Students will be able to describe the transition from feudalism to

nationalism and describe the Catholic Church’s role during the Middle
Ages.
Exceeds Proficiency Proficiency Approaching Proficiency Below Proficiency Far
Level 4 Level 3 Level 2 Level 1 Bel
Students are able to Students are able to Students are able to describe Students are able to describe ow
describe the transition describe the transition the transition from feudalism the transition from feudalism Pro
from feudalism to from feudalism to to nationalism and TWO of to nationalism and ONE of fici
nationalism and ALL of
nationalism and all of the the following involving the the following involving the enc
the following involving the role and spread of the role and spread of the y-
role and spread of the
following involving the
Catholic Church during the Catholic Church during the
Catholic Church during the role and spread of the Middle Ages: Middle Ages: Lev
Middle Ages: Catholic Church during the 1. Education 1. Education el 0
1. Education Middle Ages: No
2. Government 2. Government
2. Government
3. Crusades/Inquisition
1. Education 3. Crusades/Inquisition 3. Crusades/Inquisition Evid
4. Economics 2. Government 4. Economics 4. Economics enc
And able to compare this 3. Crusades/Inquisition e
time period to others 4. Economics
discussed in class.
2
 ISN: 4 th Quarter Table of Contents
Left Side Page Right Side Page
Ancient Rome Study Guide 40 Ancient Rome Test 41
Middle Ages Learning Goal & Scales 42 Anticipatory Guide for Feudal Europe 43
The Emergence of Feudalism 44 Feudal Pyramid of Power 45
Personal Coat of Arms Directions 46 FINAL Coat of Arms 47
The Transition from Feudalism to Nationalism 48 Feudalism to Nationalism Partner Paragraph 49
Concept Map- Edu & Gov’t 50 Christianity- Edu/Gov’t 51
Christianity, Crusades/Econ, Inq. 52 Middle Ages Test 53

4
Students will be able to describe the
transition from feudalism to
nationalism and describe the Catholic
Church’s role during the Middle Ages.
MIDDLE AGES LEARNING GOAL

5
Today’s Learning Target to Reach Our Goal!

Students will be able to

describe the transition from
feudalism to nationalism.
6
Anticipatory Guide for Feudal Europe- Changes to Europe after the Fall of Rome
Directions: Number your ISN , on PAGE 43 , from #1-5 and write agree or disagree next
to each statement if you think it was a change that occurred after the Fall of Rome.

1. Increase in the size and power of government

2. Reduction in the long-distance trade
3. Increase in learning and devotion to Greek and Roman
culture
4. Rise of cities and disappearance of rural villages and
farms
5. Political disorder and constant warfare led to the
development of feudalism in Europe

7
 The Middle Ages Begin
Middle Ages-1,000 year period ( 500-1450)in Europe after the fall of Rome, it is also
called the medieval period.

Changes to Europe after the Fall of Rome- Answers

1. DISAGREE, a DECLINE in the size and power of government
2. AGREE, REDUCTION in the long-distance trade
3. DISAGREE, a DECLINE in learning and devotion to Greek and Roman culture
4. DISAGREE, a DISAPPEARANCE of cities and a RISE of rural villages and farms
5. AGREE, Political disorder and constant warfare led to the development of feudalism in Europe

All of these changes led to the rise of feudalism; the need for kings
and nobles to secure their land amidst instability and warfare.

8
 Big Ideas about Feudal Europe

❖After the fall of Rome, a political and social system called feudalism
developed in Europe.
❖Many societies rely on family roles and social classes to keep order.
❖Feudal society was divided into well–defined classes.
❖At the top were kings and wealthy landowners.

❖At the bottom were peasants, many of whom worked for the landowners.

9
 The Emergence of Feudalism
Notes for ISN p. 44
▪Warfare and the constant threat of invasion led to the creation of a political and
social system known as feudalism. Feudalism emerged largely as a way for kings
and nobles to hold onto their land and power during so much warfare.
▪Feudalism was based on an agreement between two groups of nobles—lords
and vassals. A lord was a powerful noble who owned land. Lords gave pieces of
their land to lesser nobles called vassals. These plots of land were called fiefs. In
return for the land, the vassal owed his lord service in his court and army. Many
vassals were warriors known as knights. Thus, they fought on behalf of the lord.
Other vassals hired knights to defend the lord and his property. Vassals also
paid taxes to their lord in return for their fief (land).

10
Copy information on handout- ISN P.45

12
➢Kings and nobles created a new
system to keep their power during all of
the chaos/war
➢New system known as feudalism;
based on agreements between two
groups of nobles: lords and vassals
➢Lords – powerful land owning nobles;
gave land to vassals (lesser nobles)
➢In return, vassals defended lords’
property, many were knights
➢Vassals also paid lords’ taxes for their
fief, or piece of land

13
Fun Facts about the
Middle Age’s Feudal System
oAround 90 percent of the people worked the land as peasants.
oPeasants worked hard and died young. Most were dead before they reached 30
years old.
oThe kings believed they were given the right to rule by God. This was called
"divine right.”
oThe Lord held absolute power over the fief or manor including holding court
and deciding punishments for crimes.

14
 The Transition from Feudalism to Nationalism
Copy ALL this information IN ORDER on ISN Page 48
▪Feudalism is a political and social system for kings and nobles to hold on to their land and
power during warfare.
▪Because of famine and disease (Black death), there was a decrease in workers.
▪Because there was a decrease in workers, they demanded more power and rights.
▪Because they demanded more power and rights, the people were able to become
merchants and craftsmen known as the middle class.
▪Because of the middle class, towns and cities began to grow.
▪Because of this growth, power changed from owning land to having money.
▪Because of success of the middle class, people had a feeling of pride and belonging to their
country which is known as Nationalism.

16
 The Transition from Feudalism to Nationalism

✓Nationalism: A belief in the importance of your country or a feeling that you are proud to
belong to your country. Devotion to their country and patriotism.
✓The feudal society of Europe left the ideals of loyalty and honor which remain strong to this
day.
✓Another legacy of the European Middle Ages is surnames, or family names. Many
European family names have medieval origins. For example, a person took a family name
from his or her job. Family names such as Baker, Carpenter, Cook, and Taylor are still
common today.
✓Many medieval structures such as churches and castles still stand in Europe. One of the
most powerful institutions during this time was the Catholic Church, which remains very
active to this day.

17
 The Transition from Feudalism to Nationalism
SMALL GROUP/PARTNER ACTIVITY
Activity #1- Ordering of Details
Directions: Organize the details describing the transition from Feudalism to Nationalism in correct order with
your partner(s). Once in order, verify against your ISN notes on page 48. If correct, proceed to the following
assignment.

Activity #2- Composing a Paragraph

Directions: Compose a paragraph using specific key vocabulary terms describing the transition from Feudalism to
Nationalism. With your partner(s), compose a complete paragraph using ALL of the following key vocabulary
terms explaining the transition from Feudalism to Nationalism on a rough draft lined paper. Once a paragraph has
been developed, each student must copy the paragraph into their ISN on page 49.
MUST USE THESE KEY VOCABULARY TERMS:

money towns Nationalism workers

Feudalism merchants disease growth
transition rights Middle famine
land craftsmen Ages power
18
 Coat of Arms
During the Middle Ages, knights used a coat of arms to identify themselves. One man in
armor looked a lot like another, so the coat of arms was used to identify a knight in battle. In
a society where few people could read and write, pictures were very important.
Only the oldest son would inherit his family’s coat of arms unchanged; his younger brothers
would usually add a symbol to show who they were. The symbol a younger son added was
often a smaller picture placed in the middle of the shield. When a woman married, the coat
of arms of her family was often added to her husband’s arms. Sometimes the arms were
quartered, or divided into parts. In this case, the man’s family coat of arms was in the upper
left quarter and lower right, while the woman’s family’s arms were in the other two quarters.
Shields are “read” like a book, starting at the upper left, going across and then down.

20
Examples of
Coat of Arms

21
 Personal Coat of Arms Directions
You will be creating your own Coat of Arms based on your hobbies, personality, character,
and family. Make sure that you choose colors, animals, images and symbols which represent
you. You should refer back to the notes in your ISN for specific colors, animals and symbols.
The following information must be included on your Coat of Arms:
➢A symbol/picture to represent an important place to you.
➢A symbol/picture to represent a hobby or activity that represents you.
➢Select a color that best represents your character and personality (refer to ISN p.46)
➢An animal that represents you (refer to ISN p.46)
➢Another symbol/picture that represents you (refer to ISN p.46)
➢Include a personal motto (words or phrase that represents you) at the top.

22
23
 Coat of Arms
For ISN Page 46 Identify the COLORS, ANIMALS, and SYMBOLS that best represents you and your
family in each “charge” or section of the arms. You will use these “charges” on your final Coat of
Arms. You will attach/glue the Personal Coat of Arms directions sheet in your ISN on page 46.
For ISN Page 47 You will attach/glue your FINAL Personal Coat of Arms with the following:
1. A symbol/picture to represent an important place to you.
2. A symbol/picture to represent a hobby or activity that represents you.
3. Select a color that best represents your character and personality (refer to ISN p.46)
4. An animal that represents you (refer to ISN p.46)
5. Another symbol/picture that represents you (refer to ISN p.46)
6. Include a personal motto (words or phrase that represents you) at the top.

DUE FRIDAY, MAY 18th 24

 Students will be able to describe the transition from feudalism to
nationalism and describe the Catholic Church’s role during the Middle
Ages.
Exceeds Proficiency Proficiency Approaching Proficiency Below Proficiency Far
Level 4 Level 3 Level 2 Level 1 Bel
Students are able to Students are able to Students are able to describe Students are able to describe ow
describe the transition describe the transition the transition from feudalism the transition from feudalism Pro
from feudalism to from feudalism to to nationalism and TWO of to nationalism and ONE of fici
nationalism and ALL of
nationalism and all of the the following involving the the following involving the enc
the following involving the role and spread of the role and spread of the y-
role and spread of the
following involving the
Catholic Church during the Catholic Church during the
Catholic Church during the role and spread of the Middle Ages: Middle Ages: Lev
Middle Ages: Catholic Church during the 1. Education 1. Education el 0
1. Education Middle Ages: No
2. Government 2. Government
2. Government
3. Crusades/Inquisition
1. Education 3. Crusades/Inquisition 3. Crusades/Inquisition Evid
4. Economics 2. Government 4. Economics 4. Economics enc
And able to compare this 3. Crusades/Inquisition e
time period to others 4. Economics
discussed in class.
26
Today’s Learning Target to Reach Our Goal!

Students will be able to

describe the role of the Catholic
Church during the Middle Ages.

27
28
 The Role of the Catholic Church during the Middle Ages
Why was the Church so powerful?
FOCUS ON & DISCUSS (don’t copy) the UNDERLINED information (this and next slide)

1. It owned land. The Church owned many large areas of farmland. People who
grew crops on this land had to give one tenth of everything they grew to the
Church, this was called the Tithe. Therefore, the Tithe caused hardships for the
poor.
2. Center of town life: Christianity and the Catholic Church played a major role
in Europe during the Middle Ages. The local church was the center of town life.
People attended weekly ceremonies, were married, baptized, confirmed, and
buried at the church. The church even confirmed kings on their throne giving
them the divine right to rule.

29
 The Role of the Catholic Church during the Middle Ages
Why was the Church so powerful?
FOCUS ON & DISCUSS (don’t copy) the UNDERLINED information (this and next slide)

3. Rich and Powerful: The Catholic Church became very rich and powerful during
the Middle Ages. Eventually, the church owned about one third of the land in
Western Europe. They did not have to pay the king any tax for their land,
therefore the leaders of the church became rich and powerful.
4. It wasn’t controlled by a king: The Church was Roman Catholic and therefore
was lead by the Pope.

30
 The Spread of Christianity Through Education
COPY ALL UNDERLINED information in your ISN on page 51 (this and
next slide) RED=TEST

The Spread of Christianity Through Education

• The Church 1. played a dominate role in education by helping to establish
universities. As cities grew, Catholic schools expanded into early forms of
universities.
• During the Middle Ages, religious structures known as monasteries arose
across Europe. 2. Monasteries were places where religious followers called
monks practiced a life of prayer and worship. In monasteries, 3. monks studied
Christian works and made copies of the Bible. By doing so, they 4. preserved
and promoted the ideals and beliefs of Christianity.
32
 The Spread of Christianity Through Government
Copy ALL UNDERLINED information in ISN on page 51 (previous and this
slide) RED=TEST

The Spread of Christianity Through Government

▪The 1. Church, as a political institution, in Medieval Europe was powerful and
organized. The 2. men who filled important positions in the church had strong
social and political ties to Europe’s nobility.
▪3. Many Church officials helped European political leaders run their kingdoms.
▪4. The King could not tell anyone from the Church what to do since the Pope led
the Church.
▪New political ideas changed the structure of England's government.

33
Directions p. 50 ISN. Make two small concept maps and write the main idea in the center of each
one. The spread of Christianity through EDUCATION and one for the spread of Christianity through GOVERNMENT.
For each topic that is connected to the main idea write it in a bubble and make an illustration. Use a different color
for each topic. You must have at least 3 topics that support each main idea.

34
The Spread of Christianity Through The Crusades and Inquisition
Copy ALL UNDERLINED information -ISN page 52 (this and next
slide) RED=TEST
The Spread of Christianity Through The Crusades and Inquisition
❖From 1096-1279, Christians including Catholics, launched the Crusades, military
expeditions, from Christian/Catholic Europe to Palestine.
❖Christians and Catholic leaders wanted access to the sacred sites in the Holy Land
(Jerusalem and the area around it) and hoped to gain power through warfare.
❖Crusades failed to take control of the Holy Land.
❖Crusades led to the Inquisition, a court used by Church officials to punish people
opposed to Church teachings.

35
 Spread of Christianity- Economics
Copy ALL UNDERLINED information in ISN page 52 (previous and this
slide) RED= TEST

Spread of Christianity- Economics

•The Crusades enhanced existing trade.
•The Crusades brought more goods, spices, and textiles to Europe.
• Increase in trade added to changing European Economy.
•The government, known as Parliament, would eventually control the
collection of taxes by the laws they passed.

36
 Spread of Christianity
Acrostic Poem
On a lined piece of paper and with a partner, create an acrostic
poem using the words: Spread of Christianity. From your ISN
notes, describe the spread of Christianity in the areas of education,
government, Crusades, Inquisition, and economics.
To earn full credit, make sure to include 4 details from each area:
education, government, Crusades, Inquisition, & economics.
Your poem is due at the end of class tomorrow, Friday, May 18th.

37