Agenda 1. Simulation 2. Age of Faith 3. Perspectives 4. Project Intro 5. Reflection Daily Question:...

Agenda1. Simulation2. Age of Faith3. Perspectives4. Project Intro5. Reflection

Daily Question: How influential was the Roman Catholic Church in medieval Europe?

Unit 6: Conflict and ChangeA study in the uses and abuses of power

CRUSADES Lesson #2

Essential Question:- Why is there conflict?- How can conflict bring two societies closer together?- Is it in human nature to dominate?- Can one person make a difference?- Is one person’s freedom fighter another person’s terrorist?- Is fighting ever justified?



WARM-UP

What’s going on in this image? What do you see that makes you say that?...

…what more can you find?



SimulationEach of you has been assigned your role in our

Medieval World

Each student is assigned a role with a description: Serfs/Peasants (15 students) – born with 6 monies Knights (6 students) – born with 8 monies Lords/Ladies (3 students) – born with 18 monies King (1 student) – born with 50 monies Pope (1 student) – given 40 monies



Simulation Serfs pay the lords 3 monies (of food) for protection

Lords name Knights by giving them honor and the Knights give the Lord service

Lords give the King 3 monies and a Knight in exchange for land and protection

Kings gives his Knights 2 monies and Lords give their Knight 2 monies to protect the kingdom

The Pope makes a decree to the King and everyone must give him 2 monies

The King imposes a tax of 1 monies on every person

HOW MANY DO YOU HAVE NOW?



Simulation ReflectionWhat was it like to be

a ?

Why did you give your payment to the person in the higher class? What was the purpose of that?

Did you think the system of payment was fair? Why?

Why would people agree to this?

What kind of societal structure does this create?

How does this create a certain societal structure?



“AGE OF FAITH” The Middle Ages can sometimes be called the “Age of Faith”

because religions dominate people’s lives and determine everything they do.

VOCABULARY: Religion: a set of spiritual beliefs, values and practices

During the Middle Ages, as Islam was spreading from Saudi Arabia to Southern Europe, Northern Africa and Eastern Asia, another religion dominated European daily life, laws and way of thinking.

Discuss: What religion do you think this was? Why?



Christianity Christianity became the official religion of the

Roman Empire in 393 C.E., specifically the Roman Catholic Church and the pope dominated the lands.

The Catholic church was the center of community life and gained economic and political power.

The sacraments received in the church were the major occasions of people’s lives (such as baptism, confirmation, Eucharist/communion, matrimony/ marriage, holy orders, penance, extreme unction).

VOCABULARY: Roman Catholic Church: the Christian church headed by

the pope in Rome Sacrament: a sacred rite of the Christian religion



Christianity

The church itself, as a place of worship, became increasingly important, so architecture of churches developed much in the same way they did with mosques.

People looked to the church to explain world events.

The church provided stability, guidance and leadership for all classes of Europeans.

Saint Benedict said, “to work is to pray,” so people worked really hard at their jobs to fulfill God’s wishes.



Christianity Some joined the church as monks, nuns or friars. Monks

were men who joined monasteries, communities devoted to prayer and service to fellow Christians (monasticism). Nuns were women who joined convents, communities devoted to prayer and service to fellow Christians. Both monks and nuns joined religious orders, which was a brotherhood or sisterhood with distinctive rules and forms of service.

Some wanted to live a religious life without having to go off to a monastery/convent, so they became friars. Friars travel among ordinary people to preach and to care for the poor and the sick (like Saint Francis of Assisi)

VOCABULARY:

Religious Order: a brotherhood or sisterhood of monks, nuns or friars

Clergy: the body of people, such as priests, who perform the sacred functions of the church



Holy Land

VOCABULARY:Holy Land: the area between Egypt and Syria that was the ancient homeland of Jews and the place where Jesus Christ had lived; also called Palestine

In 1096 C.E., the Roman Catholic Church led the people in a Christian Crusade to reclaim Jerusalem (in Israel) and other holy sites in the Middle East from the Muslims.



Holy Land

From 1096 C.E. to 1291 C.E. (approximately 195 years), Christians fought to gain control of the holy land now known as Palestine because it was where Jesus lived.

Palestine had come under the control of the Muslim Turks who were expanding their lands and treating Christians badly.

VOCABULARY:Pope: Overseer of the Roman Catholic Church

Sultan: the supreme ruler of a Muslim state



Holy LandIn 1076, the Turks took Jerusalem, which prompted the emperor in 1095 to ask Pope Urban II for help, so the Pope declared a religious war against the Muslims.

Muslims weren’t the only targets – there was also violence against Jews and Christian heretics.

People expressed their dedication to their faith by fighting in the crusades.

These religious wars occurred in Europe, North Africa, and the Middle East.



Holy Land

VOCABULARY:Crusades: a series of religious wars launched

by European Christians to reclaim Jerusalem and other holy sites from Muslims

Persecute: to cause a person to suffer because of his or her beliefs

Heretic: a person who holds beliefs that are contrary to a set of religious teachings.

Pilgrimage: a journey to a holy siteNatural Law: the concept that there is a

universal order built by nature that can guide moral thinking



Reading ActivityEach person has been given readings

about the Crusades.1. Read the documents

2. Answer the questions at the bottom of each document

3. Share your answers with the person sitting next to you (pairs)

4. Share out answers to the second question on the board.



Reasons to fight in the Crusades

POPE: REASONS TO GO FIGHT

SALADIN: REASONS TO GO FIGHT



T-chart to compare Crusaders and Muslims

WORDS TO DESCRIBE CRUSADERS

WORDS TO DESCRIBE MUSLIMS



Discussion

What surprised you during class today?

Why were there different opinions?

What happens to historians who don’t look at all sides?

What happens in life when we don’t look at all sides?

Do you think students in America have always been taught both sides of the Crusades?

Do you think there are students elsewhere in the world now who are not taught both sides?



Journal Reflection*

Answer ALL of the following questions:What was your opinion of the events?Why were there different opinions?What happens to historians who don’t

look at all sides?Do you think students have always

looked at both sides? Why or why not?



WARM-UP

What’s going on in this image? What do you see that makes you say that?...

…what more can you find?

* Video Clip of the Middle Ages



Crusades Hearing Project1. Introduce the project by reading over the

Crusades Hearing Project

2. Go over the parts of the project description

3. Vocabulary Hearing: an opportunity to state one’s case Testify: to give evidence; to declare Placard: a paper sign to announce

information/ideas



Crusade Hearing ProjectWhen someone is caught committing a crime, they go on trial.

When an event happens that is so complicated that nobody is sure how to react, though, whoever is in charge – congress, the United Nations, or some other group will often hold a hearing. A hearing is like a trial, but instead of deciding guilty or not guilty, the goal of a hearing is to figure out what happened and why.

For this project, we will have an in-class hearing to determine:

Why did the Crusades happen? Were they justified?



Crusade Hearing ProjectSince everyone, especially Muslims and Christians, have

different points of view on the Crusades, the only way to figure this out is to hear from all of the sides. Therefore, in this hearing, you will be the ones testifying about what happened. Some of you will be the Christian soldiers, others will be the Muslims or other characters involved. Each group will explain their side of the story, and then everyone will have the chance to ask them questions to figure out more information. By the end, we will have a full picture of all the aspects of this complicated event.



Each GROUP will be responsible for:1. Reading and creating a character map about the character you are

playing

2. Preparing a 3-5 paragraph opening statement that explains your character’s perspective on what happened

3. Answering a series of questions as your character

4. Making a list of questions to ask each of the other groups in the class when they present

5. Preparing a placard with the name and a picture or design representing your character

Your group will have 3-5 members and everyone in the group is responsible for doing parts of the preparation and presentation.



Each PERSON will be responsible for:Preparation

1. Reading and creating a character map about the character you are playing

2. Writing ONE paragraph of the opening statement

3. Writing ONE question to ask each of the other five characters

4. Designing a placard with the name and a picture or design representing your character

Presentation:1. Speaker: reading your part of the opening statement during the hearing

2. Question responder: answering at least one question asked of your character

3. Inquisitor: asking your questions to the other characters



Hearing Questions:

Why did the Crusades happen?

Were they justified?



Project Groups – A

Group #1: Charles1. Valerie2. Ashley3. Angelica4. Antoine5. Trevous

Group #2: Antonio1. Manuella2. Kaylee3. Anilbelis4. Daquan5. Michael S.

Group #3: Urban II1. Tashomie2. Aldo3. Alicia4. Jhevaughn

Group #4: Ahmed1. Marquise2. Ruchel3. Lucia4. Elvis5. Isaiah

Group #4: Malik1. Erika2. Kasaan3. Staisy4. Brennan

Group #5: Saladin1. Christopher2. Amanda3. Kahdijah4. Melanie5. Quinesha



Project Groups – B

Group #1: Charles1. Jasmin A.2. Jonathan3. Mariana4. Yamiliz5. Ceatra

Group #2: Antonio1. Samuel2. Joel3. Kevin4. David5. Maya

Group #3: Urban II1. Robert2. Iftakar3. Ashinique4. Jasmine P.

Group #4: Ahmed1. Luz2. Angelica S.3. Krystal S.4. Deryk5. Alan M.

Group #4: Malik1. Joe C.2. Javoan3. Alan P.4. Jose

Group #5: Saladin1. Perla2. Alexandria3. Crystal C.4. Diego5. Chris D.



Project Groups – C

Group #1: Charles1. Carlos 2. Marlis3. Tiara4. Yahya5. Rosemary

Group #2: Antonio1. Milton2. D’Imari3. Isaiah4. Kevin L.5. Maegan

Group #3: Urban II1. Crystal2. David3. Micely4. Lehilany5. Nali

Group #4: Ahmed1. Elyshka2. Reyna3. Shahime4. Gabriel5. Elexis

Group #4: Malik1. Joseph2. Aida3. Esther4. Ryan5. Melany

Group #5: Saladin1. ?2. ?3. ?4. ?5. ?



TO DO LIST

Check off the tasks you have completed on your to do list.

Think about what you need to get done for next class.



Character Overviews Pope Urban II: Leader of the Catholic Church, Pope Urban called for the Crusades to

re-take the Holy Land for Catholics. He is the most listened-to man in Europe and claimed that god wanted the Christians to invade and take Jerusalem.

Charles: A religious Christian living in Europe, who heard the Pope’s speech and left his family and home to go fight in the Crusades. He believed the Pope, who said that if he died on a Crusade he would go to Heaven.

Antonio: A European trader who is not very religious. He heard of massive armies traveling to Jerusalem and thought he might have a chance to make some money. He went with the Crusades and brought goods to sell.

Malik: A Turkish Muslim ruler who won the area around Jerusalem during the expansion of his empire. He sought to keep Christians out of his Empire and eventually had it taken away during the first Crusade.

Saladin: Ruler of the Mamluk’s, another group of Muslims, who was upset to see the Christians invading Jerusalem. He wanted to take back Jerusalem for Muslims, but also wanted to make sure there would be lasting peace.

Ahmed: A Muslim soldier living in the area of Jerusalem. He was simply standing his normal guard position when a group of Christians invaded. He is one of the few survivors among his fellow soldiers



Character Map

Fill out the character map using the overview and your knowledge of the crusades to create a complete understanding of who your character is.

When you finish your character map… Work on the opening statement Work on the questioning Work on the placard



Crusades Hearing Project4. Break students up into groups of three

5. Assign each group a character Charles: The European Christian Crusader Malik: The Turkish Ruler Urban II: The Catholic Pope Ahmed: A Muslim Soldier Antonio: European Trader Saladin: Mamluk Muslim Ruler

6. Read and annotate Character Overview and answer: What makes your character look good? What did your character do that could make them look bad? What is your character’s point of view on the Crusades?



Character Overviews1. READ through your character overview

2. ANNOTATE (talk to) the text

3. ANSWER these questions on your sheet: What makes your character look good? What did your character do that could make them look

bad? What is your character’s point of view on the Crusades?



Journal Reflection*Answer ALL of the following questions:

Who is your character?Which side of the Crusades is your character on?What did your character do during the

Crusades?Why did your character join the crusades?



Journal Reflection*

Answer ALL of the following questions:Would you fight for something you believe

in?What is something you believe in so

strongly that you would fight for it?



Homework

Work on Crusades Project (Finish reading and annotating character overview and answering the questions)

Agenda 1. Simulation 2. Age of Faith 3. Perspectives 4. Project Intro 5. Reflection Daily Question:...

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Transcript of Agenda 1. Simulation 2. Age of Faith 3. Perspectives 4. Project Intro 5. Reflection Daily Question:...