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Chapter Introduction
Section 1 Transforming the Roman
World
Section 2 Feudalism
Section 3 The Growth of European
Exchange
Section 4 The Byzantine Empire and
the Crusades
Chapter Summary
Chapter Assessment
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Key Events
As you read, look for the key events in the
history of early Europe and the Byzantine
Empire. ⇓
• The new European civilization was
formed by the coming together of three
major elements: the Germanic tribes, the
Roman legacy, and the Christian church. ⇓
• The collapse of a central authority in the
Carolingian Empire led to feudalism. ⇓
• In the 1100s, European monarchs began
to build strong states.

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Key Events
As you read, look for the key events in the
history of early Europe and the Byzantine
Empire.
• While a new civilization arose in Europe,
the Byzantine Empire created its own
unique civilization in the eastern
Mediterranean.

The Impact Today
The events that occurred during this time
period still impact our lives today. ⇓
• Ancient Roman literary works exist today
because they were copied by monks. ⇓
• The influence of English common law is
seen in our American legal system. ⇓
• Byzantine architecture inspired building
styles in eastern Europe and Southwest
Asia.


Chapter Objectives
After studying this chapter, you should
be able to: ⇓
• describe the rise of the Germanic and
Frankish kingdoms, the influence of
Christianity, and of Charlemagne. ⇓
• explain invasions and the forces
contributing to growth of feudalism. ⇓
• explain the Norman Conquest, Magna
Carta, French kingdoms, and the growth
of Slavic states.


Chapter Objectives
After studying this chapter, you should
be able to:
• describe the Byzantine Empire and the
effects of the Crusades.

Transforming the Roman World
Main Ideas
• The new European civilization was formed by
the Germanic peoples, the legacy of the
Romans, and the Church. ⇓
• Charlemagne expanded the Frankish kingdom
and created the Carolingian Empire. ⇓

Key Terms
• wergild ⇓ • monasticism ⇓
• ordeal ⇓ • missionary ⇓
• bishopric ⇓ • nun ⇓
• pope ⇓ • abbess
• monk ⇓

People to Identify
• Clovis ⇓ • Pepin ⇓
• Gregory I ⇓ • Charlemagne ⇓
• Saint Benedict ⇓

Places to Locate
• Pyrenees ⇓
• Carolingian Empire


Preview Questions
• How did the Germanic peoples impact the new
European civilization? ⇓
• What was the role of the Church in the growth
of European civilization?


Preview of Events

Although Christians generally rejected the
ancient Egyptian practice of embalming,
considering it to be a pagan custom that
mutilated the corpse, Charlemagne’s
embalmed and well-dressed corpse was
placed in a sitting position in his tomb at
Aachen, in present-day Germany.

The New Germanic Kingdoms
• Germanic peoples began moving into
Roman territory by the third century. ⇓
• The Visigoths occupied Spain and Italy
until the Ostrogoths took control of Italy in
the fifth century. ⇓
• By 500 the Western Roman Empire had
become a number of states ruled by
German kings. ⇓
• Although these kingdoms kept the Roman
governmental structure, Germanic
warriors dominated the native populations
and eventually excluded Romans from
holding power. (pages 285–287)


The New Germanic Kingdoms (cont.)
• The Germanic Angles and Saxons moved
into Britain in the fifth century. ⇓
• Eventually these people became the
Anglo-Saxons.

(pages 285–287)


• The only German kingdom to last long
was the Franks. ⇓
• Clovis, who converted to Christianity
around 500, established the Frankish
kingdom. ⇓
• Clovis had resisted the pleas of his wife to
convert, but during a battle that was going
badly he called on Jesus, promising to
believe and be baptized if Jesus came to
his aid. ⇓
• After his plea, the enemy fled and Clovis
converted.
(pages 285–287)


• His conversion won Clovis the support of
the Roman Catholic Church, as the
Christian church in Rome had become
known. ⇓
• By 510 Clovis had established a Frankish
kingdom from the Pyrenees to present-
day western Germany. ⇓
• Following Frankish custom, after Clovis’s
death his sons divided the kingdom
among themselves.

(pages 285–287)


• Germans and Romans intermarried and
created a new society in which German
customs had an important role. ⇓
• The extended family was the center of
German society. ⇓
• They worked the land together and
protected each other in violent times.

(pages 285–287)


• The German concept of the family
affected crime and punishment, say for
murder. ⇓
• In the Roman system, as in ours, most
crimes are considered offenses against
the state, not the person. ⇓
• Thus, a court hears evidence and makes
a judgment. ⇓
• Germanic law, however, was personal. ⇓
• One person injuring another often led to
a savage blood feud.
(pages 285–287)


• A system using a fine called a wergild
(“money for a man”) developed to avoid
bloodshed after crimes such as murder. ⇓
• The wrongdoer paid the injured party’s
family a set amount of money, which
varied by social status.

(pages 285–287)


• The ordeal was one Germanic way of
determining guilt. ⇓
• The practice was based on the belief that
the gods would not let an innocent person
be punished. ⇓
• If the accused was unharmed after a
physical trial (ordeal), he or she was
presumed innocent.

(pages 285–287)



Why do you think the Frankish custom
was for a kingdom to be divided among
the king’s sons after his death?
This practice helped to avoid conflicts
over who would rule. All the sons got a
piece of the pie.

(pages 285–287)

Space Bar to display the answer.

The Role of the Church
• Christianity had become the supreme
religion of the Roman Empire by the end
of the fourth century. ⇓
• By this time the church had developed a
system of organization. ⇓
• Priests headed local communities called
parishes. ⇓
• A group of parishes was headed by a
bishop, whose area of authority was
called a bishopric, or diocese. ⇓
• Bishoprics were joined under the direction
of an archbishop.
(pages 287–288)


The Role of the Church (cont.)
• The bishop of Rome came to claim he
was the leader of what was now called the
Roman Catholic Church. ⇓
• The claim was based on the belief that
Jesus gave Peter the keys to Heaven. ⇓
• Peter was considered the chief apostle
and the first bishop of Rome. ⇓
• The bishops that succeeded him in Rome
came to be called popes, from the Latin
word papa, “father.”

(pages 287–288)


• Western Christians came to accept the
pope as the Church’s leader, but they
could not agree on the extent of the
pope’s power. ⇓
• Pope Gregory I strengthened the power of
the papacy. ⇓
• He was pope from 590 to 604. ⇓
• He took political control of Rome and its
surrounding territories, later known as the
Papal States.

(pages 287–288)


• He extended papal authority over the
Church in the west and actively converted
non-Christians through the monastic
movement.

(pages 287–288)

• A monk is a man who separates himself
from worldly, everyday life to dedicate
himself entirely to God. ⇓
• Monasticism is the practice of living the
life of a monk. ⇓
• In the sixth century, Saint Benedict
founded an order of monks and wrote
rules for their practice.

(pages 287–288)


• Benedict’s rules divided the day into
activities, emphasizing prayer and much
physical labor to keep the monks busy. ⇓
• Idleness was “the enemy of the soul.” ⇓
• Prayer was the proper “Work of God.” ⇓
• Monks meditated and read privately. ⇓
• They prayed together seven times a day. ⇓
• All aspects of Benedictine life were
communal.

(pages 287–288)


• An abbot (“father”) ruled each Benedictine
monastery. ⇓
• Monks were to obey the will of the abbot.
Monks took a vow of poverty. ⇓
• The monks’ dedication made them the
new heroes of Christian civilization. ⇓
• They also were the social workers of the
community, and monasteries became
centers of learning.

(pages 287–288)


• The monks worked to spread Christianity
throughout Europe. ⇓
• English and Irish monks were especially
enthusiastic missionaries–people sent out
to carry a religious message.

(pages 287–288)


• Women, called nuns, also began to
withdraw from the world to dedicate
themselves to God. ⇓
• Nuns lived in convents headed by
abbesses. ⇓
• Many of them belonged to royal houses. ⇓
• The abbess Hilda founded a monastery in
Whitby in 657, where she was responsible
for giving learning an important role in the
monastery. ⇓
• Five future bishops were educated under
her direction. (pages 287–288)



What did Benedict mean when he said,
“Idleness is the enemy of the soul”?

Possible answer: Idleness might allow
the mind, heart, and desires to wander,
making the person more vulnerable to
temptation.

(pages 287–288)


Charlemagne and the
Carolingians
• In the 600s and 700s, the Frankish kings
lost their power to the chief officers of the
king’s household, called mayors of the
palace. ⇓
• One of these mayors, Pepin, assumed the
kingship. ⇓
• His son became king after Pepin’s death
in 768.

(pages 289–290)


Charlemagne and the Carolingians
(cont.)

• Pepin’s son was Charles the Great, or
Charlemagne, one of history’s greatest
kings. ⇓
• Charlemagne was curious, driven, and
intelligent. ⇓
• He was a strong warrior and statesman,
and a devout Christian. ⇓
• Although possibly unable to write, he
strongly supported learning.

(pages 289–290)


(cont.)

• He ruled from 768 to 814. ⇓
• He expanded the Frankish kingdom into
what became known as the Carolingian
Empire, which covered much of western
and central Europe.

(pages 289–290)


(cont.)

• Charlemagne’s household staff and
counts (German nobles) administered the
empire locally. ⇓
• To keep the counts in line, Charlemagne
established the missi dominici
(“messengers of the lord king”), two men
sent to make sure the king’s wishes were
followed.

(pages 289–290)


(cont.)

• Charlemagne’s power and prestige grew. ⇓
• In 800, Charlemagne was crowned
emperor of the Romans. ⇓
• This testifies to the enduring nature of the
idea of the Roman Empire. ⇓
• The coronation also symbolized the
coming together of the Roman, Christian,
and Germanic elements that forged
European civilization. ⇓
• The spiritual leader of western
Christendom –the pope–had crowned a
Germanic king Roman emperor. (pages 289–290)


(cont.)

• Charlemagne’s desire to promote learning
led to what has been called the
Carolingian Renaissance (rebirth). ⇓
• There was renewed interest in Latin
culture and classical works–works of the
Greeks and Romans.

(pages 289–290)


(cont.)

• Monasteries played an important role in
this revival of learning. ⇓
• Benedictine monks copied Christian and
classical Latin manuscripts in scriptoria, or
writing rooms. ⇓
• Most of the Roman works we have today
exist because Carolingian monks copied
them.

(pages 289–290)


(cont.)

Compare and contrast Charlemagne’s attempts to
create European unity with those of European leaders
today and the European Union.
Possible answer: Probably the largest point of
contrast is that unity now is more economic than in
Charlemagne’s day. Also, religious differences are
respected or tolerated, and no European state
sponsors missionaries. A similarity is the
importance of knowledge, now more the exchange
and sharing of information rather than classical or
religious learning. Also, in Aachen, Germany, the
Charlemagne Prize is awarded each year in May
for contributions to European unity. (pages 289–290)


Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__ 1. a person sent out to carry
D A. wergild
a religious message B. bishopric
__ 2. “money for a man,” the
A C. monk
value of a person in money,
depending on social status; D. missionary
in Germanic society, a fine E. abbess
paid by a wrongdoer to the
family of the person he or
she had injured or killed
__ 3. a man who separates himself from ordinary
C
human society in order to dedicate himself to
God; monks live in monasteries headed by
abbots

Space Bar to display the answers.

__ 4. the head of a convent
E A. wergild
__ 5. a group of Christian
B B. bishopric
communities, or parishes, C. monk
under the authority of a bishop
D. missionary
E. abbess


Summarize the crucial social bond
among the Germanic peoples and one
area of its application.

Family was a crucial social bond that
affected the concept of crime and
punishment.


List the daily activities of the
Benedictine monks.

Prayer and manual labor were the
daily activities of the Benedictine
monks.


Critical Thinking
Explain What significance did
Charlemagne’s coronation as Roman
emperor have to the development of
European civilization?

Charlemagne’s coronation as Roman
emperor symbolized the union of
Roman, Christian, and Germanic
elements.


Analyzing Visuals
Examine the painting of Charlemagne
shown on page 289 of your textbook.
How does this representation reflect
Charlemagne’s dual role as emperor
and as Christian leader?

Charlemagne holds a sword (military
leader) and an orb with a cross
(spiritual leader).


Close
Discuss the cooperation between
religious and political leaders during
this period and the spread of
Christianity through monastic life.

Feudalism
Main Ideas
• Vikings, Magyars, and Muslims invaded
Europe during the ninth and tenth centuries. ⇓
• The collapse of central authority in the
European world led to a new political system
known as feudalism. ⇓

Key Terms
• feudalism ⇓ • feudal contract ⇓
• vassal ⇓ • tournament ⇓
• knight ⇓ • chivalry
• fief ⇓

Feudalism
People to Identify
• Magyars ⇓
• Vikings ⇓
• Eleanor of Aquitaine ⇓

Places to Locate
• Hungary ⇓
• Normandy


Feudalism
Preview Questions
• What led to the development of the system of
feudalism? ⇓
• What was the role of aristocratic women in the
Middle Ages?


Feudal relationships were like a pyramid,
with the king at the top, the lords in the
middle–each of whom served a lord of the
next higher rank–and peasants at the
bottom. A lady, or noblewoman, had few
rights even though she often had
extensive responsibilities running the
household and estates.

The Invaders
• The Carolingian Empire began to fall apart
soon after Charlemagne’s death in 814. ⇓
• By 844, the empire had been divided into
three kingdoms by Charlemagne’s
grandsons. ⇓
• Invasions also added to the disintegration.

(pages 291–292)


The Invaders (cont.)
• Muslims invaded southern France, and
the Magyars from western Asia settled on
the plains of Hungary and invaded
western Europe. ⇓
• The most far-reaching attacks were from
the Norsemen (Northmen) of Scandinavia,
also called the Vikings. ⇓
• The Germanic people’s love of adventure
and the spoils of war probably led them to
invade areas of Europe. ⇓
• They sacked towns, destroyed churches,
and defeated armies.
(pages 291–292)


• The Vikings were superb warriors, sailors,
and shipbuilders. ⇓
• Their famous ships were long and narrow
with carved, arched prows. ⇓
• These dragon ships carried about 50
men. ⇓
• Their construction allowed sailing up
shallow rivers to attack inland. ⇓
• By the mid-ninth century, Vikings began to
settle areas of Europe.

(pages 291–292)


• The Franks had a policy of settling and
Christianizing the Vikings. ⇓
• In 911, a Frankish ruler gave a band of
Vikings the land that became known as
Normandy.

(pages 291–292)



What did the Vikings do long before
1492?

Evidence in Canada shows that Vikings
were the first Europeans to sail to the
Americas, landing about 500 years
earlier than Christopher Columbus. The
Vikings did not colonize where they
landed, however.

(pages 291–292)


The Development of Feudalism
• Invaders posed a threat to the safety of
the people, especially in the absence of
a strong central government. ⇓
• People began to turn to local landed
aristocrats or nobles to protect them. ⇓
• This change led to the new political and
social system called feudalism. ⇓
• It arose between 800 and 900 and thrived
for four hundred years. ⇓
• Similar systems were found in Japan and
among the Aztec.
(pages 292–294)


The Development of Feudalism (cont.)
• At the heart of this system was the idea
of vassalage. ⇓
• It came from Germanic society, where
warriors swore an oath to their leader. ⇓
• By the eighth century, a man who served
a lord militarily was known as a vassal.

(pages 292–294)


• The Frankish army initially was made up
of foot soldiers in mail (armor made of
metal links or plates) armed with swords
and horsemen who threw spears. ⇓
• In the eighth century, larger horses and
the stirrup were introduced. ⇓
• Horsemen now wore mail and used long
lances as battering rams. ⇓
• For the next five hundred years, heavily
armored cavalry called knights dominated
warfare. ⇓
• They had great prestige and formed the
backbone of the European aristocracy.
(pages 292–294)


• In the Early Middle Ages (500–1000),
wealth was based on owning land. ⇓
• There was little trade. ⇓
• When nobles wanted men to fight for
them, the nobles granted the vassal a
piece of land that supported the vassal
and his family. ⇓
• The relationship between lord and vassal
was made official by a public act of
homage of vassal to the lord. ⇓
• Loyalty to one’s lord was feudalism’s
chief virtue.
(pages 292–294)


• By the ninth century the land the lord
granted to a vassal was known as a fief. ⇓
• Vassals had political authority in their
fiefs. ⇓
• The number of separate powerful lords
and vassals increased; many different
people were now responsible for keeping
order.

(pages 292–294)


• Feudalism became complicated. ⇓
• Kings had vassals who themselves had
vassals. ⇓
• Feudalism came to be characterized by a
set of unwritten rules known as the feudal
contract. ⇓
• These rules determined the relationship
between lord and vassal. ⇓
• The major obligation of a vassal was
military service, about 40 days a year.

(pages 292–294)


• Vassals also were summoned to advise
the lord and had financial obligations to
the lord on such occasions as the
marriage of the lord’s eldest daughter,
knighting of his eldest son, or ransoming
the lord. ⇓
• The lord had responsibilities to the
vassal. ⇓
• He supported the vassal with a land
grant and protected him militarily and in
court.

(pages 292–294)


• The growing number of castles made
visible the growth of the nobility in the
High Middle Ages (1000 to 1300). ⇓
• They were permanent residences and
fortresses. ⇓
• Castles had two parts, the motte–a
natural or artificially created hill–and the
bailey–an open space. ⇓
• The castle’s central building, the keep,
was built on the motte. ⇓
• All were encircled by large stone walls.
(pages 292–294)


• The keep included a great hall where the
lord held court and received visitors, and
people ate and even slept. ⇓
• As lords got wealthier, the castles became
more complex and ornate.

(pages 292–294)



What changes made it possible for heavily
armored knights to use lances as they did?

The larger horses could carry the weight
of armored horsemen and stirrups kept
the knights on their horses when they
fought with large lances and used them
as battering rams.

(pages 292–294)


The Nobility of the Middle Ages
and Aristocratic Women
• In the Middle Ages, nobles dominated
European society. ⇓
• The main concern of many was warfare. ⇓
• The nobles were kings, dukes, counts,
barons, and even bishops and
archbishops. ⇓
• They formed a wealthy aristocracy, or
nobility, with political, economic and social
power. ⇓
• The institution of knighthood united lords
and knights in the aristocracy. (pages 295–296)


and Aristocratic Women (cont.)
• Trained as warriors but with no adult
responsibilities, young knights began to
hold tournaments in the twelfth century. ⇓
• These were contests for knights to show
their skills. ⇓
• The joust became the main attraction.

(pages 295–296)


• In the eleventh and twelfth centuries,
under the influence of the Church, an ideal
of civilized behavior among the nobility
evolved. ⇓
• It was called chivalry. ⇓
• Knights were to defend the Church and
defenseless people, treat captives as
honored guests, and fight for glory and
not material rewards.

(pages 295–296)


• Women could legally hold property, but
most women still remained under the
control of men–first their fathers, then their
husbands. ⇓
• The lady of the castle commonly had to
manage the often large household, the
estate, and the financial accounts.

(pages 295–296)


• Feudalism saw many strong women who
advised, and sometimes dominated, their
husbands. ⇓
• One of the most famous was Eleanor of
Aquitaine. ⇓
• An heiress to the duchy of Aquitaine in
southwestern France, at 15 she married
King Louis VII of France.

(pages 295–296)


• The unhappy marriage was annulled, and
only eight weeks later Eleanor married the
duke who became Henry II of England. ⇓
• They also had a stormy relationship. ⇓
• Eleanor spent most of her time in
Aquitaine, where she created a brilliant
court. ⇓
• Two of her eight children became kings of
England.

(pages 295–296)



Why in the male-dominated society of
feudal Europe did noble women often
have to manage the households, estates,
and financial accounts of their families?

The lords were often away at court or at
war.

(pages 295–296)


__ 1. under feudalism, a man
B A. feudalism
who served a lord in a B. vassal
military capacity
C. knight
__ 2. in the Middle Ages, the
E
ideal of civilized behavior D. fief
that developed among the E. chivalry
nobility; it was a code of
ethics that knights were
supposed to uphold
__ 3. under feudalism, a member of the heavily
C
armored cavalry
__ 4. under feudalism, a grant of land made to a
D
vassal, who held political authority within it


__ 5. political and social system
A A. feudalism
that developed during the B. vassal
Middle Ages, when royal
governments were no C. knight
longer able to defend their D. fief
subjects; nobles offered
protection and land in return E. chivalry
for service


Describe the benefits granted a vassal
under feudalism. What was a vassal’s
primary obligation to his lord?

Land and protection were granted to a
vassal under feudalism. The vassal’s
primary obligation to his lord was
military service.


List the invasions that besieged the
Carolingian Empire in the ninth and
tenth centuries.

Muslims, Magyars, and Vikings invaded
the Carolingian Empire.


Critical Thinking
Summarize What factors helped
feudalism develop in western Europe
during the ninth and tenth centuries?

The collapse of central authority and
invasions by Muslims, Magyars, and
Vikings helped feudalism develop.


Analyzing Visuals
Examine the image shown on page
291 of your textbook. How does this
image visually represent the medieval
system of feudalism?

The lesser lord (kneeling) is paying
homage to the greater lord (elevated).
The presence of people shows that
feudalism was a communal contract.


The Growth of European Kingdoms
Main Ideas
• During the High Middle Ages, European
monarchs began to extend their power and
build strong states. ⇓
• The Slavic peoples formed three distinct groups,
and they settled in different parts of eastern
Europe. ⇓

Key Terms
• common law ⇓
• Magna Carta ⇓
• estate


People to Identify
• William of Normandy ⇓ • Philip II Augustus ⇓
• Henry II ⇓ • Otto I ⇓
• Thomas à Becket ⇓ • Alexander Nevsky ⇓

Places to Locate
• Paris ⇓
• Hungary ⇓
• Kiev


Preview Questions
• How did centralized monarchies develop in
Europe? ⇓
• What caused conflicts between popes and
monarchs?


Preview of Events

Eleanor of Aquitaine helped turn the court
of Poitiers, frequented by the most famous
troubadours of her time, into a center of
poetry. She was a patron of the two
dominant poetic movements of the time:
the courtly love tradition and the historical
“legends of Brittany.”

England in the High Middle Ages

• Since King Alfred the Great had united
various Anglo-Saxon kingdoms in the late
ninth century, Anglo-Saxon kings had
ruled England.

(pages 297–299)

(cont.)

• In 1066, an army commanded by William
of Normandy defeated King Harold of
England at the Battle of Hastings. ⇓
• William was crowned king of England. ⇓
• He gave fiefs to Norman knights, and all
nobles had to swear loyalty to him as the
ruler of England. ⇓
• The French-speaking Normans and the
Anglo-Saxon nobility gradually merged
into a new English culture.
(pages 297–299)


(cont.)

• William took the first census in western
Europe since Roman times, known as the
Domesday Book. ⇓
• He also developed the system of taxation
and royal courts earlier Anglo-Saxon
kings had begun.

(pages 297–299)


(cont.)

• Henry II, who ruled from 1154 to 1189,
enlarged the power of the English
monarchy. ⇓
• He expanded the royal courts’ powers to
cover more criminal and property cases. ⇓
• Because royal courts were all over the
land, a body of common law–law common
to the whole kingdom–began
to replace varying local codes.

(pages 297–299)


(cont.)

• Henry claimed he had the right to punish
the clergy in royal courts. ⇓
• Thomas à Becket, archbishop of
Canterbury, disagreed. ⇓
• The angry king expressed his desire to be
rid of Becket. ⇓
• Four knights took the challenge and killed
the archbishop in the cathedral. ⇓
• An outraged public caused Henry to back
off his struggle with the Church.
(pages 297–299)


(cont.)

• Resenting the monarchy’s expanding
power, many nobles rebelled against King
John. ⇓
• In 1215 at Runnymede, John was forced
to agree to a document of rights called the
Magna Carta, or Great Charter. ⇓
• The Magna Carta recognized the
longstanding feudal idea of mutual rights
and obligations between lord and vassal.

(pages 297–299)


(cont.)

• In the thirteenth century, during the reign
of Edward I, the English Parliament
emerged. ⇓
• Parliament was an important step in
developing a representative government. ⇓
• Under Edward I it granted taxes and
passed laws. ⇓
• It was composed of two knights from each
county, two people from each town, and all
of England’s nobles and bishops.
(pages 297–299)


(cont.)

• Later, nobles and church lords formed
the House of Lords, and knights and
townspeople formed the House of
Commons. ⇓
• These two houses still make up the British
Parliament.

(pages 297–299)


(cont.)

What later political movements did the
Magna Carta affect?
The Magna Carta was used against the
idea that a monarch’s power was absolute.
Therefore, it affected all movements that
tried to restrict the power of the king,
including the American democratic
movement for independence from Britain.

(pages 297–299)


The French Kingdom
• The west Frankish lands formed the core
of the eventual kingdom of France. ⇓
• After the death of the last Carolingian king
in 987, the west Frankish nobles chose
Hugh Capet as king, establishing the
Capetian dynasty of French kings. ⇓
• The Capetians had little power. ⇓
• Their domain included only the area
around Paris. ⇓
• Many of the French dukes were more
powerful than the Capetian kings.
(page 299)


The French Kingdom (cont.)
• The French monarchy’s power grew under
King Philip II Augustus, who ruled from
1180 to 1223. ⇓
• Through making war, Philip took back the
French territories of Normandy, Maine,
Anjou, and Aquitaine from the English. ⇓
• He thereby greatly increased the income
and power of the French monarchy.

(page 299)


• Capetian rulers after Philip continued to
add lands to the royal domain. ⇓
• Philip IV, also known as Philip the Fair,
greatly expanded the royal bureaucracy. ⇓
• He also began the first French parliament,
the Estates-General, by meeting with
representatives of the three estates
(classes): clergy (first estate), nobles
(second estate), and townspeople (third
estate).

(page 299)



What group is now sometimes called the
Fourth Estate?

The group is journalists.

(page 299)


The Holy Roman Empire
• In the tenth century, powerful Saxon
dukes became kings of the eastern
Frankish kingdom. ⇓
• The best-known was Otto I, who was
crowned emperor of the Romans by the
pope in return for protecting him.

(page 300)


The Holy Roman Empire (cont.)
• As leaders of a new Roman Empire, the
German kings tried to rule both German
and Italian lands. ⇓
• Frederick I considered Italy the center of a
“holy empire,” hence the name Holy
Roman Empire. ⇓
• An alliance of northern Italian cities and
the pope defeated Frederick’s army in
1176. ⇓
• They were afraid he wanted to rule all of
Italy.
(page 300)


• Frederick II was also unsuccessful in
establishing rule over a strong, centralized
Italian state.

(page 300)

• The struggle between popes and
emperors had profound effects on the
Holy Roman Empire. ⇓
• With the emperor gone to war, the
German nobles created many
independent states. ⇓
• The German monarch could not maintain
a strong monarchy.

(page 300)


• Unlike England and France, neither Italy
nor Germany created a national monarchy
in the Middle Ages. ⇓
• They both consisted of small states and
did not unify until the nineteenth century.

(page 300)



The French philosopher Voltaire observed
ironically that the Holy Roman Empire was not
holy, Roman, or an empire. What do you think
he meant?
He meant that its origin and actions were not
holy; it was not Roman because eastern
Frankish Saxons headed it; and it was not an
empire because the “emperors” never were
able to conquer Italy and other former parts of
the Roman Empire, as they wished. They did
not have the power or lands associated with
empire. (page 300)


Central and Eastern Europe and
The Development of Russia
• The Slavic peoples of central Europe
gradually divided into three groups:
western, southern, and eastern Slavs. ⇓
• Western Slavs formed the Polish and
Bohemian kingdoms. ⇓
• German monks had converted the Czechs
in Bohemia and the Slavs in Poland to
Christianity. ⇓
• Non-Slavic Hungary was also converted. ⇓
• The Poles, Czechs, and Hungarians
accepted western Christianity–the Roman
Catholic Church. (pages 300–301)


Central and Eastern Europe and The
Development of Russia (cont.)
• The southern and eastern Slavs took a
different route. ⇓
• Beginning in 863 two Byzantine
missionary brothers, Cyril and Methodius,
converted the eastern Slavs to Eastern
Orthodox Christianity. ⇓
• The southern Slavs included the Croats,
Serbs, and Bulgarians. ⇓
• The Croats accepted the Roman Catholic
Church, but the other two groups
accepted Eastern Orthodoxy.
(pages 300–301)


• Accepting Eastern Orthodoxy meant that
those people’s cultural life was linked to
the Byzantine state.

(pages 300–301)

• Eastern Slavs had also settled in present-
day Ukraine and Russia. ⇓
• They encountered Swedish Vikings, who
came for plunder and trade. ⇓
• The Vikings came to dominate the native
peoples, who called the Viking rulers the
Rus. ⇓
• The name Russia is derived from this
term.

(pages 300–301)


• The Viking leader Oleg created the Rus
principality of Kiev in the tenth century. ⇓
• Successors expanded Kiev until it
included territory between the Baltic and
Black Seas and the Danube and Volga
Rivers. ⇓
• Through intermarriage, the Vikings were
assimilated into the Slavic population.

(pages 300–301)


• The growth of Kiev attracted Byzantine
missionaries. ⇓
• The Rus ruler Vladimir accepted Eastern
Orthodox Christianity for himself and his
people in 988. ⇓
• It became the state religion. ⇓
• Civil wars and invasions brought an end
to the first Russian state of Kiev in 1169.

(pages 300–301)


• In the thirteenth century, Mongols
conquered Russia. ⇓
• They occupied Russia and required
Russian princes to pay them tribute. ⇓
• One powerful prince, Alexander Nevsky,
defeated an invading German army in
1242. ⇓
• The khan, leader of the western Mongols,
rewarded Nevsky with the title of grand-
prince. ⇓
• His descendants became princes of
Moscow and then leaders of all Russia.
(pages 300–301)



Should religions and churches send
missionaries to areas with different
faiths, or is doing so a violation of those
the missionaries are there to convert?

Possible answer: People do not have to
accept what the missionaries teach;
missionaries can also be part of
eradicating an indigenous culture.
(pages 300–301)


__ 1. one of the three classes
C A. common law
into which French society B. Magna Carta
was divided before the
revolution: the clergy C. estate
(first), the nobles (second), and the townspeople
(third)
__ 2. a uniform system of law that developed in
A
England based on court decisions and on
customs and usage rather than on written law
codes; replaced law codes that varied from place
to place
__ 3. the “Great Charter” of rights, which King John
B
was forced to sign by the English nobles at
Runnymeade in 1215

Explain what Henry II accomplished
when he expanded the power of the
royal courts in England.

Henry II expanded the king’s power and
helped create common law.


List the three estates in France.

The clergy, the nobles, and the
townspeople and peasants were the
three estates in France.


Critical Thinking
Explain Unified national monarchies did
not develop in Germany and Italy as
they did in France and England in the
High Middle Ages. Why not?

While the German kings were in Italy,
powerful nobles back home established
independent kingdoms.


Analyzing Visuals
Examine the photograph of the
medieval castle shown on page 294
of your textbook. Identify the major
architectural elements that helped
inhabitants of the castle to defend
themselves against attack.
Turrets, moat, and gated windows
helped castle inhabitants defend
themselves against attack.


Close
Discuss the major figures of this
section, such as William of Normandy,
Henry II, King John, Philip II Augustus,
Louis IX, Frederick I and II, and
Alexander Nevsky.

The Byzantine Empire and the
Crusades
Main Ideas
• The Byzantine Empire created its own unique
civilization in the eastern Mediterranean. ⇓
• The Crusades impacted medieval society in
both the East and the West. ⇓

Key Terms
• patriarch ⇓ • Crusades ⇓
• schism ⇓ • infidel


Crusades
People to Identify
• Justinian ⇓ • Saladin ⇓
• Saint Bernard of • Pope Innocent III ⇓
Clairvaux ⇓

Places to Locate
• Constantinople ⇓ • Palestine ⇓
• Syria ⇓ • Balkans


Crusades
Preview Questions
• What were the major characteristics of the
Byzantine Empire? ⇓
• What was the impact of the Crusades?


Crusades
Preview of Events

In the Middle Ages churches generally took
a very long time to construct, but Hagia
Sophia was built in the amazingly short
period of five years, 10 months, and four
days.

The Reign of Justinian
• In the fifth century, as Germanic tribes
moved into the western part of the Roman
Empire, the Eastern Roman Empire
continued to exist.

(pages 303–304)

The Reign of Justinian (cont.)
• Justinian became emperor of the Eastern
Roman Empire in 527. ⇓
• He wanted to restore the full Roman
Empire. ⇓
• By 552 he almost had, but only three
years after his death in 565, the Lombards
had conquered much of Italy. ⇓
• Other areas were soon lost.

(pages 303–304)


• Justinian’s most important contribution
was his codification of Roman law in The
Body of Civil Law. ⇓
• It was the basis of imperial law until the
Eastern Roman Empire ended in 1453. ⇓
• It also became the basis for much of the
legal system of Europe.

(pages 303–304)



Why is having a consistent, basic body
of law important to a civilization?

Possible answer: Such a body of law
provides a basis for the stability and
peace necessary for a culture and
civilization to flourish.

(pages 303–304)


From Eastern Roman Empire to
Byzantine Empire
• Justinian’s conquests left the Eastern
Roman Empire in serious trouble: too
much territory far from Constantinople to
protect, an empty treasury, a population
decline due to plague, and renewed
threats along its frontiers. ⇓
• The most serious challenge was Islam,
which created a powerful new unified
Arab force that invaded the Eastern
Roman Empire.

(pages 304–305)


From Eastern Roman Empire
to Byzantine Empire (cont.)
• The empire lost Syria and Palestine after
a defeat at Yarmuk in 636. ⇓
• In the north, Bulgars defeated the
empire’s forces and created a kingdom in
the lower Danube Valley.

(pages 304–305)


• By the beginning of the eighth century, the
much-reduced Eastern Roman Empire
consisted only of the eastern Balkans and
Asia Minor. ⇓
• Historians call this smaller Eastern
Roman empire the Byzantine Empire. ⇓
• It was its own distinctive civilization and
lasted until 1453.

(pages 304–305)


• The Byzantine Empire was both Christian
and Greek. ⇓
• Greek became the empire’s official
language, but the empire was built on the
Eastern Orthodox Church. ⇓
• A great deal of artistic talent went into
church building, church ceremonies, and
church decoration to honor this Christian
faith.

(pages 304–305)


• The emperor’s power was absolute
because he was seen as chosen by God
and crowned in sacred ceremonies. ⇓
• He exercised political control over the
Eastern Orthodox Church because he
appointed the head of the Church, called
the patriarch. ⇓
• Byzantines believed that God had
commanded their state to preserve the
true Christian faith.

(pages 304–305)



What is the origin of the name Byzantine
in Byzantine Empire?

The word means an inhabitant of
Byzantium, which was the name of the
ancient Greek colony that became
Constantinople.

(pages 304–305)


Life in Constantinople
• Justinian rebuilt Constantinople in 532
after riots had destroyed much of the city. ⇓
• Constantinople was the largest city in
Europe during the Middle Ages, with a
population estimated in the hundreds of
thousands.

(page 305)


Life in Constantinople (cont.)
• Up to the twelfth century Constantinople
was Europe’s chief center for trading
goods between West and East. ⇓
• Europe prized Chinese silk, spices from
Southeast Asia, spices, ivory and jewelry
from India, wheat and furs from Russia,
and honey and flax from the Balkans. ⇓
• Justinian smuggled in silkworms from
China. ⇓
• Silk cloth became the city’s most lucrative
product.

(page 305)


• Constantinople’s appearance in the
Middle Ages is due largely to Justinian’s
sixth-century rebuilding program. ⇓
• He built an immense palace, hundreds of
churches, a Hippodrome, and extensive
public works, including immense
underground reservoirs for the city’s
water supply.

(page 305)


• His greatest building was the Hagia
Sophia–Church of the Holy Wisdom–
completed in 537. ⇓
• An enormous dome crowns four large
piers. ⇓
• The dome seems to float in space. Forty-
two windows ring the base, which creates
an incredible play of light in the church. ⇓
• The light symbolizes the presence of God
in the world.

(page 305)



Consider your state capital or
Washington, D.C. What building or
buildings dominate the city? What are
the effects of the architecture, or what
does the architecture symbolize?

(page 305)

New Heights and New Problems
• The Byzantine Empire expanded under
a new dynasty of emperors, the
Macedonians. ⇓
• They ruled from 867 to 1081. ⇓
• They expanded the empire to include
Bulgaria, Cyprus, Crete, and Syria. ⇓
• The Macedonians helped the economy by
expanding trade with the West, especially
of silks and metalworks. ⇓
• Constantinople continued to prosper.

(pages 305–306)


New Heights and New Problems (cont.)
• Incompetent successors to the
Macedonian dynasty undid most of its
gains. ⇓
• Internal struggles for power by military
leaders and aristocratic families led to the
late eleventh-century political and social
disorder in the empire.

(pages 305–306)


• The Byzantine Empire was also troubled
by a growing split between the Eastern
Orthodox Church and the Roman Catholic
Church. ⇓
• The Eastern Church would not accept the
pope as the head of the Christian faith. ⇓
• In 1054 Pope Leo IX and Patriarch Michael
Cerularius excommunicated each other. ⇓
• This created a schism, or separation,
between these two branches of
Christianity. ⇓
• The schism has not completely healed
even today. (pages 305–306)


• The empire was threatened from abroad
as well. ⇓
• The Seljuk Turks, who moved into Asia
Minor, were the greatest threat. ⇓
• Asia Minor was the empire’s chief source
of food and workers. ⇓
• In 1071 a Turkish army defeated
Byzantine forces at Manzikert. ⇓
• Emperor Alexius I turned to Europe for
help.

(pages 305–306)



Why was silk so highly prized?

Possible answers: Silk came from the
East, which was exciting and exotic to
the European imagination. Silk has a
wonderful texture, and owning and
wearing silk signified status.

(pages 305–306)


The Crusades
• From the eleventh to the thirteenth
centuries, European Christians went on a
series of military campaigns to regain the
Holy Land from the Muslims, regarded as
infidels (nonbelievers). ⇓
• These expeditions are known as the
Crusades. ⇓
• They started when Pope Urban II agreed
to Alexius I’s request. ⇓
• Among other reasons, the pope wanted to
provide papal leadership for a great
cause.
(pages 306–308)


The Crusades (cont.)
• At the Council of Clermont in 1095, Pope
Urban II urged Christians to take up arms
in a holy war. ⇓
• Warriors from western Europe, especially
France, joined up. ⇓
• Some were moved by the cause; others
were moved by adventure, the prospect of
fighting, and an opportunity to gain
territory, riches, or even a title.

(pages 306–308)


• The First Crusade had an army of several
thousand cavalry and ten thousand
infantry. ⇓
• The crusaders went down the Palestinian
coast and reached Jerusalem in 1099. ⇓
• They took the city and massacred
thousand of inhabitants.

(pages 306–308)


• The victors formed four Latin crusader
states, which were surrounded by
Muslims. ⇓
• These kingdoms depended on supplies
from Europe coming through Italian
cities. ⇓
• Genoa, Pisa, and especially Venice
grew rich and powerful.

(pages 306–308)


• By the 1140s, the Muslims began to strike
back. ⇓
• When one of the Latin states fell, the
monastic leader Saint Bernard of
Clairvaux attained the help of King Louis
VII of France and Emperor Conrad III of
Germany in a Second Crusade. ⇓
• It failed entirely.

(pages 306–308)


• In 1187, Jerusalem fell to the Muslims
under Saladin. ⇓
• Three Christian rulers then agreed to lead
a Third Crusade: Emperor Frederick
Barbarossa of Germany; Richard I
(Richard the Lionhearted) of England; and
Philip II Augustus of France. ⇓
• The Crusade was not successful. ⇓
• Frederick drowned in a local river, Philip
went home, and Richard negotiated an
agreement with Saladin allowing Christian
pilgrims access to Jerusalem.
(pages 306–308)


• About six years after Saladin’s death in
1193, Pope Innocent III started a Fourth
Crusade. ⇓
• The Venetian leaders of the Fourth
Crusade, however, used this situation to
weaken their largest commercial
competitor, the Byzantine Empire. ⇓
• The crusaders sacked Constantinople
in 1204.

(pages 306–308)


• A Byzantine army recaptured the city in
1261, but the empire was never again a
great power. ⇓
• The shrunken empire continued for
another 190 years until the Ottoman
Turks conquered it in 1453.

(pages 306–308)


• As a final gasp of the Crusades, there
were two “children’s crusades.” ⇓
• In 1212, a German youth named Nicholas
of Cologne brought thousands of children to
the pope, saying that God had inspired him
to lead the children to the Holy Land. ⇓
• The pope sent them home. ⇓
• At about the same time, a group of twenty
thousand French children sailed for the
Holy Land. ⇓
• Two ships went down at sea, and the
remainder of the children were sold into
slavery on reaching North Africa. (pages 306–308)

• Historians disagree on the effects of the
Crusades. ⇓
• Certainly they benefited some Italian cities
economically, but the states probably
would have grown economically anyway. ⇓
• One unhappy effect was that the first
widespread European attacks on the Jews
began during the Crusades. ⇓
• Perhaps the greatest impact of the
Crusades was political. ⇓
• The eventually helped to break down
feudalism, which led to strong nation-
states.
(pages 306–308)



How did the Crusades help break down
feudalism?

As kings lowered taxes and raised armies,
the nobles lost power. Taxing trade with
the East also provided kings with new
wealth, and they no longer depended on
their feudal relationship with vassals for
protection.

(pages 306–308)


__ 1. the separation between the
B A. patriarch
two great branches of B. schism
Christianity that occurred when
the Roman Pope Leo IX and C. Crusades
the Byzantine patriarch Michael D. infidel
Cerularius excommunicated
each other in 1054
__ 2. an unbeliever, a term applied to the Muslims
D
during the Crusades
__ 3. the head of the Eastern Orthodox Church,
A
originally appointed by the Byzantine emperor
__ 4. military expeditions carried out by European
C
Christians in the Middle Ages to regain the Holy
Land from the Muslims

Explain how church and state were
linked in the Byzantine Empire.

The emperor was widely believed to be
chosen by God, and he appointed the
patriarch.


List Justinian’s accomplishments.

Justinian restored the Roman Empire
in the Mediterranean and codified
Roman law.


Critical Thinking
Explain Why did cities such as Venice
flourish as a result of the Crusades?

Trade increased, since supplies from
Europe went through the city.


Analyzing Visuals
Examine the medieval illustration of one
of the battles of the Crusades shown on
page 306 of your textbook. How does
this visual portrayal of a battle compare
to the idealistic goals of the Crusades
themselves?
The Crusades were conducted in God’s
name, but many people died violently.


Close
Discuss the positive and negative
effects of the Crusades on Western
civilization.

Chapter Summary
Europe and the Byzantine Empire changed
and developed in many ways during the
Middle Ages.

Using Key Terms
Insert the key term that best completes each of the following
sentences.
feudal contract
1. The _______________ determined the relationship
between a lord and his vassals.
Wergild
2. _______________ was the amount paid by a
wrongdoer to the family of an injured person.
3. A series of Christian military expeditions were called
Crusades
the _______________.
patriarch
4. The _______________ is the Byzantine counterpart
to the pope in Rome.
fief
5. A _______________ was the grant of land from the
lord to a vassal in return for military service.


Reviewing Key Facts
Citizenship How did the bond of
extended family affect the way
Germanic law treated the problem of
crime and punishment?

Germanic law was personal; crimes
were considered family feuds and were
handled by a system of determination of
guilt and payment for injury. Payment
was based on rank in society.


Reviewing Key Facts
History What two important functions
did monks perform?

They were Christian missionaries, and
they spread learning.


Reviewing Key Facts
Government Name one basic
difference between the Roman and
Germanic legal systems.

In the Roman system, a crime such
as murder was considered an offense
against society or the state; in
Germanic law, such a crime was
considered personal, calling for the
wrongdoer to pay wergild to the family
of the wronged party.

Reviewing Key Facts
Government How did Henry II enlarge
the power of the English monarchy?

Henry II enlarged the power of the
English monarch by expanding the
power of the royal courts.


Reviewing Key Facts
Culture What was the historical
context in which the code of chivalry
emerged?

It was a code of civilized behavior for
the nobility that evolved under the
influence of the Catholic Church.


Critical Thinking
Analyzing What factors helped feudalism to
develop in western Europe during the ninth
and tenth centuries? Describe the major
characteristics of the political system of
feudalism.
The disintegration of authority in the
Carolingian world and invasions of Muslims,
Magyars, and Vikings helped feudalism
develop. Invaders posed a threat to
inhabitants, who sought protection from local
nobles. Lords created private armies to provide
protection and gave land to vassals in return
for an oath of loyalty and military service as
knights. Vassals in turn protected the serfs,
who worked the land they received from the
lords.

Critical Thinking
Cause and Effect What caused the
schism in Christianity in the eleventh
century? Could the split have been
prevented?

The unwillingness of the Eastern Orthodox
Church to accept the pope’s claim that he
was the sole head of the Christian faith
caused the schism in Christianity. The split
probably could not have been prevented,
since it was essentially an attempt of the
popes to assert their power over all of
Christendom, and there was no room for
compromise.

Analyzing Maps and Charts
Examine the map below showing the expansion of Moscow
from 1300 to 1462 and answer the following questions.

By what year had
the Volga River
been added to
Russia’s holdings?

By 1425 the Volga
River had been
added to Russia’s
holdings.


What geographic
features enabled
the princes of
Russia to expand
their holdings?

Rivers enabled
Russian princes to
expand their
holdings.


By 1493 Moscow’s
ruler claimed to be
“Sovereign of All
Russia.” About
how far did
Moscow’s territory
stretch from north
to south in 1462?

Moscow’s territory
stretched
approximately 550
miles south.

Standardized Test Practice
Directions: Choose the best answer to the following question.
Between the twelfth and fourteenth centuries, both England and
France
A defeated Frankish rulers and established autonomous
kingdoms.
B were rebuilt by Emperor Justinian.
C established parliaments to help royal authorities rule.
D were accomplished shipbuilders and sailors.

Test-Taking Tip Questions that ask about a specific fact can be
difficult if you do not know the answer. Increase your chances of
choosing the correct answer by looking at each answer choice
and thinking about the context in which it was discussed in class
and in the textbook. Then, eliminate choices you know are wrong.
Finally, ask yourself which remaining choice makes the most
sense and select that as your answer.


Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com

Economics Although advancements in weaponry
made the knights of Europe more powerful, the cost
of supplying these soldiers also increased. Explain
how this practice and the taxes placed on peasants
who supported the knights affected the feudal
economy.

Government Explain why a government based on
the administrative ability of the leader’s household
staff, as was Charlemagne’s, is likely to decline
after his or her death. Compare this personal
method of choosing government officials with the
civil service examinations that were used in China.

Economics
Literature

Click on a hyperlink to view the corresponding slide.

Economics Explain why Constantinople, the
capital of the Byzantine Empire, was particularly
well located to become a wealthy and powerful city.
Do you think the Byzantine Empire could have
been an important force in history without the
wealth generated in Constantinople?

Literature Read Sir Walter Scott’s Ivanhoe, whose
main character is a Crusader. Report to the class
on the Christian-Jewish interactions described in
the novel.

Missionaries Pope Gregory I was so impressed
with the Benedictine Rule that he adopted it to
spread Christianity in Europe. In 597, he sent
monks to England to convert the Anglo-Saxons.
From England, missionaries carried Christianity
to northern Germany. Irish missionaries traveled
widely during the 600s. By the mid 1000s, most
western Europeans had become Catholics.

Armor Early medieval armor, called chain mail,
consisted of small metal rings linked closely
together. With the development of more deadly
weaponry–crossbows, maces, and axes–heavier
protection was needed. By the 1400s, most knights
wore suits of plate armor.

Louis IX
Trade Routes


Louis IX advised his son: “[Have] a tender pitiful
heart for the poor . . . [and] hold yourself loyal
toward your subjects and your vassals. . . . If a poor
man have a quarrel with a rich man, sustain the
poor until the truth is made clear, and when you
know the truth, do justice to them.”

Trade Routes Among the most famous of the
ancient trade routes was the one that went from
Scandinavia to the Byzantine Empire. To a large
extent, Kiev and Novgorod, the principal cities of
ancient Rus, flourished because they were located
along the waterways of this important route.

Unlike the United States, the United Kingdom has
no single written constitution. Instead, it is governed
according to a series of laws and charters. Among
the oldest of them is the Magna Carta. How has the
Magna Carta changed the balance of power in
government?

Distinguishing Between Fact
and Opinion
Why Learn This Skill?
Imagine that you are watching two candidates for president
debate the merits of the college loan program. One says, “In
my view, the college loan program must be reformed. Sixty
percent of students do not repay their loans on time.”
The other replies, “College costs are skyrocketing, but only
30 percent of students default on their loans for more than
one year. I believe we should spend more on this worthy
program.”
How can you tell who or what to believe? You must learn to
distinguish fact from opinion in order to effectively evaluate
and analyze information acquired from a variety of sources
such as books, television, and the Internet.
This feature can be found on page 309 of your textbook.

and Opinion
Learning the Skill
A fact is a statement that can be proved to be true or false. In
the example above, the statement “Sixty percent of students
do not repay their loans on time” is a fact. By reviewing
statistics on the number of student loan recipients who repay
their loans, we can determine whether it is true or false. To
identify facts, look for words and phrases indicating specific
people, places, events, dates, and times. ⇓
An opinion, on the other hand, expresses a personal belief,
viewpoint, or emotion. Because opinions are subjective, we
cannot prove or disprove them. In the opening example,
most statements by the candidates are opinions.
Click the mouse button or press the Space Bar to display the information.

and Opinion
Learning the Skill
Opinions often include qualifying words and phrases such as
I think, I believe, probably, seems to be, may, might, could,
ought, in my judgment, or in my view. Also, look for
expressions of approval or disapproval such as good, bad,
poor, and satisfactory. Be aware of superlatives such as
greatest, worst, finest, and best. Notice words with negative
meanings and implications such as squander, contemptible,
and disgrace. Also, identify generalizations such as none,
every, always, and never.


and Opinion
Practicing the Skill
For each pair of statements below, determine which is fact
and which is opinion. Give a reason for each choice.
a The Byzantine Empire came to a pitiful end at the
hands of the savage Turks.
b The Byzantine Empire ended when Constantine XI
died while defending Constantinople in 1453.

a opinion; contains words with negative implications
(pitiful, savage)
b fact; contains facts (specific name, date, and event)
Click the mouse button or press the Space Bar to display the answer.

and Opinion
a The alliance with the Byzantine Empire made Kiev
a major trading link between Europe and Asia and
between Scandinavia and Southwest Asia.
b In the 900s, Kiev was the most isolated, uncivilized
place and it possessed little in the way of culture.
a fact; includes specific names
b opinion; contains superlatives (most isolated,
uncivilized) and a phrase with negative implications
(little in the way of culture)

and Opinion
a The Byzantine culture was more advanced than any
other of its day.
b Vladimir’s conversion to Eastern Orthodoxy brought
Byzantine culture to Kievan Rus.
a opinion; includes an expression of personal viewpoint
(more advanced than any other) that is not backed up
by any specifics
b fact; includes specific names

Read The Crowning of Charlemagne on page
284 of your textbook. Then answer the questions
on the following slides.

Why would a strong king like Charlemagne
agree to be crowned by the leader of a religion
that appeared to be in decline?

He welcomed his new title and stature.


Why would the pope agree to crown a king of
Rome?

The pope wanted to show his gratitude for
Charlemagne’s help.


Why did the Byzantine Empire provide western
Europe with some safety from invasions from the
East?

The Byzantine empire served as a buffer
between Europe and eastern peoples.


Click the image on the
right to listen to an
excerpt from page 302
of your textbook. Read
the information on
page 302 of your
textbook. Then answer
the questions on the
following slides.

Click the Speaker button to listen to the audio again.

How did Ibn Fadlan’s impression of the physical
attributes of the Swedish Rus differ from his
impression of their hygiene?

Ibn Fadlan considered the Rus to be perfect
physical specimens, but he also found them to
be “the filthiest of God’s creatures.”


What does the way in which the Rus handled
sickness and death tell you about their culture?

The Rus, as described in this excerpt, do not
seem to be very compassionate. On the other
hand, the isolation of those who were sick may
demonstrate an understanding of the
communicable nature of disease in a time
when there were few cures available.


Why would the Rus way of dealing with hygiene
and death be especially repulsive to a Muslim?

Because the Muslims were concerned with
cleanliness, the habits of the Rus would have
been particularly repulsive.


The Castles of the Aristocrats
The growth of the European
nobility in the High Middle Ages
(1000 to 1300) was made visible
by a growing number of castles
scattered across the landscape.
Castles varied considerably but
possessed two common features:
they were permanent residences
for the noble family, its retainers,
and servants, and they were
defensible fortifications.
Read the excerpt on pages 294–
295 of your textbook and answer
the questions on the following
slides.
This feature can be found on pages 294–295 of your

Explaining What architectural and design
features supported the two basic functions of
castles?

The keep provided a residence for the noble
family, retainers, and servants; the moat,
walls, gatehouse, and towers provided for
defense.

This feature can be found on pages 294–295 of your textbook.

Describing What was the lifestyle of the
European nobility in the High Middle Ages?

Growing wealth made it possible for them to
buy luxury goods such as jewelry and exotic
spices, as well as to build elaborate castles
with rooms that were well furnished and
elaborately decorated.


Writing about History Does a nobility exist
today? Where?

Yes, several countries in Europe and
elsewhere still have nobility. Probably the
best-known example is the United Kingdom.


Charlemagne and His World

Objectives
After viewing “Charlemagne and His World,” you should: ⇓
• Understand that Charlemagne brought Europe out of the
Dark Ages and into the medieval period. ⇓
• Know that the Carolingian Renaissance was the first of
three important renaissance
periods in Europe. ⇓
• Recognize the importance of
Charlemagne's contributions to
the Europe that exists today.

Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.


According to Professor Hodges, what
experience may have shaped Charlemagne's
desire to reinvent himself as a latter-day
Roman emperor?

Traveling the old Roman roads in Italy,
Charlemagne may have conceived of an
empire based on the Roman model.



What accomplishments does the Charlemagne
Prize honor?

The Charlemagne Prize honors
accomplishments in fostering a Europe based
on shared economic and social values.


Maps
Europe, 1160
Slavic Peoples of Central and Eastern Europe


Map
Carolingian Empire, 768–814

Chart
Charlemagne, King of the Franks


Maps
Crusades, 1096–1204
Children’s Crusade 1212
Third Crusade, 1189–1192


Pepin the Short Charles Martel
Many rulers had the
same name, so an
adjective such as
“bald,” or “short” could
help people identify
them; sometimes
numbers were used.


the Bosporus strait

the Dardanelles strait

spices and jewelry


End of Custom Shows
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shows and return to the main presentation.

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