Fantabulous Extra Credit!!!

This extra credit is due at the time of the test on Wednesday, April 9th.  Pick one question and answer it in complete sentences!

1. Just how man King Henry's are there in the history of England?

2. What is one cure attempted during the Black Death we didn't talk about in class?

3.  What is the famous cathedral in New York City?

Plague mask resources!

For those of you considering doing a plague doctor mask, I have found the following resources:

A pretty amazing paper mache mask that is in four parts. Here's the link for part one.

Another really nice mask, made with craft foam paper and paints with a creeptastic picture of the maker wearing it. (I'm working on my own version of this one right now!) Link here.

 

A second mask with craft foam as the base, but covered in fabric rather than paint. Does require some stitching. Link here.

A leather and goggles version - for those of you who want to be a little more gothic: link here.

And one last paper mache and foam version. This is really similar to the project I did when I was in high school... lots of fun, but can get messy! Click here.

Hopefully that gets your creative juices flowing! If you have any questions, please feel free to ask me.  I have also seen these made out of plaster, duct tape, and metal working... the sky's the limit!

The End of the World

Day 2 of the Black Death!

Daily Objectives:
 

• Journal (click here!)
• MME: End of the World
• video clip: Flagellants
• NO LEFT SIDE ASSIGNED, but you could do a student choice one for extra credit.
• Time at the end of class was given to make sure notebooks were in order before being turned in.

Right side notes: 

MAIN IDEA: People thought the world was ending as the plague spread and nothing could prevent it.

Words Worth Knowing:

• Death obsession: surrounded by the dying, people humanized death in literature, art, and superstition. Death was now seen as skeleton who rode his horse through towns, danced people to their deaths and often held a scythe. (Skeletal figure with a scythe sound familiar?)
• Pestilence: another name for the plague and what it was called during the outbreak. Also called The Great Mortality. The phrase "Black Death" wasn't used until the 18th century.
• Flagellant: a person who whipped themselves as penance for the sins that brought the plague. Brotherhood of the Flagellants would walk through Europe beating themselves with iron studded whips for 33.5 days (a day for every year of Christ's life) and people would pay money, gather in groups to pray and some would even catch flagellant blood to wipe it on themselves or their children as protection from the plague.
• Doctors: beak-masked men who treated plague victims. Wore bird-like masks to prevent the miasma (death fog) and smell of the bodies as they worked. 

IF YOU WERE GONE:

Watch this BBC documentary on the plague and death culture in Europe during that time. The Black Death (48 mins) - warning: can get kind of gross. :)

Check out the MME  here.

BRING OUT YOUR DEAD!!!!!

Daily Objectives

• Journal (Click here!)
• Activity: will you survive the plague?
• Notes and reading. In class, I read a text selection while the class took notes. There are guided questions to help you. See me in class as this is a new activity.
• Left side: life (death?) cycle of the plague AKA transmission pathway. Y.pestis, flea, rat, and human. Can be drawn or images are available in class.
• Music video: Fleas on Rats (Hollaback Girl) and a bit of Monty Python

Tomorrow, we will be doing more traditional notes on the Black Death and if you have any questions - remember you can contact me through the form above.

100 Years War

I have to apologize, I thought this was posted... but it seems to have disappeared....so let's try this again!

Daily Objectives:

• Journal click here!
• MME and Notes
• Movie Time: 
• Shooting a longbow
• Henry V's Band of Brothers Speech (Shakespeare)
• Battle of Agincourt music video
• IF YOU WERE GONE:
• Brief overview
• Agincourt
• Left Side: Picture Frame of Henry V (click here for Google Doc you can print - only need one half)

For the MME: click here to go to Google Docs.

Main Idea:  The Hundred Years War led to the extinction of knights because of the longbow. England and France became strong, unified nations.

WORDS WORTH KNOWING
Longbow:  a weapon that led to the extinction of knights. Deadly at long range, easier training, and less expensive.
 Battle of Crecy (France):  British longbow men defeat heavily-armored French knights.
Battle of Agincourt (France):  British victory with longbows. Famous, bloody battle fought by Henry V.
Nationalism: love and pride in one’s country

Causes
• French King dies without heir and English king lays claim.
• England and France want to increase trade.
• England wants a continental empire.

Outcomes:
• Feudalism, medieval knights become obsolete.
• Along with Schism and plague, 100 years war brings end to the Middle Ages.

Joan of Arc

NOTE: I'm out of the classroom today, but Mr. Morris is going to teach you some fantastic information about one of the coolest ladies ever, Joan of Arc.

Journal: click here for journal prompt

Main idea: Joan of Arc was a young French peasant who led the French army to victory in the Hundred Years War.

Then students took their own notes throughout the lesson. Important points to consider:

• Born in Doremey, France in 1412.
• Believed she was visited by God with visions on how to lead the people of France to victory 
• led successful military campaigns and which lead to Charles VII being crowned King of France.
• captured and tried as a heretic by the English. She was burned at the stake. She was never allowed to confess and was possibly poisoned during her time in prison. She was 19 when she died.
• She was originally charged with 70 crimes, including wearing men's clothing. 
• She couldn't read or write.
• 25 years after her death, the pope declared her innocent.
• Made a saint in 1922. 
• known as "The Maid of Orleans"

If you were gone: 

watch this biography (28 mins) and take notes.

Edible project ideas...

As many students have submitted proposals for edible projects, I did some googling and found some pretty awesome inspiration! Take a look at the cookie, cake, and other food related project ideas I've found!

A Globe Theater.... made out of CAKE!

From Cakebook Britain

A Gingerbread Cathedral with stained glass candy windows!

Gingerbread and candy cathedral found here.

Old fashioned Cathedral cookies or Stained glass cookies....

You could select a recipe from the Medieval Cookery and bring us a medieval feast!

Please realize we do have students with food intolerances, so check with me about your food based projects!!!

Enrichment activity: THE VIKINGS!

Due to the high amount of absent students (and the fact that we're all thinking about spring break anyway) I am doing an enrichment activity. This information will be tested, so don't skip it!

Today's focus is the Vikings and their legends, invasions, and culture.

If you're gone, please watch the video over Spring Break. As an alternative assignment, please answer three of the following questions:

1. Describe the Viking longship. Why was it important?
2. How was the geography of Europe's rivers important to the Viking conquests?
3. Who was Leif Eriksson? What did he do?
4. Harald Hardrada became king of the Vikings in 1047. Why was this important?

The fourth question may be answered for extra credit.

BARBARIANS: VIKINGS (45 min)

The Norman Conquest and Rise of England

Daily Objectives

• Journal: (click here for prompt)
• Reading groups with skeleton notes: page 352 and top of 353
• Bayeux tapestry video
• Left side: Bayeux tapestry
• Stained Glass Window project

Notes:

In order to get all the info you need without making you write a million pages, I've done skeleton notes for today. Groups of 2-3 will read and fill in the skeleton notes. TAKE NOTICE: the notes are required and you WILL have test questions on them. 

MAIN IDEA:

England became united nation after the Norman Conquest 1066.

Words Worth Knowing (and definitions)

Celts:  settlers of Britain, spoke Celtic. Pushed to Wales, Scotland, and Ireland by invaders.

Romans:   conquered Britain in 50 AD and stayed till 400 AD.  Latin-speakers.

Vikings:  invaded England, Scotland, Wales and Ireland after the fall of Rome.  From Norway, Sweden, Denmark, and Iceland.

Angles and Saxons:  two ________________ speaking tribes who settled in England.  Angles became the base for the name __________________ (Angle-Land) and for the language of English (Angle-ish).

Normans:  _______________ speaking Vikings from ______________________, France who invaded in _______.  Norman means ___________________.

Normandy:  region in ____________ settled by Vikings who became known as _____________________________.

Edward the Confessor:  King of ____________________ who dies without ________________, causing a ____________________________________.

Harold Godwinson:  son of Edward's advisor and ____________________ to William, he ______________________________ with no blood ties to Edward.

William the Bastard (Later called William _____________________).   Norman leader and _____________ of Edward, he decides to claim the throne by  __________________________ across the English Channel.

Norman Conquest.  In the year ______________, William and an _________________army of men and horses attack with 4,000 ships and conquer England, claiming the throne for __________________________.

Battle of Hastings, 1066.  Battle where ________________ defeated ___________________ to claim the throne.

William declared _______________ was his _______________________________. William granted ________________ to __________ Norman lords. This is important because he __________________________________________________________________________. 

Bayeaux Tapestry--240-foot-long tapestry that is a visual storybook of the Norman conquest, embroidered by women hired by William after the conquest.

Left SIDE:

Three things you see in the tapestry or learned about it. (Notes style is your choice, but attach picture below)

1.

2.

3.

For extra credit: color the Bayeux tapestry as a way to get familiar and recognize the work. Cick to make bigger.

Watch the video on the Bayeux tapestry here.

IF YOU WERE GONE: you may check out a book to fill in the notes OR come in at lunch/after school to do this activity.

Stained Glass Project

Stained Glass Activity

Morris / Donnelly World History

During the Middle Ages, few books existed.  Most people could not read or write.  For many, the Church was the center of teaching and religious education.  The stained glass windows served as textbooks for religion, history, and other stories of everyday life.  Imagine you are a stained glass window craftsman.  Tell a story of your life, your country, your school year, the seasons, or other activity that is important to you.  You are also free to tell a Biblical story, including any story from any scripture you use in your own life.  You have two options of shapes. For the template, look at the window as if it were a clock.  Start your story at the position that would be one o’clock and end the story at the position that would be eleven o’clock.  Use the center for other drawings that add to your story or that tell the overall theme of your story. You

may use another stained glass window shape, with permission.

RUBRIC: (20 points total)
- Telling a visual story - 5 points
- Creativity - 5 points
- Color and Ink (black "lead" lines) - 5 points
- Neatness - 5 points

Note: the printed copy of the rubric says the project is 40 points. That was changed in class and the assignment is worth 20 points.

DUE DATE: Weds. March 19.

You will receive some time in class to do this project, but you may need to work on it at home.
Some modern windows:

For a video on how to make stained glass, click here.

For a video on the history of stained glass, click here.

For my MME used in class if you were gone, click here.

If you need a template: 

This is similar, but more complicated than the one given out in class. You can google other templates or ask me for a copy.

Cathedrals: Bibles of Stone

Daily Objectives:

• Journal (click here for journal)
  
• Word Wall and Review
• Cathedral MME and notes (MME link posted after end of school day.)
• Video and drawing a diagram - round vs. pointed arch? 2 other differences between the two?

MAIN IDEA: In the Middle Ages, giant churches called Cathedrals were built to honor god.

Words worth knowing

•       Cathedral:  a large church, home to a bishop. Housed holy relics.

•       Relic:  a piece of a saint or other sacred object

•       Stained Glass:   picture stories from the Bible and church history

•       Romanesque Architecture:  early cathedral -short, squat, small windows and heavy walls.

•       Gothic Architecture:  tall, graceful churches with large windows and narrow supports, made possible by buttresses.

•       Flying Buttresses:  an external support that holds up a wall.

•       Gargoyle:  a stone statue on the outside of a cathedral.

Left side activity: Watch this video about the difference between Romanesque and Gothic Cathedrals. For your "left side activity," draw and label the different types of arches used in these cathedrals. List at least two other differences.

Think you've got it down? 

Take the Romanesque vs. Gothic quiz to test your knowledge! These pictures are taken in High-Def by a photographer Trey Ratkin.

For the MME in class in case you were gone or need to review: Click here.

Problems in the Church

 Daily Objectives:

•  Journal: click here for journal prompt!
•  Review 
•  Church Problems Notes and MME
•  Spider graph: organize the notes into your own categories. What were the problems of the Church and how were they solved?

Main ideas:

 People felt that the Church was becoming too focused on money and power. They looked for better ways to be faithful and not betray the Church.

 The Charter of Cluny removed kings from religious decisions.

 Words worth knowing:

 Monastic Movement:  Many, led by Benedict, moved to monasteries and convents to live lives that were more like the life lives by Jesus.

 Monastery at Cluny, France:  where the church reform movement began.  Tried to get the church and its followers to be more Christ-like.

 Francis of Assisi:  Italian monk who gave up everything to serve the poor and others in need.  Formed the Franciscan Friars.

 Friars:  a new kind of monk who lived in towns with the people rather than in a monestary, and helped the poor, the sick, orphans and others.

 Problems in the Catholic Church

­Simony--the buying and selling of church positions. Anybody could be a church official, even if he was a bad person.

­Married priests and/or priests fathering children.  Priests were sworn to be celibate (never marry or have sex)

Lay Investiture:  when a king names his own bishops.  King did not name holy men, instead named men he could control.

For the MME in class if you were gone or need to review: click here.

Review time!

Daily Objectives:

• Journal (click here for today's journal!)
• Finish Effects of the Crusade
• Review sheet
• Tomorrow: Review and Jeopardy!

If you were gone: 

Please print the review sheet and use your notebook to fill it in! All information should be contained in your notebook or on your Crusade foldable.

Test Review: Feudalism to Crusades

Rise to Feudalism

·         Define feudalism.

·         The feudal system was caused by people’s need for _____________________.

·         Define or describe a feudal lord. Vassal? Knight? Peasant? Serf?

·         Be able to draw and label the feudal pyramid.

·         The land given to a vassal by the king is called a _______________ or ____________________.

·         How did feudalism benefit the peasants?   How did it benefit the vassals?  How did it benefit the king?  How did it benefit the Catholic Church?

·         What is a tithe?

·         What is the difference between a peasant and a serf? BONUS: The peasant was also known as ____________. The serf was also known as_____________.

Life on the Manor

·         Describe a feudal manor. Name at least 3 parts of a feudal manor.

·         Describe planting on the manor. Number of fields? Who owned the land?

·           Define Fallow. Why was it so important?

·         How are a manor and a fief different?

·         What is one building on the manor that every single person used and why?

Church Life

·         Who were the clergy? What did they do?

·         How did people achieve salvation? What is salvation?

·         Define Canon Law. Why was this important in the Middle Ages?

·         Who was Gregory VII? Who was Henry IV? What happened at Canossa?

·         _____________________________________ was a ceremony where bishops were given their symbols of office.

·         Be able to draw the hierarchy of the Church.

Castles

·         What was the purpose of a castle?

·          The first castles were called ___________________________. Later castles were called _____________________________.

·          What is a keep?  Moat?  Crennulations?  Arrow Loops?  Murder Holes?  Describe at least 5 parts of a castle.

·         What is a siege? 

 

Knights and their Ladies

·         At age 7, _______________________ began training to become knights. At 14, ___________________________________ traveled with knights to jousts. Finally, after about age 21, ____________________________ were highly trained, mountain warriors.

·         Define Courtly love. Why is it so important to today’s ideas of love?

·         How did knights practice their skills?

·         What did knights wear? Name 3 pieces of a coat of arms.

·         ______________________________ was a code of conduct and honor that also helped improve _______________________________.  

·         Define Troubadour.

Causes of the Crusades

·         The word “Crusades” comes from the word ________________________.

·         If you went on a pilgrimage and traveled long distances, what happened?

·         What was the main reason for the Crusades?

·         What was the Holy Land? Why was it important to Christians?

·         The _____________________________ in _____________________________ sent a message to Western Europe for help against the Muslims.

·         Pope _________________ called for the Crusades and yelled to the crowds “______________________.”

·         What did Crusaders wear that made them easy to identify?

·         Name 5 causes of the Crusades. (Use your foldable!)

Crusader Showdown

·         The first four Crusades lasted from _______________ to _______________.

·         What is the difference between Muslim and Islam? Who is their prophet?

·         Who was the famous Muslim general? What did he do?

·         Define Reconquista. What happened?

·         What happened in the first Crusade? Second Crusade? Third Crusade? Fourth Crusade?

·         What was the Children’s Crusade? What happened to the kids?

·         Who won in the Crusades? Who lost? Why do you think so?

Effects of the Crusades

·         What happened to the relationship between East and West after the Crusades?

·         What were good things from the Crusades? Bad things? Name at least 5 effects of the Crusade (Use your foldable!)

·         How do the Crusades impact life in the East and West today? Why should we study the Crusades?

Effects of the Crusade

Daily Objectives

• Finish any Crusade Showdown Notes
• Discuss effects of the Crusade
• Create a foldable study guide for the test on the Crusades - this will have to be made up in class. 

Main Idea:  The Crusades had both good and bad results, none of which were intended.

Words Worth Knowing
1.  Moor--a Spanish Muslim

2. Cordoba--important Moorish city in Spain
3. Al Hambra---famous mosque 

Effects of the Crusades

1. Feudal lords lose power
2. Catholic Church loses power
3. Trade increases between Europe, Middle East and Africa
4.  Many knights and others die
5. Byzantine Empire does not trust Europe any more
6. Muslims do not trust Europe any more
7. Power of kings increases
8. Tolerance for Jews and Muslims decreases
9. Italian city-states become wealthy
10. European technology improves thanks to contact with Muslims

Map showing Muslim Spain before the Reconquista

Extra Credit for upcoming test!

Hello students!

I have been getting several (only slightly panicked) requests for extra credit opportunities since we are at the end of the trimester.

Here's my offer to you:

We've talked a lot about the Crusades in class recently! I told you there were more than 4 crusades, and I meant it! Historians can't even agree when the Crusades technically ended!

For extra credit:
Select one of the Crusades or Crusader groups below.
Find out who, what, when, where, and one interesting fact for 5 points extra credit on the exam.

5th Crusade
6th Crusade
7th Crusade
Crusade of Emperor Frederick II
Brothers of the Sword
Knights Templar
Teutonic Order

DUE FRIDAY MARCH 7 WITH EXAM NO EXCEPTIONS.

Crusade SHOWDOWN

Daily Objectives:
MME: Review and New info
Notes and Foldable
Coat of Arms DUE: March 4
Trimester Projects Due this week!

•Main Idea:  The Crusades were holy wars between European Christians and Middle Eastern Muslims that have caused distrust ever since.

•Crusades:  wars between 1096 and 1204 to free the holy land.

•Pilgrimage:  a journey to a holy place to receive forgiveness of sins.

•Holy Land:   the land in the Bible where Jesus lived and taught.  (Now Israel)

•Pope Urban:  called for Crusades to free the Holy Land

•Muslims:    followers of Muhammad who lived in the Holy Land

•Islam:   The religion of Muhammad, believers in the same God as the Jews and Christians

•Saladin: respected Muslim leader who defeated the Crusaders 

•Reconquista: non-Christians were forced out of Spain

We also did a notes section for the foldable tomorrow as a left side activity. See me in class for handout.

If you're gone: watch these two videos on the Crusades and take notes for who what when where and why on each of the Crusades.

 Crescent and the Cross: Part One

Crescent and the Cross, Part Two