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Chapter 5.  Preview Take a moment and think about how you would answer the Preview statement above. Turn to the person next to you and share your thought.

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Presentation on theme: "Chapter 5.  Preview Take a moment and think about how you would answer the Preview statement above. Turn to the person next to you and share your thought."— Presentation transcript:

1 Chapter 5

2  Preview Take a moment and think about how you would answer the Preview statement above. Turn to the person next to you and share your thought. You have about two minutes.

3  Key Content Terms Magna Carta – An agreement signed in 1215 that limited the King’s power. Habeas Corpus – Legal concept that states that a person must be charged with a crime in order to be put in jail. Model Parliament - A governing body created by King Edward I that included a variety of people. Read Chapter 5 Section 4 of your textbook aloud as a class – page 67. Then write the key terms and their definitions.

4  Key Content Terms Bubonic Plague – A deadly disease spread by fleas – known as the “Black Death”. Hundred Year’s War – A series of battles fought between France and England between (I know… it’s more than 100 years) Heretic – A person who believes things differently than the church.

5   Read section 2 aloud in class. Then answer the questions below Section 2

6  1.What changes did Henry II make to the English legal system and how did these changes affect feudalism? A. He insisted that a jury formally accuse a person of a serious crime. People were tried by royal judges and had to have a court trial. By strengthening the royal courts, he weakened the power of the feudal lords. Question 1

7  2.What changes did Magna Carta bring about in English government? A. A monarch could no longer collect special taxes without the consent of nobles and Church officials. No “free man” could be jailed except by the lawful judgment of his peers or by the law of the land. It also introduced the idea that not even the monarch was above the law. Question 2

8  3.What was the Model Parliament, and why was it created? A. It was an English governing body created by Edward I that included commoners, lower-ranking clergy, Church officials, and nobles. It was intended to include more people in government. Question 3

9  Question 4 Magna Carta limited the power of English monarchs and affirmed that monarchs should rule with the advice of the governed; Henry II’s legal reforms strengthened common law, judges, and juries; and Edward I’s Model Parliament gave a voice to some common people. Click for a larger view

10  Question 4 Magna Carta limited the power of English monarchs and affirmed that monarchs should rule with the advice of the governed; Henry II’s legal reforms strengthened common law, judges, and juries; and Edward I’s Model Parliament gave a voice to some common people.

11  1.Use the map on page 70 of the text to answer question 1 of Section 3. Section 3 A. The plague probably originated in Central Asia, traveled along a trade route to The Black Sea, was carried on a ship to Italy, and then spread north and west to England, Germany, France. Read Chapter 5 Section 3 aloud in class. Then answer the questions in your student notebook.

12  2.Sketch a map of Eurasia, write the numbers from the blanks above in the correct locations, and draw arrows to illustrate the spread from one location to the next. Section

13  3.Why was the plague called the “Black Death”? What were some of the common symptoms? Section 3 A. The term probably came from the black-and blue spots, or buboes that appeared on the skin of many victims. Symptoms included fever, vomiting, coughing and sneezing, and swelling.

14  4.How was the plague spread? Section 3 A. The bacteria that caused the plague were spread by fleas. The dirty conditions of the time significantly contributed to the spread of the disease.

15  5.In the Bubonic Plague box of your cause-and- effect diagram, list examples of how the outbreak of the bubonic plague in Europe contributed to the decline of feudalism and the rise of democratic thought. (see the next slide) Section 3

16  Question 4 Magna Carta limited the power of English monarchs and affirmed that monarchs should rule with the advice of the governed; Henry II’s legal reforms strengthened common law, judges, and juries; and Edward I’s Model Parliament gave a voice to some common people. Click for a larger view 4.In the Bubonic Plague box of your cause-and-effect diagram, list examples of how the outbreak of the bubonic plague in Europe contributed to the decline of feudalism and the rise of democratic thought. Bubonic Plague: Power shifted a bit from nobles to common people because, since so many workers had died, the few who remained could demand higher pay and more rights; serfs abandoned feudal manors and moved to towns and cities, seeking better opportunities; peasant revolts also occurred when nobles tried to return things to the way they had been.

17  Question 4 Bubonic Plague: Power shifted a bit from nobles to common people because, since so many workers had died, the few who remained could demand higher pay and more rights; serfs abandoned feudal manors and moved to towns and cities, seeking better opportunities; peasant revolts also occurred when nobles tried to return things to the way they had been.

18  1.How did the Hundred Years’ War start? Section 4 Read Chapter 5 Section 1 of your textbook aloud as a class. Then answer the questions from section 4 on the back of your paper. The war began when the king of France challenged England’s claim to French fiefs.

19  2.Why were the English able to defeat the French in early battles, such as the one at Crécy? Section 4 The English army relied on archers armed with longbows. Arrows fired from longbows flew farther, faster, and more accurately than those fired from French crossbows.

20  3.Who was Joan of Arc? What did she do for the French during the Hundred Years’ War? Section 4. Joan of Arc was a 17-year-old peasant girl who claimed she heard the voices of saints urging her to save France. She led a French army to victory in a battle. Her actions inspired many French people to feel more strongly about their king and nation.

21  Question 4 Magna Carta limited the power of English monarchs and affirmed that monarchs should rule with the advice of the governed; Henry II’s legal reforms strengthened common law, judges, and juries; and Edward I’s Model Parliament gave a voice to some common people. Click for a larger view 4.In the Hundred Years’ War box of your cause-and-effect diagram, list examples of how the outbreak of war in Europe contributed to the decline of feudalism and the rise of democratic thought. Bubonic Plague: Power shifted a bit from nobles to common people because, since so many workers had died, the few who remained could demand higher pay and more rights; serfs abandoned feudal manors and moved to towns and cities, seeking better opportunities; peasant revolts also occurred when nobles tried to return things to the way they had been. Hundred Years’ War: The war shifted power from lords to monarchs and common people; military technology used in the war made knights and castles less important; a new feeling of nationalism helped to shift power away from lords and toward monarchs and commoners; peasants who survived the war were more in demand as soldiers and workers and therefore had greater power.

22  4.In the Hundred Years’ War box of your cause-and-effect diagram, list examples of how the outbreak of war in Europe contributed to the decline of feudalism and the rise of democratic thought. Section 4 Hundred Years’ War: The war shifted power from lords to monarchs and common people; military technology used in the war made knights and castles less important; a new feeling of nationalism helped to shift power away from lords and toward monarchs and commoners; peasants who survived the war were more in demand as soldiers and workers and therefore had greater power.

23  On a blank page in your notebook, sketch an outline of the head of a noble, the head of a commoner, and the head of a knight. Draw facial features on each to express how he might have felt about events that led to feudalism’s decline. Then sketch a large speech bubble for each person. Fill in the speech bubble by  describing an event leading to the decline of feudalism from that person’s perspective (include thoughts, feelings, and observations).  explaining how the event affected that person’s life.  predicting how the decline of feudalism will affect that person’s role in medieval society. Check that your writing is free of misspellings and grammatical errors. Processing


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