English 4 - Medieval Period PDF

Subject Code: English 4 Module Code 1.0 The Medieval Period Lesson Code 1.1 The Medieval Period Allotted Time: 30 minutes TARGET TA: 0.5 min...

Subject Code: English 4 Module Code 1.0 The Medieval Period Lesson Code 1.1 The Medieval Period Allotted Time: 30 minutes TARGET TA: 0.5 min ATA: _____ By the end of the learning guide, students should be able to: 1. Recall terms associated with the Medieval Period, and 2. Analyze a literary excerpt in the context of the Medieval Period. HOOK TA: 1 min ATA: _____ IGNITE TA: 10 mins ATA: _____ Brief History The Medieval Period, also known as the Middle Ages or Dark Ages, refers to the period between the fall of the Roman Empire and start of the Renaissance. With the decline of Roman Empire’s power, the eastern portion of the Roman Empire was invaded by Germanic tribes – such as the Saxons, Goths, and Vandals – that settled into different parts of Europe These disunited tribes lacked a central form of authority; they followed their own rules and were only loyal to their leaders. The Roman Catholic Church, surviving the Roman Empire’s fall, sought to survive and increase its hold over Western Europe by sending out missionaries on conversion missions and seizing territories that refused to follow the Church’s doctrine and authority. The Church, then, became the unifying institution in a fragmented Europe. It also fought for control against the increasing influence of Islam in Europe. The Church even went so far as to wage holy wars known as the “Crusades.” The First Crusade started in 1095 AD with the order of Pope Urban II. He promised that God would grant eternal salvation and pardon Crusader soldiers of their sins if they would reclaim their Holy Lands and fight the infidels and pagans in His name. Thus began a long and violent history of war between Christians and Muslims throughout the Middle Ages – the effects of which can still be felt in today’s culture of racial discrimination and religious oppression. English 4 page 1 of 4 © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may on ly be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update notification.  The Germanic tribes brought with them their own traditions, culture, and beliefs. By mingling, co-existing, and waging conflict with one another, their cultural diversity and unity grew stronger. Through territorial claims and a sense of similarity, the concept of the “nation” and nationalism became more defined. These phenomena gave rise to the modern European nations like France, Germany, and Spain – all sharing similarities in terms of culture, beliefs, and languages, yet each country has its distinct sense of identity. Feudalism and Chivalry The economy and people’s survival were dependent on agriculture. Power was constructed with hierarchical roles on Christianity, nobility (and lack thereof), and patriarchal traditions. As the noble Christian ruling classes sought to maintain their control, they organized society under the political-economic structure that would be known as “feudalism.” Look at the image below. What ideas come to your mind as you analyze the picture? Retrieved from: https://sites.google.com/site/middleagesalhusseins/home/economics-and-society Feudalism is a system that revolves around land ownership and alliances. lord – landowner who grants a land, called fief, to a vassal in exchange for protection and other services vassals – wealthy and powerful individuals who are usually nobles or church officials knights – mounted horsemen who pledge allegiance and military service to their lord in exchange for a fief peasants – landless who work the land in the manor The manor, which is the lord’s estate, paved the way for the development of the manor system. The lord provides peasants with different benefits like protection, house, and farmland. In exchange for these, peasants have to tend the lord’s estate, land, and animals. They also give a portion of their earnings to their lord and provide other services to ensure that their lord’s household was working efficiently. English 4 page 2 of 4 © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may on ly be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update notification.  The concept of chivalry is also associated with the Medieval Period. Knights had a code that required them to abide by a complex set of ideals. Aside from being brave, knights were also expected to be loyal, courteous, and protectors of the poor and weak. They were also expected to devote themselves to their heavenly Lord, feudal lords, and lady love. However, in reality, knights were not as noble and gallant as their chivalric portrayals deem them to be. They were also known to be perpetrators of abuse and murder. Wielding militant power and protection granted by their lords, many knights took advantage of this and harassed and pillaged as they saw fit. Moreover, knights exercised the will of the lord, even if it is detrimental to the peasants they supposedly protected. Crusader knights, in particular, were the worst offenders, dealing abuses upon both Islamic and Christian communities while they were carrying out their “holy orders.” Art and literature reflect the events and dominant ideas and beliefs of the time when they were written or produced. As such, the texts that we will read and analyze this quarter will give you a glimpse of the Medieval Period. NAVIGATE TA: 2.5 mins ATA: _____ Identification. Recall some of the terms that are associated with the Medieval Period. Identify what is being asked for in each item and write your answer on the space provided. (5 points) __________________ 1. The Medieval Period is also known as the _____. __________________ 2. _____ is a political system that revolves around alliances and land ownership. __________________ 3. _____ is an economic system that revolves around the lord providing benefits to peasants in exchange for their services. __________________ 4. The _____ acted as a unifying, stable institution during the Medieval Period. __________________ 5. _____ are principles that are followed by knights. KNOT TA: 16 min ATA: _____ Summary (1 min) The Medieval Period saw the fall of the Roman Empire and the migration of Germanic tribes. These allowed for the following: o increased influence and power of the Catholic Church o development of feudalism and manor system, the political-economic system based on the authority and land ownership of lords, protection of knights, and agricultural service of peasants o code of chivalry that knights were supposed to follow English 4 page 3 of 4 © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may on ly be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update notification. Quiz (15 min) Now, try to apply what you have learned about the Medieval Period. Discuss the specific aspects or features of the period that are reflected in the excerpt below. Write a short analysis (not more than 10 sentences) and submit it according to the instructions of your teacher. Your answer will be graded using this rubric: Rubric for Scoring: 5 – The response provides a fully developed thesis with substantial details. It essentially addresses the question. There are no grammatical errors. 4 – The response provides a partially developed thesis with substantial details. It fairly addresses the question. There are only 1 to 2 grammatical errors. 3 – The response provides an incomplete thesis with some evidence. It only partially addresses the question. There are 3 to 4 grammatical errors. 2 – The response provides a vague thesis supported with insufficient information. There are 5 to 6 grammatical errors. 1 – The response barely has or has no thesis with little to no evidence to support it. There are a lot of grammatical errors. And now there comes the Archbishop Turpin. He spurs his horse, goes up into a mountain, summons the French; and he preached them a sermon: “Barons, my lords, Charles left us in this place. We know our duty: to die like good men for our King. Fight to defend the holy Christian faith. Now you will have a battle, you know it now, you see the Saracens with your own eyes. Confess your sins, pray to the Lord for mercy. I will absolve you all, to save your souls. If you die here, you will stand up holy martyrs, you will have seats in highest Paradise.” The French dismount, cast themselves on the ground; The Archbishop blesses them in God’s name. He commands them to do one penance: strike. - La Chanson de Roland References Beck, R.B., Black, L., Krieger, L.S., Naylor, P.C., & Shabaka, D.I. (2012). European Middle Ages. In World History Patterns of Interaction. Holt McDougal. Prentice Hall. (1991). The Middle Ages. In Literature World Masterpieces Fourth Edition. Prentice Hall. English 4 page 4 of 4 © 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may on ly be released to third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update notification.