3 the breakdown 3 of medieval society · of medieval society h-ss 7.6.7 map the spread of the...

History Background

Section 3Standards-Based Instruction

Chapter 16 Section 3 455

Standards at a Glance

In this section, students will learn about forces that worked to break down medi-eval society in Europe, including war-fare, famine, and especially, the terrible Black Death.

Section Focus QuestionHow did warfare and the plague disrupt life in Europe?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: Wars killed soldiers and civilians. They separated soldiers from their families and from their peacetime occupations. The Black Death sickened and killed millions, and terrified everyone. The uncertainty that these troubles stirred up in the hearts of Euro-peans created general social disorder.)

Prepare to Read

Build Background KnowledgeBriefly review Sections 1 and 2, then, ask: Did these two sections present a more positive or a more negative view of Euro-pean civilization in the Middle Ages? (a more positive view) Then, have students skim the headings and subheadings in Sec-tion 3 to see that those good times are about to change. Introduce the concept of social structure by having students predict how famine, warfare, and devastating dis-ease might upset peoples ways of thinking about their social structure. Write students predictions on the board and refer to them as students read Section 3.

Set a Purpose Form students into pairs or groups of

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 6, Reading Readiness Guide, p. 72

Use the Numbered Heads strategy (TE p. T38) to call on students to share one piece of information they already know and one piece of information they want to know. The students will return to these worksheets later.

The Battle of Agincourt A good example of the transition from early to modern warfare is the Battle of Agincourt (AZH in koor), fought in 1415, during the Hun-dred Years War. King Henry V of England claimed the French throne in 1413. The French, naturally, denied his claim, so Henry invaded France with a small army. When the opponents met at Agincourt, the

English were outnumbered more than five to one. Their army was made of longbow-men, however, not knights on horseback. In addition, the battleground, a freshly plowed field that had been rained upon for several days, was so muddy that horses and armored soldiers had difficulty mov-ing about. With these advantages, the English won a great victory.

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Section 3 The Breakdown of Medieval Society 455

3The Breakdown of Medieval Society

H-SS 7.6.7 Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.

E-LA Reading 7.1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.

Reading Preview

Reading Skill

Use Greek Roots and AffixesSometimes you can combine two or more roots to define a word. For example, the word disaster contains the Greek root astron, meaning star.The Greek prefix dys- means hard; difficult; bad. Think of the saying its not in the stars, and you can see how bad stars, or bad luck,could come to mean disaster:a terrible event.

Vocabulary Builder

High-Use Termsconflict (KAHN flihkt), p. 455survive (ser VV), p. 459

Key Terms and Peoplefamine (FAM ihn), p. 455Joan of Arc (john uhv ahrk), p. 456epidemic (ehp uh DEHM ihk), p. 456bubonic plague (byoo BAHNihk playg), p. 456scapegoat (SKAYP goht), p. 458

Background Knowledge In the previous sections,you learned that the period between 1000 and 1300 was a timeof growth, wealth, religious devotion, and learning in Europe.In this section, you will read about a series of disasters thatthrew Europe into turmoil.

Famine and WarfareAfter two centuries of prosperity, Europeans faced disaster.

From 1315 to 1317, it rained so much that crops were ruined.Cattle died of diseases brought on by the wet weather. Manypeople died of starvation, and the years became known as theGreat Famine. A famine is a serious shortage of food. West-ern Europe had barely recovered from the famine when warbroke out.

The conflict began when Edward III of England claimed theright to be king of France. The Hundred Years War betweenFrance and England lasted from 1337 to 1453.

Medieval prosperity ended in widespread hunger and a war that ended the importance of armored knights.

Vocabulary Builderconflict (KAHN flihkt) n.disagreement, fight, or war

SSMM16.book Page 455 Monday, February 28, 2005 11:24 AM

Universal Access

456 Chapter 16

Teach

Famine and Warfare and The Black Death

H-SS 7.6.7

Instruction Vocabulary Builder

High-Use Words Before teaching this section, preteach the high-use words conflict and survive, using the strategy on TE p. 441.Key Terms Following the instructions on p. 7, have students continue to pre-view key terms.

Have students read Famine and War-fare, using the ReQuest reading strategy (TE p. T37).

Distribute the worksheet Medieval War-riors. After students have completed the worksheet, ask: If you were a medieval warrior, which weapon would you want to use, the lance or the longbow, and why? (Many students may choose the longbow because it looks easier to carry and has a longer range.)

Teaching Resources, Unit 6, Medieval Warriors, p. 74

As students read about Joan of Arc, ask: How did Joan get the idea to go to war? (She said that she was told to do so by heavenly voices.)

Independent PracticeHave students begin to fill in the Interac-tive Reading and Notetaking Study Guide.

Interactive Reading and Notetak-ing Study Guide, Chapter 16, Section 3 (Adapted version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand the impact that famine and wars had on medieval society. Provide assistance as needed.

Answers

The name refers to her key role in the French victory over the English at Orleans in 1429.

longbow, guns, and cannons

Reading Skill epi- : epicenter and episode; demos : democracy, demographics, and pandemic.

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Gifted and Talented

Presenting Joan Joan of Arcs extraordi-nary life makes her one of the most intrigu-ing figures of the Middle Ages. Challenge students, working individually or in small groups, to do some further research about Joan of Arc. They can focus on distinct parts of Joans life: her childhood as a peasant, her first messages from the heav-

enly voices and the actions that she took when she heard them, her participation in battles, her trial and execution, and her legacy. Urge students to relate the bio-graphical material to European society at the time. Have students make an oral pre-sentation to the class.

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456 Chapter 16 A Changing Medieval World

The English won key battles early inthe war, partly because of a new weapon:the longbow. Arrows from the longbowstruck with great force, piercing the armorof French knights. Soon, both sides wereusing even deadlier new weapons: gunsand cannons. Guns shot through armor,and cannon blasts tore through even thestrongest castle walls.

The tide was turned by a remarkableyoung peasant woman known as Joan ofArc. Joan said that voices from heaven hadtold her to put on a knights clothing andlead the French army to victory.

Joan led French soldiers against theEnglish. Her courage inspired the French,who eventually defeated the English. Joanherself was captured by the English andburned at the stake. The French, however,still honor her today.

The Hundred Years War put an end tothe old feudal ways of fighting wars.Armored knights and thick-walled castleswere no defense against an enemy armedwith guns and cannons.

What new weapons were used in the Hundred Years War?

The Black DeathIn 1347, Europe was struck by a terrible epidemic, a wide-

spread outbreak of a disease. The disease was the bubonicplague, a deadly infection. It was called the Black Deathbecause bleeding under the skin left black spots all over thebody. Victims usually died within a few days, often in terribleagony. At the time, no one knew what caused the plague.Today, we know that it was carried by infected fleas that livedon rats.

The Spread of the Disease The epidemic began inCentral Asia. From there, it slowly spread along the trade net-works that linked China, India, and the Middle East. Beforereaching Europe, the Black Death had killed millions in Asia.

For: More about Joan of ArcVisit: PHSchool.comWeb Code: mxe-6163

The Black Death was a disease that spread from Asia to Europe, killed millions, and led to the breakdown of the medieval social order.

E-LA 7.1.2 Use Greek Roots and AffixesThe Greek prefix epi- in

epidemic means at; on; upon; among. The Greek root demos means people. What other words contain either of these roots?

Why is Joan of Arc sometimes called the Maidof Orleans?

Fast FactsWho: Joan of ArcWhat: Catholic saint and French heroine of the Hundred Years WarWhen: 14121431Where: FranceWhy important: She led French forces to victory against the English.

Fast FindHow: Go online to find out about Joans heroic role in leading the French forces against the English at Orleans.

Joan of Arc

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History Background


Instruction (continued) Have students read The Black Death.

Remind students to seek clarification of any words or phrases they do not understand.

Ask: What part of the world did the bubonic plague first come from? (Asia) How was the plague an indirect result of Europes growth and prosperity? (Growth and prosperity led to a rise in travel and foreign trade. The infected rats arrived in Europe on trading ships from Asia. Trade within Europe spread the disease further.)

Call on one or more volunteers to read the quotation from The Decameron. Ask: According to this passage, why did many people stay indoors? (They could not afford to go away, and they hoped that staying indoors would keep them from catch-ing the disease.) How did this plan back-fire? (Many of these people got sick anyway. People outside such a house, who might have helped or comforted the sick, often did not know that people inside were ill until it was too late.)

Answer

(a) through Asia by way of the Black Sea and then across the Mediter-ranean Sea. (b) They were on trade routes.

Plague and Plague Again The plague outbreak of the mid-1300s was not the only plague that Europe experienced. Perhaps the worst occurrence of plague took place in the 1600s. Novelist Daniel Defoe wrote of the 1665 outbreak of plague in England in A Journal of the Plague Year. He describes the pitiful reliance of the people on quacks who promised magical remedies. Officials

marked the houses of infected people with red crosses. Public gatherings, such as fairs, were banned for fear of spreading the infection. When travelers fled the cit-ies, people in the towns and villages refused to let them enter the gates in fear of the disease. Sadly, fear and ignorance of disease had not changed since the Middle Ages.


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People infected with the plague rode merchant ships fromthe East to ports throughout Europe. The disease made its waytoward southern Europe through the Black Sea. It then movedthrough the narrow corridor of land that serves as the geo-graphic boundary between Europe and Asia. First Italy, andthen France, Spain, and England were struck. Travelers carriedthe plague up rivers and on overland trade routes, deep intothe heart of Europe.

Giovanni Boccaccio lived through the plague in Florenceand wrote a detailed account of what he saw:

The plight of the lower and most of the middle classes was . . . pitiful to behold. Most of them remained in their houses, either through poverty or in hopes of safety, and fell sick by thousands. Since they received no care and attention, almost all of them died. Many ended their lives in the streets . . . many others who died in their houses were only known to be dead because the neigh-bours smelled their decaying bodies. Dead bodies filled every corner.Giovanni Boccaccio, The Decameron

The Spread of the Black Death

This map shows how the Black Death spread across Europe from 1347 to 1351.

(a) Describe Describe the route by which the plague reached Italy.

(b) Interpret Maps What is simi-lar about the countries that were first to suffer from the Black Death?

For: Interactive mapVisit: PHSchool.comWeb Code: mxp-6163

See The Bubonic Plague in the Reference Section at the back of this book.

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Universal Access

458 Chapter 16

Instruction (continued) As students continue to read about the

Black Death, distribute the worksheet The Decameron. After students have com-pleted it, ask: From what Boccaccio says, how can you tell that the plague made people feel desperate? (Possible answer: Out of fear, family members, even parents and children, abandoned each other.) Why were many victims buried in mass graves? (So many people died that there was not enough room in the grave-yards for individual burials.)

Teaching Resources, Unit 6, The Decameron, p. 76

At this time, you can assign the work-sheet Famous Tales. (See the Universal Access activity at the bottom of this page.)

Discuss why some Europeans blamed the Jews for the plague. (Possible answer: Since the Jews were not Christians, they did not participate in many of the communitys activities. They were outsiders, and it often is easy to blame outsiders for anything that goes wrong.)

As students finish reading Section 3, ask: What long-term effects might have come from the peoples loss of confi-dence in the Church? (Possible answers: The Church might have lost some of its power over people.)

Independent PracticeHave students complete the Interactive Reading and Notetaking Study Guide. (Adapted version available.)

Monitor Progress

Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate whether what they learned was what they had expected to learn.

Teaching Resources, Unit 6, Reading Readiness Guide, p. 72

Have students go back to the Word Knowl-edge Rating Form. Rerate students word knowledge and have them complete the last column with a definition or example.

Teaching Resources, Unit 6, Word Knowledge Rating Form, p. 69

AnswerLink Past and Present Answers may vary. Students may say it is less likely because of advances in medicine and communication.

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Special Needs

Using Paired Worksheets Hand out the worksheet Famous Tales, which introduces The Decameron, a collection of stories told during the Black Death in Italy, and The Canterbury Tales, a collection of stories told during a pilgrimage in England, a genera-tion later. Have students read the material

individually and then work with partners to answer the questions. Check on stu-dents answers before calling on them in the whole-class discussion of the work-sheet The Decameron. (See above.)

Teaching Resources, Unit 6, Famous Tales, p. 75


Image ssmm1294c06

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As many as one third of all Europeansabout 25 millionpeopledied between 1347 and 1352, when the plague finallyran its course. Thousands of towns and villages in Europewere completely emptied.

Jews and the Black Death Terrified people, lookingfor scapegoats, blamed Jews. Scapegoats are people who areblamed for a problem that they did not cause. Some Chris-tians, without any evidence, claimed that Jews spread theplague by poisoning wells. In many German towns, Jews wereexiled or killed. In Strasbourg, the town council ordered thatthe 2,000 Jews convert to Christianity or be burned to death.The pope issued an order that Jews should not be killed orforced to convert. However, his order was widely ignored.

Effects of the Black Death The short-term effect ofthe Black Death was the loss of vast numbers of people fromevery part of society: peasants, merchants, priests, scholars,nobles. A terrible gloom descended over Europe. Peoplebecame obsessed with death and disease.

With too few people to cultivate the land, much of the landbecame overgrown with brush. Because so many peasants had

The Black DeathThe Black Death left medieval Europeans focused on death. This painting shows people from all walks of life in deathsembrace. The graph shows the population loss from the Black Death. Critical Thinking: Link Past and Present Do you think it is more likely or less likely that an epidemic like the Black Death could occur today?



Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Section Quiz, p. 84

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chap-ter 16, Section 3

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.

Interactive Reading and Notetaking Study Guide, Chapter 16, Section 3 (Adapted version also available.)

ExtendHave students go to PHSchool.com to research the Black Death. Have them share with the class information that was not covered in their textbooks. Provide stu-dents with the Web Code below.

For: Help in starting the Extend activityVisit: PHSchool.comWeb Code: mxe-1603

Writing Rubrics Share rubrics with stu-dents before they rewrite their para-graphs.

Score 1 Rewrite does little or noth-ing to make the paragraph more per-suasive or more appealing.Score 2 Rewrite makes some chang-es, but the resulting paragraph still may be vague and unappealing in tone.Score 3 Rewrite sharpens the focus and increases its persuasiveness, improves the tone, but there still is room for improvement.Score 4 Rewrite makes the focus much clearer and greatly increases its persuasiveness.

Answer

Infected rats traveled on trad-ing ships. Fleas that carried the disease lived on the rats, bit people, and spread the illness.

Section 3 Check Your Progress

1. (a) The English king claimed the French throne. (b) New weapons put an end to the feudal ways of making war. Feudal lords could no longer depend on armies of armored knights to win battles. Feu-dal ties between lords and knights broke down.

2. (a) It killed millions and terrified every-one. (b) Possible answer: Peasants who survived were able to demand better working conditions and higher wages. They also revolted.

3. too small to see with the unaided eye

4. Possible answer: when widespread crop failure meant that many people died of starvation.

5. Possible answer: where millions of peo-ple sickened and died.

6. Possible answer: by saying that the Jews were to blame for the disease.

7. Paragraph revisions should sharpen the focus on changes in feudal warfare and should make the paragraph more inter-esting to read.

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Section 3 Check Your Progress

died, manor lords were desperate for workers. Serfs whosurvived demanded wages for their work and left manors towork where wages were highest. Manor lords attempted topass laws to limit the serfs movements.

Peasants across Europe revolted. In 1381, English peasantsmounted the Peasants Revolt, killing local lords and burningmanors. Although the revolt was put down, the traditional tiesbetween lords and their serfs had been broken.

In the old medieval world, everyone had a place in societythat was fixed at birth. After the Black Death, people were nolonger tied to a stable social and spiritual community. Theybegan to act on their own as individuals. After the Black Death,people of the Middle Ages began to enter the Modern Age.

How did the Black Death spread across Europe?

Looking Back and Ahead In this section, you sawhow famine, war, and disease disrupted the medieval world.In the next chapter, you will see how Europe recovered fromthese disasters and entered a period of cultural revival.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mxa-6163H-SS: 7.6.7; E-LA: Reading 7.1.2

Comprehension and Critical Thinking1. (a) Recall Why did England

and France fight the Hun-dred Years War?(b) Analyze Cause and Effect How did this war contribute to the break-down of medieval society?

2. (a) Describe How did the Black Death affect people in Europe?(b) Analyze Cause and Effect How did the Black Death change the relation-ship between lords and peasants?

Reading Skill3. Use Greek Roots and Affixes

Use the Greek roots micro-(small, or tiny) and -scop(look, or view) to help you define microscopic in this sentence: Bubonic plague is caused by microscopic living things carried by fleas.

Vocabulary BuilderComplete each sentence by adding a second part that fur-ther explains the first part.4. In the early 1300s, Europe

was struck by famine _____.5. Medieval Europe was devas-

tated by an epidemic _____.

6. Some Christians made Jews the scapegoat for the plague _____.

Writing7. Rewrite the paragraph

below to make it more persuasive.

The Hundred Years War changed feudal warfare. New weapons were developed. The longbow and the gun pierced armor. Cannons broke through castle walls. Knights in armor could not win a battle against longbows and guns. A lordscastle could not protect villag-ers from cannons. The old ways did not work anymore.

Vocabulary Buildersurvive (ser VV) v. to continue living or existing
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460 Chapter 16

ObjectivePrimary source materials can be a wonder-ful way to study history; eyewitness accounts can yield great insights into the time period and events being studied. However, because any given primary source comes from one persons perspec-tive, it is colored by that persons attitudes and biases. This Analysis Skills lesson will teach students to check primary source material for errors and signs of bias and to evaluate its overall reliability.

Analyze Primary SourcesInstruction1. Have students look at the Learn the

Skill section and read each step aloud. After each step is read, have students repeat the instructions in their own words.

2. Practice the skill by following the steps on p. 460 as a class. Model each step as students answer the questions. (1. Mat-teo Villani, between 1348 and 1363 2. as sinful 3. probably somewhat accurate; Pos-sible answer: He is judging everyoneeven people he doesnt know.4. Answers will vary, but students probably will express some doubt. Villani includes everyone in the world as having succumbed to a shame-ful life, which is a gross generalization and impossible to validate.)

Monitor Progress

Ask students to do the Apply the Skill activity. Then, assign the Analysis Skill Worksheet. As students complete the worksheet, circulate to make sure individ-uals are applying the skill steps effectively. Provide assistance as needed.

Teaching Resources, Unit 6, Analysis Skill Worksheet, p. 78

ReteachIf students need more instruction, use the Social Studies Skills Tutor CD-ROM to reteach this skill.

Social Studies Skills Tutor CD-ROM, Analyzing Primary Sources

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Those few discreet folk who remained alive . . . believed that those whom Gods grace had saved from death, having beheld the destruction of their neighbors . . . would guard themselvesfrom . . . sins, and would be full of love and charity one towards another. But no sooner had the plague ceased than we saw the contrary; . . . they forgot the past as though it had never been and gave themselves up to a more shameful and disordered life than they had led before. . . . Thus, almost the whole city . . . rushed into disorderliness of life. . . . There was no part of the world whereinmen restrained themselves to live in temperance, when once theyhad escaped from the fury of the Lord; for now they thought thatGods hand was unstrung. Matteo Villani, Chronicle 134863

Analyze Primary Sources

History-Social ScienceResearch, Evidence, and Point of View 4Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

A primary source is information from someone who saw or had a close involve-ment in what is being described. Primary sources provide a strong sense of events and time periods. However, you must ana-lyze them accurately and watch for bias. The following excerpt describes life during and after the Black Death.

Learn the Skill Follow these steps to analyze primary sources.

1. Identify who created the source and when it was created.

2. Identify the main idea. What does the writer want you to think or believe?

3. Identify facts, opinions, inaccuracies, or bias.Sometimes it is difficult to tell one from the other. Read with a critical eye.

4. Evaluate the reliability of the source.Compare the information in the source with other sources.

Practice the Skill Use the primary source above to answer the following questions.

1. Identify who created the source and when it was created. Who wrote the account? When?

2. Identify the main idea. How does Villani describe the behavior of the survivors?

3. Identify facts, opinions, inaccuracies, or bias.Do you think this account is accurate? Is there any evidence of bias? Explain.

4. Evaluate the reliability of the source. Is this a reliable source of information about the plague? Why or why not?

Apply the SkillSee page 463 of the Review and Assessment.
Text1: The copyright holder has not granted permission to display this image in electronic format. Please see the teacher's edition of your textbook for this image.

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