charters (below) varied from place to place, they almost always granted townspeople the right to choose their own leaders and control their own affairs. At the left, a town in Flanders receives its charter.

Vocabulary Builderstimulated—(STIM yuh layt ed) v. made more active

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Chapter 7 Section

4

235

The Rise of the Middle Class/Town and City Life

Instruct

!


Have students find the key term

middle class

(in blue) and explain its definition. Discuss what that term means today. Point out that the development of the middle class changed medieval Europe pro-foundly, and they will read about why.

!

Teach

Help students understand why guilds formed and how they helped their own members. Then ask

How did guilds affect the growth and increased political power of towns?

(They passed laws, levied taxes, and made physical improvements. Because towns were centers of trade and crafts, the guilds wanted to improve and con-trol them.)

Why were towns good for trade?

(Towns provided a central loca-tion both for the creation and trade of goods and for the exchange of ideas.)

How might the growth of towns begin to change medieval life?

(Towns undermined the manor system and became bases of economic and polit-ical power.)

Emphasize that the mer-chants and craftspersons who belonged to guilds became the new middle class.

!

Quick Activity

Display

Color Trans-parency 43: Medieval Towns.

Use the lesson suggested in the transpar-ency book and the description of town life in the text to guide a discussion.

Color Transparencies,

43


Primary Sources

To help students bet-ter understand guilds and apprentice-ship, have them read the selection from an apprenticeship agreement and com-plete the worksheet.


p. 11

Monitor Progress

To ensure students understand the importance of guilds, have them look at the guild seals on this page and explain how each seal shown represents its craft. These examples are from a 1602 Italian parchment.

Answer

Students should show an understanding of partnerships, insurance, bills of exchange, or how money undermined serfdom.

Caption

Many people could not read.

L2

Less Proficient Readers L2


Direct students to read Town and City Life aloud. After completing this reading, ask students to share exam-ples of the flaws, dangers, and challenges of life in medieval European cities and towns. Write examples of these problems, such as fire, overcrowding, poor sanitation, and infectious disease, on the board. Ask

students to provide suggestions for solutions to these problems and write their ideas on the board next to the appropriate problem. Follow this up by asking stu-dents why people in the Middle Ages were more likely to live in the countryside rather than cities or towns.

L3


money with a banker in his home city. The banker would issue a bill ofexchange, which the merchant could exchange for cash in a distant city.The merchant could thus travel without carrying gold coins, which wereeasily stolen.

Society Begins to Change These new business practices were part ofa commercial revolution that transformed the medieval economy. Slowly,they also reshaped medieval society. For example, the use of moneyundermined serfdom. Feudal lords needed money to buy fine goods. As aresult, many peasants began selling farm products to townspeople andpaying rent to their lord in cash rather than in labor. By 1300, most peas-ants in Western Europe were either tenant farmers, who paid rent fortheir land, or hired farm laborers.

During the Middle Ages, the Church forbade Christians to lend moneyat interest. As a result, many Jews who were barred from other profes-sions became moneylenders. Although moneylenders played an essentialrole in the growing medieval economy, their success led to resentmentand a rise in anti-Jewish prejudice.

Describe three changes of the commercial revolution.

The Rise of the Middle ClassIn towns, the old social order of nobles, clergy, and peasants graduallychanged. By the year 1000, merchants, traders, and artisans formed anew social class. In status, this class ranked between nobles and peasants,so it was called the middle class. Nobles and the clergy despised the newmiddle class. To nobles, towns were a disruptive influence beyond theircontrol. To the clergy, the profits that merchants and bankers made fromusury (YOO zhuh ree), or lending money at interest, were immoral.

The Role of Guilds In medieval towns, the middle class gained economicand political power. First, merchants and artisans formed associationsknown as guilds. Merchant guilds appeared first. They dominated town life,passing laws and levying taxes. They also decided whether to spend funds topave the streets with cobblestones or make other town improvements.

In time, artisans came to resent the powerful merchants. They orga-nized craft guilds. Each guild represented workers in one occupation,such as weavers, bakers, or goldsmiths. In some towns, strugglesbetween craft guilds and the wealthier merchant guilds led to riots.

Guild members cooperated to protect their own economic interests. Toprevent competition, they limited guild membership. No one except guildmembers could work in any trade. Guilds made rules to protect the qual-ity of their goods, regulate hours of labor, and set prices. Guilds also pro-vided social services. They operated schools and hospitals, looked afterthe needs of their members, and provided support for the widows andorphans of their members.

Becoming a Guild Member Becoming a guild member took manyyears of hard work. At the age of seven or eight, a child might become anapprentice, or trainee, to a guild master. The apprentice usually spentseven years learning the trade. The guild master paid no wages, but wasrequired to give the apprentice food and housing. Few apprentices everbecame guild masters unless they were related to one. Most worked forguild members as journeymen, or salaried workers. Journeymen often

Medieval AdvertisingThese guild emblems from 1602 are similar to those used by medieval guilds to represent their crafts. From the top: guild emblems for eyeglass-makers, armorers, barbers, and bakers. Why do you think the emblems use both pictures and words?

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236

The Rise of Europe

Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.


p. 5

!

To further assess student under-standing, use

Progress Monitoring Transparencies,

30

Reteach

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

Reading and Note Taking Study Guide,

p. 71

Adapted Reading and Note Taking Study Guide,

p. 71

Spanish Reading and Note Taking Study Guide,

p. 71

Extend

Have groups of students develop a town charter. Have them include a location, a name, and the rights and privileges for various groups in the town. They should list what the town will give the king in return for the charter and describe how the town will be governed.

Answers

They played a large role in town government, levied taxes, and made improvements that benefited the whole town.

crowded with buildings overhanging narrow streets; dirty, noisy, dangerous; centers of trade, opportunities, ideas

PRIMARY SOURCE

They had little time for play. They began working at a young age.

Section 4 Assessment

1.

Most of the terms listed at the beginning of the section are related to the rise of towns and the middle class.

2.

Increased agricultural production led to a larger, more reliable food supply and better nutrition, which led to population growth. Fewer people struggled to survive. Larger populations and more income led to more trade. Trading centers became towns.

3.

Answers might include increased food supply and population growth.

4.

Trade spurred the growth of towns, increased the use of money, and under-mined the manor system. It led to an exchange of ideas and a wider world view.

5.

Answers should demonstrate an under-standing of the change from the feudal/manor system to a commercial economy and a shift of power from nobles to mer-chants and townspeople.

6.

Answers should reflect understanding of opportunities and shortcomings of town life, such as jobs, crowds, dirt, noise, fire, and disease.

"


Responses should be in the correct biblio-graphic form.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-0741.

L3

L3

L2L1

L4

L2

44

accused masters of keeping their wages low so that they could not saveenough to open a competing shop.

Women and the Guilds Women worked in dozens of crafts. A womanoften engaged in the same trade as her father or husband and mightinherit his workshop if he died. Because she knew the craft well, shekept the shop going and sometimes became a guild master herself. Younggirls became apprentices in trades such as ribbonmaking and papermak-ing. Women dominated some trades and even had their own guilds. InParis, they far outnumbered men in the profitable silk and wool guilds. Athird of the guilds in Frankfurt were composed entirely of women.

Why were guilds important in town life?

Town and City LifeMedieval towns and cities were surrounded by high, protective walls. Asa city grew, space within the walls filled to overflowing, and newcomershad to settle in the fields outside the walls. Because of overcrowding, citydwellers added second and third stories to their houses and shops.Therefore, a typical medieval city was a jumble of narrow streets linedwith tall houses. Upper floors extended outward over the streets below,making them dim even in daytime. Fire was a constant threat.

In the largest cities, a great cathedral or a splendid guild hall mighttower above humbler residences. Almost all cities and towns had achurch with a steeple that could be seen for miles. Around the church,people usually lived in neighborhoods with people of similar back-grounds. This meant that guild members, such as butchers, lived in thesame area.

During the day, streets echoed with the cries of hawkers selling theirwares and porters grumbling under heavy loads. At night, the unlitstreets were deserted. Even a rich town had no garbage collection orsewer system. Residents simply flung their wastes into the street. Somelarger cities passed laws to promote better sanitary conditions, such asone requiring butchers to dump their garbage on the edge of town. Still,towns remained filthy, smelly, noisy, and crowded—a perfect breedingground for disease.

What were medieval cities like?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0741

Terms, People, and Places1. What do many of the key terms listed at

the beginning of this section have in common? Explain.

2. Reading Skill: Identify Main IdeasUse your completed outline to answer the Focus Question: How did changes in agriculture and trade lead to the growth of towns and commerce?

Comprehension and Critical Thinking3. Recognize Cause and Effect What

were two effects of the agricultural revolution of the Middle Ages?

4. Draw Conclusions Why was the revival of trade so important?

5. Summarize How did the emergence of a middle class affect European life? Explain.

6. Draw Inferences What were the advantages and disadvantages of living in a medieval city?

" Writing About HistoryQuick Write: Credit Sources Use a library or the Internet to find three reliable sources of information about a group dis-cussed in this section. Include at least one primary source. Use the guidelines in the Writing Handbook to write bibliography entries for your sources.

A Londoner of the 1100s describes a sport enjoyed by youngsters in his city:

Primary Source

“When the great [swamp] which watereth the walls of the city on the north side, is frozen, many young men play upon the ice . . . some tie bones to their feet and under their heels; and shoving themselves by a little picked staff, do slide as swiftly as a bird flieth in the air.”—William Fitz-Stephen

How much time for play do you think young medieval people had? Explain.

The picture below is the earliest known depiction of ice-skating.

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237

History Background

LITERATURE

The Canterbury Tales

by Geoffrey Chaucer

Objectives

!

Understand the classes of medieval soci-ety and the importance of pilgrimages.

!

Understand the significance of Chaucer in the development of medieval literature.

!

Analyze the realistic details and satiri-cal comments Chaucer provides.

Build Background Knowledge

Review what students have already learned about lords, knights, merchants, and peasants. Be sure they understand the rigid class distinctions of the period. Tell students that Chaucer was the first English poet to write realistically about his own times. Encourage them to look for realistic details in the descriptions here.

Instruct

!

Read each description aloud. Make sure students understand all of the words and the inverted sentence struc-ture. Have students provide a list of the attributes and activities of each charac-ter, and write them on the board.

!

Now have students analyze the descriptions more carefully. Ask

Which of the characters does Chaucer respect?

(knight and plowman)

What words show this respect?

(knight: distinguished, truth, honor, generousness, courtesy, nobly, honored, noble graces; plowman: honest, good and true, perfect charity, steadily, love of Christ, prompt)

Monitor Progress

Have students summarize the qualities of each character in their own words.

L1

Special Needs L2

Less Proficient Readers

Thinking Critically

1.

The merchant. There is a sarcastic tone to the description, as in the words

forking, motley, daintily

. Chaucer also makes it clear that the merchant is a phony: he dresses and acts rich so no one will know he is in debt.

2.

They are both honest and generous. The knight was chivalrous and fought hard for his sovereign. The plowman worked hard and steadily and paid his rent on time; he also gave to the poor.

Instruct students to read the selection from

The Can-terbury Tales

. Ask them to use information in Chau-cer’s poem to write five adjectives or descriptive phrases explaining the appearance and livelihood of each of the characters: the knight, the merchant, and the plowman. Students should use the descriptions to create illustrations depicting each of the roles.

Tell students to think carefully before creating their illustrations. Ask them to plan how they will show attributes of the characters. When they are finished, ask them to write a short explanation of how they demonstrated different characteristics. Some stu-dents may need to explain orally.


L3

L3

The Canterbury Tales by Geoffrey Chaucer

In The Canterbury Tales (1387–1400), Geoffrey Chaucer presents a portrait of medieval English society. The Tales are a series of poems that focus on 29 men and women who are on a pilgrimage to the tomb of St. Thomas Becket in Canterbury. To help pass the time, they tell stories to one another. The detailed descriptions of each character provide a sharp look at three classes of society as they were developing in the 1200s and 1300s: nobles, the middle class, and peasants. In the passages below, Chaucer describes a noble knight, a wealthy merchant, and a humble plowman, or farmworker.

There was a Knight, a most distinguished man,Who from the day on which he first beganTo ride abroad had followed chivalry,Truth, honor, generousness, and courtesy.He had done nobly in his sovereign’s warAnd ridden into battle, no man more,As well in Christian as heathen places,And ever honored for his noble graces1. . . .

1. graces (GRAYS iz) n. decency, thoughtfulness, and manners2. motley (MAHT lee) adj. of many colors3. estimable (ES tuh muh bul) adj. deserving respect4. stately (STAYT lee) adj. dignified

There was a Merchant with a forking beardAnd motley2 dress; high on his horse he sat,Upon his head a Flemish beaver hatAnd on his feet daintily buckled boots. . . .He was expert at currency exchange.This estimable3 Merchant so had setHis wits to work, none knew he was in debt,He was so stately4 in negotiation,Loan, bargain, and commercial obligation. . . .

There was a Plowman with him there, his brother. He was an honest worker, good and true,Living in peace and perfect charity. . . .For steadily about his work he wentTo thrash his corn, to dig or to manureOr make a ditch; and he would help the poorFor love of Christ and never take a pennyIf he could help it, and, as prompt as any,He paid his tithes in full when they were due. . . .

A knight

A merchant

Geoffrey Chaucer (1343?–1400)

Thinking Critically1. Identify Point of View Which of

these characters does Chaucer seem to disapprove of? How can you tell?

2. Analyze Literature What qualities do the knight and the plowman have in common? How do they show these qualities?

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238

CH

APT

ER77


Quick Study Guide! Have students use the Quick Study

Guide to prepare for this chapter’s test. Students may wish to refer to the following pages as they review:

Why Did Europe Decline?Section 1, p. 214

Mutual ObligationsSection 2, pp. 219–224

The Medieval ChurchSection 3, pp. 225–230

Economic RecoverySection 4, pp. 231–236

The Rise of EuropeSection 1, pp. 215–218; Section 2, pp. 219–224; Section 3, pp. 225–230; Section 4, pp. 231–236

! For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 64, 66, 68, 70Section Summaries, pp. 65, 67, 69, 71

! Have students access Web Code nap-0751 for this chapter’s timeline, which includes expanded entries and additional events.

! If students need more instruction on analyzing timelines, have them read the Skills Handbook, p. SH30.

! When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 2, pp. 15–20

For Progress Monitoring Online, refer students to the Self-test with vocabulary practice at Web Code naa-0751.

L1

Special Needs L2


L3

Progress Monitoring Online

Quick Study Guide77

Chapter EventsGlobal Events 500 600 700

500sGermanic tribes such as the Franks dominate Western Europe, carving the region into small kingdoms.

732At the battle of Tours,Christian armies stopthe Muslim advance

into Europe.

800Charlemagne is

crowned emperor by thepope and begins to unite much of Western Europe

into a Christian empire.

527Justinian begins

his rule of theByzantine Empire.

600sMaya

civilizationthrives in

the Americas.

800622The Muslim prophet Muhammad leaves Mecca, signaling the beginning of the religion of Islam.

• Loyalty• Military service• Certain fees• Advice

• Fief (land, buildings, workers)• Protection

• Use of land for farming• Protection• Could not be forced off land

• Money or crops as rent• Labor on lord’s lands• Certain fees

THE MANOR SYSTEMFEUDALISM

Lord toVassal

Vassalto Lord

Lord of Manorto Peasants

Peasantsto Lord

Daily Life Economic Power Political Power

• Papal supremacy • Threat of excommunication, interdict• Raised own armies• Clergy served in governments• Moral authority

• Owned large tracts of land• People willed riches to Church• Agricultural and commercial activity in monasteries

• Mass• Sacraments• Religious calendar• Aid to needy• Moral guidance

Towns and the Middle ClassRevival of TradeAgricultural Revolution

• As towns grow, merchants gain power.• Guilds form and become powerful.• Modern business practices develop.• The middle class gains power.• Trade and commerce gain importance.

• Warfare decreases.• Travel becomes safer.• Desire for foreign goods increases.• Trade fairs develop.• Towns and cities grow.

• Production increases.• Population grows.

For: Self-test with vocabulary practiceWeb Code: naa-0751

! Why Did Europe Decline?• The western Roman empire collapsed.• Invaders swept across the region.• Trade, travel, towns, and learning all decreased.• Germanic kingdoms carved up a once-unified empire.

! Key Figures in the Rise of Europe• Clovis, King of the Franks, who converted to Christianity• Charles Martel, leader of the Franks at the battle of

Tours• Charlemagne, emperor who united much of Western

Europe into a Christian kingdom• Eleanor of Aquitaine, politically influential wife of King

Louis VII of France and later of King Henry II of England, and mother of King Richard, the Lion-heart

• Benedict, monk who instituted the Benedictine Rule for monastic life

• St. Francis of Assisi, founder of Franciscan order of friars

! Feudalism and the Manor System

! Role of the Church

! Rise of Towns and the Middle Class

! The Rise of Europe

0238_wh11se_Ch07rev_s.fm Page 238 Saturday, July 30, 2011 9:53 AM


For students acquiring basic skills:


Adapted Note Taking Study Guide, pp. 64, 66, 68, 70

Adapted Section Summaries, pp. 65, 67, 69, 71

For Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 64, 66, 68, 70

Spanish Section Summaries, pp. 65, 67, 69, 71

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Chapter 7 p. 238

239


Tell students that the main concepts for this chapter are Empire, Trade, Political Systems, Cooperation, and Economic Systems, and then ask them to answer the Essential Question Review questions on this page. Discuss the Connections to Today topics and ask students to answer the questions that follow.

Essential Question Review

1.

Charlemagne controlled his empire by appointing nobles to govern local regions, and sending out

missi dominici,

who lis-tened to grievances and saw that laws were obeyed.

2.

Paragraphs should note that as the popu-lation increased, people needed more goods; foreign invasions declined, so peo-ple felt travel was safer; trade routes and trading companies expanded; banks issued credit, allowing merchants to safely access money in foreign cities.

3.

New farming technologies led to increased food supplies, which resulted in population growth. Merchants who established new towns obtained char-ters, which helped runaway serfs by granting freedom to anyone who lived in the town for over a year. The feudal system declined when serfs used money instead of labor to pay rent.

Connections to Today

1.

Answers may include discussion of the following: nations cooperating to avoid future wars after WWII; formation of the European Coal and Steel Commu-nity (1950), Common Market (1958), European Commission (1967), EU (1993); number of countries in the EU; functions of EU vs. national govern-ments; environmental regulations; secu-rity policy; common currency; movement towards federally united Europe.

2.

Answers will compare letters of credit to money orders, credit cards, and pay-ing bills or banking online. Answers may also cover how medieval and mod-ern banking systems deal with the con-versions to different currencies.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 326, 343, 346, 354, 371, 384

L1

Special Needs L2


L3

900 1000 1100 1200

1000sThe European economy begins to recover. The growth of trade and towns are signs of this revival.

1200sThe Dominican and

Franciscan orders of Christian

friars are founded.

960The Song dynasty is founded in China.

1100sFeudalism developsin Japan.

1230Sundiata founds the empire of Mali in West Africa.

900sViking raiders plunge much of Europe into disorder, contributingto the emergence of European feudalism.

Essential Question ReviewTo connect prior knowledge with what you have learned in this chapter, answer the questions below in your Concept Connector journal. Use the journal in the Reading and Note Taking Study Guide to record your answers (or go to www.phschool.com Web Code: nad-0707). In addition, record information about the following concepts:• Geography’s Impact: Vikings

1. Empire During his long reign, Charlemagne built an empire that stretched across the present-day nations of France, Ger-many, and part of Italy. How did Charlemagne gain control of a vast empire? How was he able to maintain control over his empire?

2. Trade During the 1100s, travel and trade became easier throughout Europe. Write a paragraph explaining how the following factors affected trade in Europe:• population growth• decrease in foreign invasions• safety of travel• trade routes• banks

3. Political Systems The feudal system was based on exchanges of land and serfs for loyalty and military service. Explain how the Agricultural Revolution and the revival of trade and travel led to the end of the feudal system. Think about the following:• population• charters• money

! Connections to Today1. Cooperation: The European Union The Romans and

Charlemagne attempted to unify Western Europe. Later in the Middle Ages, the Holy Roman Empire and the Church clashed over control of the region. When European nation-states developed, they became economic and military rivals. Now, however, there is an effort to unite Europe through coopera-tion rather than conquest. The European Union was estab-lished in 1993, and a common currency called the euro came into use in 1999. The photo below shows a produce stand in Spain at the time of transition to the euro. Notice that the prices are displayed in both the old Spanish currency and the euro. Research and write a brief report on the European Union and the euro. Discuss their history and how well they have succeeded in unifying Europe.

2. Economic Systems: Banking You have read that medi-eval merchants extended credit to one another, and about early forms of letters of credit and bills of exchange. Do research to find out more about these early banking prac-tices. Then investigate how they are used today. Write a brief report comparing these banking practices then and now.

For: Interactive timelineWeb Code: nap-0751

0238_wh11se_Ch07rev_s.fm Page 239 Saturday, July 30, 2011 10:12 AM


Use the following study guide resources to help students acquiring basic skills:


Adapted Concept Connector, pp. 326, 343, 346, 354, 371, 384

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 326, 343, 346, 354, 371, 384

0238_wh11te_Ch07rev_s.fm Page 239 Friday, September 2, 2011 11:26 AM

Chapter 7, p. 240

240

Chapter Assessment

1.

Clovis

2.

Vikings

3.

serfs

4.

sacraments

5.

papal supremacy

6.

friars

7.

charter

8.

partnerships

Main Ideas

9.

unwritten customs; nobles swearing loyalty to the king in exchange for weapons and plunder

10.

His grandsons divided it; it was invaded by outside tribes.

11.

Lords gave fiefs to vassals in exchange for loyalty, military service, and fees.

12.

A lord provided land and protection to peasants who worked his fields, cre-ated the goods that made the manor self-sufficient, and paid taxes.

13.

It had a large role; it dispensed moral guidance and help for the sick and needy, and its sacraments marked important life events.

14.

through landholdings, its own armies, and officials who served in monarchs’ courts; the threat of excommunication and interdict against rebellious rulers

15.

larger and more reliable food supply, better diet, leading to population growth

16.

increased trade, the growth of trade fairs, the decline of serfdom, and the increased use of money

17.

the transition from the manor system to an economy based on trade and money; including new business practices

Chapter Focus Question

18.

Feudalism provided a political and military structure that protected peo-ple. The majority of people were peas-ants who were tied to a lord’s manor. Lords exchanged land for loyalty and military service from lesser lords, who gained labor from peasants whom they protected. The Church regulated daily life, belief, and behavior.

Critical Thinking

19.

The lack of unifying forces led to tur-moil and decline. These problems led to feudalism and the manor system.

20.

He united and Christianized much of Western Europe, providing a model for future European leaders.

21.

The manor economy was based on self-sufficiency of individual units and on a workforce tied to the land. The economy of towns was based on trade, the use of money, and a more mobile workforce.

22.

He controlled land and wealth and had the powers of excommunication and interdict.

23.

It led to the rise of the middle class, the decline of serfdom, and the manor sys-

tem. As trade expanded, merchants, bankers, towns, and guilds gained eco-nomic and political power; peasants began to pay their rent in money and became tenant farmers; some peasants moved to towns.

24.

Responses should reflect an under-standing that the Muslim empire tried to expand into Europe and Christian Europeans developed hostility toward non-Christians.

Terms, People, and Places

Chapter AssessmentTerms, People, and PlacesChoose the italicized term in parentheses that best completes each sentence.1. The king of the Franks who conquered Gaul and converted to

Christianity was (Clovis/Charles Martel).2. Scandinavian raiders from the north were (Magyars/Vikings).3. When a lord inherited a manor, he also gained control of the

(knights/serfs) who worked on it.4. The sacred rites of the church are called (sacraments/canon

law).5. Popes claimed (excommunication/papal supremacy), giving

them authority over kings and emperors.6. Monks who traveled around Europe preaching to the poor

were called (friars/secular).7. A (charter/capital) set out the rights and privileges of a town.8. Medieval merchants joined together in (charters/

partnerships) to reduce financial risk.

Main IdeasSection 1 (pp. 214–218)9. How were the Germanic tribes governed?10. Why did Charlemagne’s empire break up after his death?Section 2 (pp. 219–224)11. Describe the mutual obligations that emerged under

feudalism.12. How did medieval manors function?

Section 3 (pp. 225–230)13. What role did the Church play in daily life?14. How did the Church gain secular power?Section 4 (pp. 231–237)15. What were the effects of improvements in agriculture?16. What led to the growth of towns?17. What was the commercial revolution?Chapter Focus Question18. How did feudalism, the manor economy, and the Church

shape life in Western Europe as the region slowly developed a new medieval culture?

Critical Thinking19. Recognize Cause and Effect Why did the collapse of the

western Roman empire lead to a new age in Western Europe?

20. Draw Conclusions Why was Charlemagne important even though his empire collapsed after his death?

21. Make Comparisons Compare and contrast the manor economy with the kind of economy that developed in towns during the commercial revolution.

22. Synthesize Information Why was the pope a powerful figure in medieval Europe?

23. Recognize Cause and Effect What social changes were caused by the commercial revolution? Explain why.

24. Predict Consequences How do you think the existence of a powerful Muslim empire on the fringes of Europe will affect the later Middle Ages? Explain why.

! Writing About History

In this chapter’s four Section Assessments, you devel-oped skills for writing a research report.Writing a Research Report The Middle Ages pro-duced a civilization very different from our own. Write a research report about one aspect of medieval civili-

zation. To choose your topic, focus first on a group that interests you, such as knights, noblewomen, serfs, apprentices, monks, or merchants. Consult

the Writing Handbook for additional help.Prewriting• Choose the group that interests you most and write

a series of questions that reflect what you would like to learn about that group.

• Gather more resources and narrow your topic to one or two of the questions you listed.

Drafting• Develop a working thesis and choose information

from your sources to support it.• Make an outline to organize your report.• Write an introduction, body, and conclusion.

Choose an interesting anecdote or quotation for your introduction or conclusion.

Revising• Use the guidelines for revising your report on page

SH15 of the Writing Handbook.

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241

Answers

1.

B

2.

B

3.

A

4.

Answers should recognize the bias of the two writers (one a courtier of Charlemagne, the other hired by his family) and the intent of the artists to glorify a king.

Document-Based Assessment

!

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

Look over the documents first to form a general impression of what they convey about Charlemagne. Then look carefully at the details to evaluate how reliable they are.

!

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 28–40

!

If students need more instruction on analyzing primary sources, have them read the

Skills Handbook,

p. SH31.

"


As students begin the assignment, refer them to page SH13 of the

Writing Handbook

for help in writing a research paper. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on page SH15 of the

Writing Handbook.

Students’ research papers should have a clear thesis with supporting details and contain an intro-duction, a body, and a conclusion. Their papers should show evidence of thoughtful and thorough research, be free of grammatical and spelling errors, and use correct bibliographical form. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based Assessment

3. Documents B and C best support the statement thatA later Europeans admired Charlemagne.B Charlemagne was a great king.C Charlemagne was admired during his lifetime.D all Europeans admire Charlemagne.

4. Writing Task Think about the people who created the doc-uments above and their possible motives for portraying Charlemagne. How reliable do you think the documents are? Write about at least two of the documents. Consider which details are probably reliable, how the documents provide insight into Charlemagne’s character, and how they might be exaggerations.

1. The description of Charlemagne in Document A reveals that heA did not care about mathematics.B tried hard to educate himself.C was a great scholar.D was a poor student.

2. Which of the following statements best reflects what the author of Document C wants to convey about Charlemagne?A Both his men and his enemies feared him.B He was a knowledgeable and powerful military leader.C He was wise and willing to take personal risks.D He was powerful but had poor judgment.

The Many Faces of CharlemagneMedieval documents have provided historians with considerable detailed information about the life and reign of Charlemagne. The author of Document A was Charlemagne’s personal biographer, who was a student of Alcuin at the Palace School at Aachen. Doc-ument C was written by the Monk of Saint Gall at the request of the royal family about 70 years after Charlemagne’s death.

Document A“Charles spent much time . . . in learning rhetoric [logic] and dia-

lectic, and especially astronomy, from Alcuin. He learnt, too, the art of reckoning [mathematics], and . . . scrutinized most care-fully the course of the stars. He tried also to learn to write, and for this purpose used to carry with him . . . tablets and writing-sheets that he might in his spare moments accustom himself to the formation of letters. But he made little advance in this strange task, which was begun too late in life.”

—From The Life of Charlemagne by Einhard

Document C“Once when he was on a journey Charlemagne came unher-

alded [unannounced] to a certain town which lies on the seashore in Southern Gaul. While he sat eating his supper incognito [in disguise], a raiding-party of Northmen [Vikings] made a piratical attack on the harbour of this town. As their ships came in sight, some said that they were . . . merchants. . . . Charlemagne in his wisdom knew better. From the build of the ships and their speed through the water he recognized them as enemies rather than mer-chants. ‘Those ships are not loaded with goods,’ he said to his men. ‘They are loaded with savage enemies.’ . . . [His men] rushed off to the ships at full speed, each striving to be the first to reach them. They were not successful. As soon as the Northmen learned that the man whom they were accustomed to call Charles the Hammer was in the neighbourhood, they sailed away at incredible speed.“

—From Charlemagne by Notker the Stammerer,the Monk of Saint Gall

Document DThis image of Charlemagne on the battlefield was created about 1215. It is at the cathedral in Aachen, Germany, where Charlemagne is buried. !

Document B" This image of Charlemagne was painted by a German artist in the 1500s.

Analyzing DocumentsUse your knowledge of Charlemagne and Documents A, B, C, and D to answer questions 1–4.

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