Welcome To The Middle Ages

1. WelcomeTo TheMiddle Ages

2. Medieval Europe 500AD – 1250AD

3. Rome’s Legacy I. Introduction to Medieval Times A. Rome's Legacy 1. Latin Language 2. Large networks of roads 3. Christian religion continued to grow and spread a. The Church became the strongest, central power 4. Changes in government a. No longer centrally controlled b. Many small kingdoms developed 5. Changes in economy a. Trade declined b. Ownership of land meant wealth and power RETURN

4. The Fall of Rome RETURN

5. Early Invaders 1. The period known as the Middle Ages lasted from about AD 500 to AD 1250. 2. Germanic tribes invaded and took over most of Western Europe. a. Visigoths - Iberian Peninsula (Spain) b. Vandals - North Africa and large Mediterranean Islands c. Ostrogoths - Italy and the Western Balkans d. Saxons - Southern England e. Franks - Gaul (present day France) 3. Tribal leaders, called chieftains, ruled small kingdoms throughout Europe. 4. Eventually, these chieftains learned and tried to imitate Roman ways RETURN

6. The Viking Threat 1. Vikings from Norway, Sweden, and Denmark began to threaten Charlemagne's empire. a. Mostly interested in raiding coastal and riverside towns for plunder. b. Very tough, sailed in longships. c. Usually attacked the churches first to steal the religious objects made of gold and silver. d. Spread great fear, people needed to be protected. 2. Eventually, Viking interests turned from raiding to trading. a. Contributed a knowledge of trade routes and sailing to others. b. Became explorers c. Colonized the farms and towns that they once raided. d. Converted to Christianity. 3. The Vikings enriched and were absorbed by the lands that they raided. 4. The fear of the Viking raids led to the development of the Feudal System. RETURN

7. RETURN The Viking Threat

8. Viking Longships The Viking Age, from A.D. 800-1100, was the age of the sleek, speedy longship. Without this crucial advance in ship technology, the Vikings would never have become a dominant force in medieval warfare, politics, and trade. RETURN

9. Feudalism • The need for protection from Viking attacks became the basis for a new system of government. • Feudalism is a system of loyalty and protection. • based upon land and service • the strong landowners protect the weak • the weak provide service to the strong • Feudalism was organized as a "pyramid" society.

10. Feudal Europe MONARCH Loyalty & Military Aid Land & Protection NOBLES NOBLES Loyalty & Military Aid Land & Protection VASSALS (Knights) KNIGHTS / VASSALS Protection Labor SERFS & PEASANTS RETURN

11. The Monarch • The King held the highest rank. • He often gave land to nobles in return for their military service. • By 1100, certain nobles had castles and courts that rivaled the king's; they could be serious threats if they were not pleased in their dealings with the crown. BACK

12. Medieval Monarchs Charlemagne

13. Medieval Monarchs

14. Medieval Monarchs Edward I

15. Medieval Monarchs William the Conquerer

16. Medieval Monarchs Elanor of Aquitaine BACK

17. The Franks built an empire that became the largest and richest in Europe since Roman times. The greatest leader of the Franks was called "Charles the Great", orCharlemagne. He conquered lands in France, Germany, and Italy. He formed western Europe into a new empire Charlemagne was a Christian He spread Christianity. Charlemagne and his father had helped several popes defend the city of Rome from destructive invaders. Charlemagne developed close ties with the Roman Church Charlemagne was crowned Holy Roman Emperor by Pope Leo III on Christmas Day AD 800. Pope Leo III gave him the title, "Augustus". The Rise of Charlemagne

18. The Rise of Charlemagne • Charlemagne had a great respect for knowledge and learning. • Filled his court with scholars, poets, and musicians • Established a school at his palace where scholars collected and copied Roman works. • He urged priests to teach others throughout his empire. • Charlemagne wanted a strong, wise government. • He traveled throughout his empire to make sure his people were treated fairly. • He often met with his major officials. • He taught his nobles about fair government, law, religion, education, and trade. • Charlemagne came closest to recreating the Roman Empire. RETURN

19. Nobles • Powerful nobles, or lords, were landowners • A more powerful lord gave land to lesser landless nobles, or vassals, in exchange for their military service and loyalty. • This gift of land was called a fief. BACK

20. Vassals • The vassal had to swear an oath of loyalty to the lord. • Vassals were usually knights and were also expected to provide military aid for the lord if necessary. BACK

21. Peasants & Serfs • The majority of all labor was done by small farmers, called peasants or by serfs, people who belonged to the land and to the lord. • Peasants and serfs worked the lord's land in exchange for protection. BACK

22. The Life of a Serf The Life of a Serf • VERY DIFFICULT • Had to work the lord's land in addition to providing for his family. • Had to pay rent to the lord. • Had to pay taxes to the lord. • Often had to ask permission from the lord to marry and/or have children. • Lived in one-room houses, usually with livestock. • Usually, the whole family slept in one straw bed. • Usually did not live past 40 years of age. RETURN

23. The Medieval Manor 1. The Medieval Manor was a large estate that often included a village, as well as, farmlands inhabited by peasants. • The manor was almost completely self-sufficient. 2. The lord had complete control over his manor. 3. The lord's wife was the lady of the manor and was in charge of castle affairs. a. When the lord was away, she also led the defense of the castle if it was attacked. 4. The lord's castle, or manor house, was the center of all activity on the manor. a. Provided protection for all villagers b. Manor houses later developed into more elaborate castles.

24. Parts of the Manor The manor consisted of: a. the lord's manor house b. one-room peasant houses c. village craftworkers; blacksmiths, weavers, etc. d. farmland, usually three fields, and grazing areas for livestock e. forests for firewood and protection f. a church Two innovations allowed for the manors to become very successful: a. The invention of an iron-tipped plow allowed land to be planted and harvested more efficiently. b. The practice of crop rotation allowed for more substantial harvests and more nutritious foods. IMAGES RETURN

25. INNOVATIONS RETURN

26. INNOVATIONS Crop Rotation Do you, do I, does anyone know, How oats, peas, beans, and barley grow? RETURN

27. Parts of the Manor RETURN

28. CASTLES • The Medieval Castle developed as the stronghold, or keep, of the Feudal Manor.  During times of unrest, the lord, his lady, and even his serfs took refuge within the castle walls. Early castles were constructed of wood.  These building were usually located on a high mound surrounded by a water-filled moat.  Later, castles were built from more impregnable stone, but they retained their defensive moats. • The French term for the castle keep is donjon, from which we derive the English term dungeon.

29. Types of Castles Motte and Bailey: A motte is a mound, usually artificial, which supported the strongpoint of the motte-and-bailey castle, overshadowing the bailey or enclosed courtyard below. It is predominantly rounded in plan, but square or rectangular mottes are known, especially in Scotland. Stone Castles: Stone castles began to be built in Britain in 1067. Chepstow Castle is the oldest surviving stone castle, and may have been the first of this type to be built in Britain. Sometimes it is difficult to say just when stone castles were built, because a castle went through many building phases. Many were added to, improved and altered over a great time period up to four centuries.

30. RETURN Parts of a Castle

31. Knighthood In the early Middle Ages, a knight was the sworn protector of his lord and lady.

32. Stages of Becoming a Knight • PAGE • SQUIRE • KNIGHT RETURN

33. PAGE • A boy usually of nobility was chosen for knighthood, but not always.  A boy started on his way to knighthood at about the age of seven or eight.   At this time, he was sent to a Lord's castle to be trained for knighthood.  This young trainee was known as a page.  During his time as a page, he learned about horses, armor and weapons.  Because hunting was so important, a page had to learn how to handle hawks and falcons, as well as to cut up a deer for venison.  Since a page was also expected to serve the meals at the knight's table, they had to learn how to carve the meat properly before becoming a knight. • Pages practiced fighting with a sword against a wooden stake, or "pell" to develop muscles needed in becoming a strong knight.  A page had to learn to skillfully use a bow and arrow for hunting and often practiced this skill by competing with others.  Pages also had to clean the coats of mail by rolling it in a barrel filled with sand. • A knight not only had to know how to fight in battle, but he also had to learn how to be courteous.  The lady of the castle taught a young page manners and social graces.  He would learn how to sing, play instruments and dance from the lady.  The lady would also teach him to read and write. • A priest would give the page religious training and he would often teach the page how to read and write. RETURN

34. SQUIRE • At the age of fourteen the page became a squire.  Squires had to follow their master on the battlefield to protect him if he would fall.  From the 13th century, squires fought on the battlefield beside their knight. • A squire was responsible for dressing the knight for battles and tournaments. He was the knight's assistant and the only one allowed to help the knight. The squire was responsible for taking care of the knight's armor and weapons. He had to become skilled in the use of the armor as well as the weapons. A squire had to get used to wearing the armor so it would be second nature to him when worn. • A squire had to become skilled in using the lance, spear, or sword.  He had to practice so that the lance did not run back through his fingers when he struck the knight.   He practiced against a wooden dummy called a quintain.  A quintain was a heavy weighted sack or dummy in the form of a human. It was hung on a wooden pole along with a shield. The squire had to hit the shield in its center. When hit, the whole structure would spin around and around. The page had to move out of the way quickly without getting hit and knocked off his horse by the weighted bag! RETURN

35. KNIGHT • When considered ready, generally between the ages of eighteen and twenty, a squire was dubbed a knight.  This was often performed  by the knight who trained him, or the monarch.  On the eve before becoming a knight, the squire confessed his sins to a priest.  He was given a symbolic bath and then he fasted, cleansing his soul.  Dressed all in white he prayed and kept watch over his armor and his weapons in the chapel all night.  The next morning he would be dressed in symbolically colored clothes - red (for his blood), white (for purity), and brown (for the return to the earth when he died).  Gilded spurs were attached to his ankles and he was "girded" with a sword.  By a tap on each shoulder with a sword, he was dubbed a knight, thus reminding him of his vows he promised to uphold.  If a knight broke his vows or was dishonorable, he was stripped of his knighthood in another ceremony to bury him, because in the Middle Ages, " a knight without honor is no longer alive." • There were two other ways for one to become a knight.  If there was a battle and the King needed additional men, he would knight a number of squires to have enough men to fight.  Also, one could become a knight for showing bravery and courage in battle. RETURN

36. HERALDRY • Heraldry began as badges of recognition. The symbols, which are called charges, were first painted on the shields of knights during the twelfth century. The custom spread during the Crusades and became popular in tournaments where knights, unrecognizable in full armor, gathered to fight. In time, combinations of symbols came to be known as a family’s coat of arms. Coats of arms to this day are handed down from father to son.

37. Charges • Lions were a favorite charge in English heraldry, while fleur-de-lis were popular in France. Other popular charges were eagles, unicorns, and dragons, along with a variety of birds, fish, seashells, leaves, trees, and flowers. Inanimate objects such as castles, towers, tools, keys, and musical instruments were also used.

38. Heraldry • Heraldry had its practical side, also. Popular during a period of history when leaders in battle could not be identified because of their armor, the symbols on their shields made them recognizable. Coats of arms displayed on flags or banners from a nobleman’s castle were used to indicate that he was in residence, and in death, his coat of arms often marked his tomb. Coats of arms were also carved into rings. This symbol when pressed into soft wax was used almost as a signature for identification purposes and as a seal for documents. The French did much in organizing the science of heraldry, and the standard colors used in heraldry are known by their Old French names. The names of the seven colors, called tinctures, used in heraldry are: argent for white or silver, or for gold, azure for blue, gules for red, sable for black, vert for green, and purpure for purple. There are also two fur patterns, ermine and vair. RETURN

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40. Growth of Medieval Cities 1. AD 1000 - The Medieval Economy began to improve a. people grew more food b. travel became safer c. coinage came back into use d. trade increased

41. 2. The Merchant Class Grows a. large fairs in the country began to attract merchants b. merchants began traveling from fair to fair c. during winter months, when travel was difficult, merchants would settle near castles for protection. d. the villages settled by merchants soon attracted many people and grew into towns. e. the towns grew into cities

42. Castles provided PROTECTION for MERCHANTS. Soon, the PEOPLE followed…creating TOWNS.

43. 3. Cities Grow Larger a. craft workers come to town looking for a wider market for their skill b. serfs come to town looking for freedom from feudal life 4. Early Town Governments a. towns were originally controlled by the lord who owned the land. b. the merchants grew more powerful and demanded the right to govern their own towns. c. the merchants forced the lords to grant them a charter. d. towns elected their own officials e. town councils taxed trade and provided services for the poor f. town councils created and enforced their own laws

44. A MEDIEVAL CHARTER I, William, by the grace of God, Count of Flanders, not wishing to reject the petition of the citizens of St. Omer---especially as they have willingly received my petition about the consulate of Flanders, and because they have always been honest and faithful to me---grant them the laws written below, and command that those laws remain inviolate.

45. First that to every man I will show peace, and I will protect and defend them with good will just as I do my other men. All those who have their gild and belong to it, and who reside within the limits of the town, I make free of toll at the port of Dixmude and at the port of Gravelines; and throughout all the land of Flanders In place of a toll on the city they give a hundred solidi annually as a perpetual tax.

46. 5. Life in a Medieval City a. very dirty, crowded, and unhealthy b. very exciting places 1. cathedrals (town pride) 2. universities developed (Sorbonne) 3. shops and markets contained goods from all over Europe and the Middle East. c. people's eyes were opened to the world

48. Changes in Medieval Society The Rise of a Middle Class a. The merchants gained much power, wealth, and prestige. b. The merchant class evolved into a Middle Class between peasants and nobles. c. Merchants formed groups called guilds (early labor unions). d. Later, other groups also formed guilds to 1. establish price guidelines 2. protect the quality of work 3. restrict non-guild members from practicing their crafts in the cities.

49. Changes in Medieval Society Craft guilds train new workers a. A young person began as an apprentice in a master's shop. 1. ran errands and did chores while leaning the skills of their trade b. After his apprenticeship, a craftsman would become a journeyman, or day laborer, and hire himself out to other shops for daily wages. 1. practiced and learned advanced skills c. finally, a journeyman becomes a master. 1. the guild must approve of his work before he can set up his own shop. Continue

50. Apprentice A boy began his career as an apprentice. His parents sent him to a master in the craft he was to learn. For a period that varied from three to eleven years, the boy lived as a part of his master’s household, doing menial chores and learning his trade. RETURN