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Garth Holman

Feudalism at mrdowling.com - 0 views

www.mrdowling.com/703-feudalism.html

feudalism medieval middleages

shared by Garth Holman on 20 Dec 11 - Cached
  • Feudalism was the system of loyalties and protections during the Middle Ages. As the Roman Empire crumbled, emperors granted land to nobles in exchange for their loyalty. These lands eventually developed into manors. A manor is the land owned by a noble and everything on it. A typical manor consisted of a castle, a small village, and farmland
  • During the Middle Ages, peasants could no longer count on the Roman army to protect them. German, Viking and Magyar tribes overran homes and farms throughout Europe. The peasants turned to the landowners, often called lords, to protect them. Some peasants remained free, but many became serfs. A serf was bound to the land. He could not leave without buying his freedom, an unlikely occurrence in the Middle Ages. Life for a serf was not much better than the life of a slave. The only difference was that a serf could not be sold to another manor.
mukul g

Medieval Life - Food - 2 views

www.historyonthenet.com/...food.htm

food life

shared by mukul g on 24 Jan 12 - Cached
  • His table is set at one end of the great hall and he sits in a high-backed chair. His guests, the priest, two noblemen and his wife, sit on his table while less important people eat sitting on stools or benches at trestle tables lower down the hall. 
  • Above the lord's head, part of the shields bearing his coat of arms can be seen, while at the bottom right corner a flying knife and ball offer evidence that the lord is being entertained by a juggler
  • . The plates used by the Normans were made out of wood.
  • ...8 more annotations...
  • Sometimes they used large slices of day-old bread as plates for the meat and sometimes they ate out of bowls. 
  • Although they had knives and spoons, there were no forks, so people used their fingers a great deal. The lord always ate well, even during winter.
  • he could afford to buy salt to preserve his meat all the year round
  • The peasants’ main food was a dark bread made out of rye grain
  • They ate a kind of stew called pottage made from the peas, beans and onions that they grew in their gardens. 
  • Their only sweet food was the berries, nuts and honey that they collected from the woods. 
  • Peasants did not eat much meat. Many kept a pig or two but could not often afford to kill one.
  • They could hunt rabbits or hares but might be punished for this by their lord.  
  • mukul g on 24 Jan 12
     
    This is how some of the normans ate.
Yuke Z

Medieval Education - 3 views

www.historylearningsite.co.uk/medieval_education.htm

middle ages

shared by Yuke Z on 30 Jan 12 - Cached
  • All lessons taught in a grammar school were in Latin. Lessons were taught in a way that boys had to learn information off by heart. Whether they understood what they had learned was a separate issue! Books were extremely expensive in Medieval England and no school could hope to kit out their pupils with books.
  • Lessons frequently started at sunrise and finished at sunset.
  • Discipline was very strict. Mistakes in lessons were punished with the birch (or the threat of it) In theory pupils would never make the same mistake again after being birched, as the memory of the pain inflicted was too strong.
  • ...2 more annotations...
  • The sons of the peasants could only be educated if the lord of the manor had given his permission. Any family caught having a son educated without permission was heavily fined.
  • Very few girls went to what could be describes as a school. Girls from noble families were taught at home or in the house of another nobleman. Some girls from rich families went abroad to be educated. Regardless of where they went, the basis of their education was the same – how to keep a household going so that their husband was well kept. Girls might learn to play a musical instrument and to sing. But the philosophy of their education remained the same – how to keep a successful household for your husband.
  • Yuke Z on 30 Jan 12
     
    Peasant Schooling
Yuke Z

Women During the Middle Ages - 2 views

www.medievality.com/medieval-women.html

middleages women

shared by Yuke Z on 09 Feb 12 - Cached
  • Women were widely considered inferior during the Middle Ages. Even though some women possessed considerable - and often extraordinary - power, most of them were very poor and had to work 12 hours every day just to get by. Behind every great king and ruler, was a woman. The influence of women during the Middle Ages is often underestimated. Most women of the Middle Ages were totally dominated by men. Any man in the family could order a woman to do as he wished. If a woman refused, she was beat into submission, as disobedience was considered a crime against God.
  • While it is often believed that women possessed no rights during the Middle Ages, that was generally not the case. They had to obey men, but they were often treated well. Women of the royalty lived luxuriously and when chivalry was finally introduced, they were more respected by men. We could say that women were treated based on their social rank, but this would also show some inconsistencies. Some peasants who lived in peaceful times could only work as much as we do today and still live well.
  • Yuke Z on 09 Feb 12
     
    Rights of women
Lucille L

Ancient Greece - Simple English Wikipedia, the free encyclopedia - 0 views

simple.wikipedia.org/...Ancient_Greece

ancient greece

shared by Lucille L on 29 Sep 15 - No Cached
  • Ancient Greece is a large area in the north-east of the Mediterranean, where people spoke Greek
  • In the 8th century B.C., the Greeks learned how to read and write a second time. They had lost
  • heir alphabet was, in turn, copied by the Romans, and much of the world now uses the Roman alphabet.
  • ...12 more annotations...
  • Some had many revolutions in which one kind of government replaced another.
  • Monarchies in ancient Greece were not absolute because there was usually a council of older citizens (the senate, or in Macedonia the congress) who gave advice to the King. These men were not elected or chosen in a lottery like they were in the democratic city-states.
  • Women, slaves and (usually) residents born elsewhere, did not have the right to vote.
  • Women were not citizens in Athens, but in Sparta they were
  • The number of Greeks grew and soon they could not grow enough food for all the people. When this happened, a city would send people off to start a new city, known as a colony.
  • The men came to a place in the center of the city and decided what to do. It was the first place in the world where the people decided what their country should do.
  • Every year, Athenian citizens elected eight generals who led them in war.
  • Men, if not working, fighting or discussing politics, could, at festival times, go to Ancient Greek theatre to watch dramas, comedies or tragedies.
  • The sports included running, javelin throwing, discus throwing and wrestling. The Games were unusual, because the athletes could come from any Greek city.
  • The famous Olympic games were held at Olympia every four years.
  • hey were trained in the same events as boys, because Spartans believed that strong women would produce strong future warriors
  • Their girl athletes were unmarried and competed nude or wearing short dresses
  • Lucille L on 29 Sep 15
     
    Facts Ancient Greece
erick j

Ancient Roman Inventions - 2 views

www.mariamilani.com/...ancient_roman_inventions.htm

shared by erick j on 04 Nov 11 - No Cached
  • Having set the background and gained a glimpse of just how thorny the subject could be it seems easiest to change tack and take the loosest of definitions. Listing some of the many things for which Ancient Rome might justly be remembered for....in no particular order: Advanced roads and road networks Milestones The standard width of our modern roads and tunnels is based on that of ancient Rome (there was a standard width for cart wheels, essentially based on the need of placing two horses side by side). The worn ruts in the roads made it virtually impossible to use any other measure. Triumphal arches Aqueducts (actually they learned much about structures from the Estruscans, but developed it to perfection) Bronze valves and water pumps. Huge numbers of instruments and tools for engineering, construction and measurement. The Romans were, after all, excellent engineers. For example you could purchase your access to water supply for set hours of the day or set quantities of water, which were dutifully metered and billed, pretty much as you would today, albeit with slighty different technology!. Medical and Surgical tools (mainly thanks to the Greeks actually but hugely developed as a consequence of the needs generated by Gladiatorial games and continuous war campaigns) Cesareans - sounds like Caesar doesn't it? Cesareans were often used to save the baby if the mother died during childbirth. Fast curing cement - hugely important discovery which allowed cement to cure and harden in short times and even under water. The ancient Romans realised that adding pozzolanic earth from volcanic regions (Eg Pozzuoli near Naples) to traditional mortar allowed a water proof and extremely solid mix. This could be used to waterproof the interior of aqueduct tunnels or extend the potentials of Roman architecture with impo
    • erick j
      erick j on 04 Nov 11
       
      The Romans invented many things that we use more perfected versions of today. I wonder what would happen if the ancients Romans didn't exist.
  • erick j on 04 Nov 11
     
    Here are some ancient Roman inventions.
  • erick j on 04 Nov 11
     
    This website has some good information on ancient Roman inventions.
tsofia gordon

Dgh - Rise of Agicultural Soicety - 0 views

dgh.wikispaces.com/Rise+of+Agicultural+Soicety

shared by tsofia gordon on 01 Nov 11 - No Cached
  • permanent settlement
    • Noah m
      Noah m on 01 Nov 11
       
      hi
  • This resulted upon the sign of the times when people depended on hunters and gatherers to get their food. Groups of people would have to move to new areas when food or water became scarce. As the animals migrated the people followed to maintain a sustainable food supply. Hunting and gathering was the only way early people could survive, but these two jobs were both difficult and dangerous.
  • Once people could produce a surplus of food there was an increase in population and more people could specialize in different areas of work (see specialization).
  • ...7 more annotations...
  • he Rise of the Agricultural Society
  • (world map during ice age)As
  • People started growing their own food
  • This was the first time farming was seen in the world. This created the first farmers in the world from the middle-east
  • They stayed close to any source of water and planted new fields of wheat and barley using irrigation.
  • Domesticatio
    • tsofia gordon
      tsofia gordon on 01 Nov 11
       
      people for using anmuiles for thire one good
  • People were only able to live in (Domestication)numbers by becoming more productive farmers, but people now had more stable food supply because of domestication, using animals to the fullest, and keeping them secure (new way of life).
Garth Holman

Spain and America: From Reconquest to Conquest - North Carolina Digital History - 1 views

www.learnnc.org/...1677

shared by Garth Holman on 19 May 14 - Cached
  • had been isolated from each other for 10,000 years.
    • Garth Holman
      Garth Holman on 19 May 14
       
      If they have been isolated, how would that make them different? 
  • the human inhabitants of the “old” and “new” worlds developed vastly different cultures, languages, and religions; they found different ways of adapting to their different envinronments; and their bodies over hundreds of generations became resistant to the diseases of their different worlds. When the two great land masses were rejoined by European exploration, the resulting exchange of people, crops, animals, ideas, and diseases — called the “Columbian exchange” — changed both worlds forever.
  • Within a hundred years this small European nation had claimed the better part of two continents
  • ...15 more annotations...
  • disease.
  • They go as naked as their mothers bore them, even the women, though I only saw one girl, and she was very young. All those I did see were young men, none of them more than thirty years old.… They do not carry arms and do not know of them, because I showed them some swords and they grasped them by the blade and cut themselves out of ignorance
  • They ought to make good slaves for they are of quick intelligence, since I notice that they are quick to repeat what is said to them, and I believe that they could very easily become Chirstians, for it seemed to me that they had no religion of their own. God willing, when I come to leave I will bring six of them to Your Highnesses so that they may learn to speak
  • Columbus believed he had every right to take their land and make them into “servants.
  • With the native population gone, the Spanish began to import slaves from Africa to grow their sugar cane
  • superiority to their enemies who had rejected Christianity, and they developed rules of war based on that superiority — including the right to enslave the people they conquered. Once Spain was reconquered, Muslims and Jews were forced to convert to Christianity or be expelled from Spain.
    • Garth Holman
      Garth Holman on 19 May 14
       
      Forced + Fled = INQUISITION
  • In 1519 Hernán Cortés arrived in Mexico from Cuba with 11 galleons, 550 men, and 16 horses — the first horses on the American continent. Within two years his conquistadores, conquerors, had won control of the Aztec kingdom that spanned most of present-day Mexico and Central America.
    • Garth Holman
      Garth Holman on 19 May 14
       
      How could this happen?  How could an empire of millions be destroyed and conquered by 550 men? 
  • One of Cortés’ soldiers had smallpox, and he started an epidemic that killed a third of the population of the Aztec empire.
  • Cortés for the deity Quetzalcoátl, or Plumed Serpent, who according to prophesy would return from the east to reclaim his kingdom — perhaps in 1519. When Cortés arrived — from the east, with fair skin, riding four-legged creatures never before seen in Mexico, wearing shining armor and looking for all the world like someone who wanted to reclaim a kingdom — Moctezuma feared that he might be Quetzalcoátl and did not immediately meet him in battle.
  • What Cortés and his men saw in Tenochtitlán horrified them.
  • The Spanish, more convinced than ever of their superiority, forced most of the people of Mexico to convert to Christianity. Priests burned Aztec books and destroyed idols and temples. Indigenous people were enslaved to work in gold mines. Disease reduced the population of Mexico from more than 20 million when Cortés arrived in 1519 to about 2 million by 1600.
  • By the 1600s, Spain was easily the most powerful kingdom in Europe.
  • We can estimate very surely and truthfully that in the forty years that have passed, with the infernal actions of the Christians, there have been unjustly slain more than twelve million men, women, and children. In truth, I believe without trying to deceive myself that the number of the slain is more like fifteen million.…
  • They attacked the towns and spared neither the children nor the aged nor pregnant women nor women in childbed, not only stabbing them and dismembering them but cutting them to pieces as if dealing with sheep in the slaughter house.
  • With still others, all those they wanted to capture alive, they cut off their hands and hung them round the victim’s neck, saying, “Go now, carry the message,” meaning, Take the news to the Indians who have fled to the mountains.
Garth Holman

Medieval education in Europe: Schools & Universities - 0 views

www.lostkingdom.net/medieval-education-in-europe

quest4 education middleages

shared by Garth Holman on 10 Feb 16 - No Cached
  • It is estimated that by 1330, only 5% of the total population of Europe received any sort of education
  • Even then education, as we understand it, was not accessible or even desired by everyone. Schools were mostly only accessible to the sons of high lords of the land.
  • In most kingdoms in Europe, education was overseen by the church.
  • ...16 more annotations...
  • The very fact that the curriculum was structured by the church gave it the ability to mould the students to follow its doctrine
  • Unofficially, education started from a very young age. This sort of early education depended on the feudal class of the child’s parents
  • Even the children of serfs would be taught the skills needed to survive by their parents. The boys would be taken out into the fields to observe and to help their parents with easy tasks, while the girls would work with the animals at home, in the vegetable garden with their mothers, or watch them weave.
  • Children of craftsmen and merchants were educated from a very young age in the trade of their fathers. Trade secrets rarely left a family and they had to be taught and understood by all male (and unusually, female) heirs, in order to continue the family legacy.
  • Young boys of noble birth would learn how to hunt and swing a weapon, while the young ladies of nobility would learn how to cook
  • The main subject of study in those schools was Latin (reading and writing). In addition to this, students were also taught rhetoric – the art of public speaking and persuasion – which was a very useful tool for both men of the cloth and nobles alike.
  • Lessons frequently started at sunrise and finished at sunset
  • University education, across the whole of the continent, was a luxury to which only the wealthiest and brightest could ever aspire
  • Since the creation of the first university in 1088
  • Students attended the Medieval University at different ages, ranging from 14 (if they were attending Oxford or Paris to study the Arts) to their 30s (if they were studying Law in Bologna)
  • The dynamic between students and teachers in a medieval university was significantly different from today. In the University of Bologna students hired and fired teachers by consensus. The students also bargained as a collective regarding fees, and threatened teachers with strikes if their demands were not met
  • A Master of Arts degree in the medieval education system would have taken six years; a Bachelor of Arts degree would be awarded after completing the third or fourth year. By “Arts” the degree was referring to the seven liberal arts – arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric
  • The sons of the peasants could only be educated if the lord of the manor had given his permission
  • Any family caught having a son educated without permission was heavily fined
  • Historians today believe that this policy was another way in which authority figures attempted to control the peasants, since an educated peasant/villein might prove to question the way things were done and upset the balance of power which kept the nobles strong.
  • Students held the legal status of clerics which, according to the Canon Law, could not be held by women; women were therefore not admitted into universities.
  • Garth Holman on 10 Feb 16
     
    This explains the importance of education and how each group got an education.
Garth Holman

The Middle Ages for Kids - Coat of Arms, Shields, Herald, Heraldry - 0 views

medievaleurope.mrdonn.org/heraldry.html

Coatofarms Middleages shields

shared by Garth Holman on 22 Dec 11 - Cached
  • People in medieval times used personal and family banners and shields to express their identity and status in society. Think of your school logo, or the logo of a professional sports team
  • Heraldry includes a family motto and a family coat of arms. The actual design of the coat of arms followed a pattern, although each was distinctive. 
  • As time went on, a family's heraldry was recorded so that no one could copy the pattern or take it for themselves.
  • ...7 more annotations...
  • In the Middle Ages, a distinctive coat of arms was used to identify each noble family. Each item in the design had meaning. 
  • Once a coat of arms was adopted by a family, the design was placed on shields held by knights of the manor, embroidered on tapestries, and carved in stone throughout the castle or manor house. It was placed on swords and on banners and even burnt into the top of breads on special occasions. A family's heraldry was important. It said, "This is who we are, and we are special." That is heraldry.
  • Since most people could not read, heraldry was invented.
  • design and short saying
  • They put their coat of arms, showing their heraldry, on banners, shields, tapestries and anything else they could think of.
  • coat of arms has a specific meaning
  • brave as a lion
  • Garth Holman on 22 Dec 11
     
    Background on a coat of arms.
mukul g

The Black Death of 1348 to 1350 - 4 views

www.historylearningsite.co.uk/lack_death_of_1348_to_1350.htm

Black death quest 10

shared by mukul g on 09 Apr 12 - Cached
    • mukul g
      mukul g on 09 Apr 12
       
      Mr.Holman you said that the people had some fever and then died right?
  • "The first signs of the plague were lumps in the groin or armpits. After this, livid black spots appeared on the arms and thighs and other parts of the body. Few recovered. Almost all died within three days, usually without any fever."
  • The Black Death had a huge impact on society. Fields went unploughed as the men who usually did this were victims of the disease. Harvests would not have been brought in as the manpower did not exist. Animals would have been lost as the people in a village would not have been around to tend them.
  • ...13 more annotations...
  • Those who survived the Black Death believed that there was something special about them – almost as if God had protected them. Therefore, they took the opportunity offered by the disease to improve their lifestyle.
  • Peasants could demand higher wages as they knew that a lord was desperate to get in his harvest.
  • To curb peasants roaming around the countryside looking for better pay, the government introduced the Statute of Labourers in 1351 that stated: No peasants could be paid more than the wages paid in 1346. No lord or master should offer more wages than paid in 1346. No peasants could leave the village they belonged to.
  • Though some peasants decided to ignore the statute, many knew that disobedience would lead to serious punishment. This created great anger amongst the peasants which was to boil over in 1381 with the Peasants Revolt. Hence, it can be argued that the Black Death was to lead to the Peasants Revolt.
  • Why did the bubonic plague spread so quickly?
  • In towns and cities people lived very close together and they knew nothing about contagious diseases.
  • 1.5 million people
  • In Medieval England, the Black Death was to kil
  • out of an estimated total of 4 million people between 1348 and 1350
  • The Black Death is the name given to a disease called the bubonic plague which was rampant during the Fourteenth Century. In fact, the bubonic plague affected England more than once in that century but its impact on English society from 1348 to 1350 was terrible.
  • It symptoms were described in 1348 by a man called Boccaccio who lived in Florence, Italy:
  • ck Death was caused by fleas carried by rats that were very common in towns and cities
  • The Bla
Garth Holman

History: Middle Ages Monasteries for Kids - 6 views

www.ducksters.com/...middle_ages_monastery.php

middleages catholic church

shared by Garth Holman on 31 Jan 17 - No Cached
  • A monastery was a building, or buildings, where people lived and worshiped, devoting their time and life to God.
  • The people who lived in the monastery were called monks. The monastery was self contained, meaning everything the monks needed was provided by the monastery community. They made their own clothes and grew their own food. They had no need for the outside world. This way they could be somewhat isolated and could focus on God. There were monasteries spread throughout Europe during the Middle Ages.
  • only people in the Middle Ages who knew how to read and write. They provided education to the rest of the world.
  • ...9 more annotations...
  • place where travelers could stay during
  • helped to feed the poor, take care of the sick, and provided education to boys in the local community.
  • day in the Middle Ages was spent praying, worshiping in church, reading the Bible, and meditating.
  • different jobs depending on their talents and interests.
  • Abbot - The Abbot was the head of the monastery or abbey.
  • A part of this vow was that they were dedicating their life to the monastery and the order of monks they were entering.
  • They were to give up worldly goods and devote their lives to God and discipline. They also took vows of poverty, chastity, and obedience.
  • Monks and nuns were generally the most educated people during the Middle Ages. They spent much of their day in silence.
  • A scribe may spend over a year copying a long book like the Bible.
John Woodbridge

Why did people go on pilgrimages in the Middle Ages? | The Free Resource for Kids - 0 views

www.thefreeresource.com/pilgrimages-in-the-middle-ages

Quest 5 Religion

shared by John Woodbridge on 12 Feb 13 - No Cached
  • For most people, all that sustained them was a sense of hope and belief in a better world to come with salvation in Jesus Christ.
  • undertaking a long and arduous pilgrimage was a way for people to ask God to perform a miracle on their behalf
  • demonstrate their repentance for any sins they might have committed
  • ...6 more annotations...
  • Going on a pilgrimage was also the only way a poor person could see some of the world
  • Pilgrimage sites in Jerusalem, Nazareth and Bethlehem were important landmarks of places where significant events occurred in the Christian narrative. There were many holy places throughout Europe for those who could only make shorter pilgrimages.
  • Christian authorities either destroyed these sites or replaced them with Christian significance.
  • they sanctified the former places of idol worship and encouraged the common people to continue making pilgrimages to these places
  • The masses often worshipped pagan idols and had many shrines and sacred places which were associated with those idols
  • Crusaders returning from the Holy Land brought back many relics that were placed in churches throughout Europe.
  • John Woodbridge on 12 Feb 13
     
    describes why people went on pilgrimages, where they went, and how the church promoted the idea of pilgrimage
Lily S

The Medieval Church - 0 views

www.mce.k12tn.net/...church.htm

Quest 3 medieval church

shared by Lily S on 07 Feb 13 - Cached
  • very rich and powerful
  • organized like a government with laws
  • job of praying for everyone else.
  • ...7 more annotations...
  • Monks were often teachers who taught noble children
  • Some even had the
  • The windows would tell bible stories and the lives of the saints
  • made of stone
  • provided spiritual guidance and a place were people could get an education
  • Almost all
  • Monks lived in monasteries or abbeys. They worked and prayed. Women could also serve a religious life as a nun
  • Lily S on 07 Feb 13
     
    A good website on the Medieval Church
Garth Holman

Medieval Castle History - 0 views

www.medieval-castles.net/...index.htm

shared by Garth Holman on 21 Feb 13 - Cached
  • there was an explosion of castle construction as feudal lords sought to consolidate their power and provide fortresses for the inhabitants of their kingdoms.
  • Research shows that castles served a very utilitarian role in feudal society. It was protector, visible landmark, and source of pride among many communities.
  • William the Conqueror, from Normandy, France, invaded England in 1066 and changed the medieval landscape forever. Medieval societies soon witnessed the erection of stone towers and walls in every country. Simple Norman donjons evolved into more elaborate strongholds with towering walls, defensive systems and could house sometimes thousands of people.
  • ...1 more annotation...
  • Military tactics centered on the taking of castles, and weapon technology improved over the centuries to exploit any weakness that could be found in castle architecture. It wasn't until the late 1600s, when gunpowder and artillery became more effective, that the castle became obsolete.
  • Garth Holman on 21 Feb 13
     
    Great site for History, defenses, architecture and castle life.  
mrs. b.

Ancient Greek Democracy - History.com Articles, Video, Pictures and Facts - 0 views

www.history.com/...ancient-greece-democracy

Athenian government

shared by mrs. b. on 16 Oct 12 - No Cached
  • Athenian democracy was made up of three important institutions. The first was the ekklesia, or Assembly, the sovereign governing body of Athens.
  • any one of those 40,000 adult male citizens--was welcome to attend the meetings of the ekklesia, which were held 40 times per year in a hillside auditorium west of the Acropolis called the Pnyx.
  • The boule was a group of 500 men, 50 from each of ten Athenian tribes, who served on the Council for one year. Unlike the ekklesia, the boule met every day and did most of the hands-on work of governance. It supervised government workers and was in charge of things like navy ships (triremes) and army horses. It dealt with ambassadors and representatives from other city-states. Its main function was to decide what matters would come before the ekklesia.  In this way, the 500 members of the boule dictated how the entire democracy would work.
  • ...6 more annotations...
  • At the meetings, the ekklesia made decisions about war and foreign policy, wrote and revised laws and approved or condemned the conduct of public officials. (Ostracism, in which a citizen could be expelled from the Athenian city-state for 10 years, was among the powers of the ekklesia.) The group made decisions by simple majority vote.
  • The s
  • important institution was the boule, or Council of Five Hundred.
  • third important institution was the popular courts, or dikasteria. Every day, more than 500 jurors were chosen by lot from a pool of male citizens older than 30.
  • the jury had almost unlimited power
  • Jurors were paid a wage for their work, so that the job could be accessible to everyone and not just the wealthy (but, since the wage was less than what the average worker earned in a day, the typical juror was an elderly retiree).
  • Raya H on 16 Oct 12
     
    There are also videos
Garth Holman

Spanish Inquisition Trials - How the Spanish Inquisition Worked | HowStuffWorks - 0 views

history.howstuffworks.com/...spanish-inquisition2.htm

Inquisition spanish trials howstuffworks

shared by Garth Holman on 28 Apr 16 - No Cached
  • the inquisitions were tribunals -- a type of trial where the judge (or judges) tries the accused and passes judgment. But these trials were unique in several ways. The accused was required to testify, and he didn't get a lawyer or any assistance. If he refused to testify, the Inquisitor took this refusal as proof of his guilt. Anybody could testify against him, including relatives, criminals and other heretics, and he wasn't told who his accusers were. The accused usually didn't have any witnesses testify on his behalf, because they could also fall under suspicion of being a heretic. He also wasn't always immediately informed of the charges against him.
Livi E

Magna Carta 1215 - 2 views

www.middle-ages.org.uk/magna-carta.htm

shared by Livi E on 15 Mar 12 - Cached
  • document that King John of England (1166 - 1216) was forced into signing. King John was forced into signing the charter because it greatly reduced the power he held as the King of England and allowed for the formation of a powerful parliament.
  • curb the King and make him govern by the old English laws that had prevailed before the Normans came. The Magna Carta was a collection of 37 English laws - some copied, some recollected, some old and some new. The Magna Carta demonstrated that the power of the king could be limited by a written grant.
  • Copies of the Magna Carta were distributed to bishops, sheriffs and other important people throughout England.
  • ...16 more annotations...
  • Great Charter
  • June 15, 1215
  • Runnymede
  • constitutional government in England. The Magna Carta demonstrated that the power of the king could be limited by a written grant.
  • The influence of Magna Carta can be seen in the United States Constitution and the Bill of Rights. Article 21 from the Declaration of Rights in the Maryland Constitution of 1776 reads:"That no freeman ought to be taken, or imprisoned, or disseized of his freehold, liberties, or privileges, or outlawed, or exiled, or in any manner destroyed, or deprived of his life, liberty, or property, but by the judgment of his peers, or by the law of the land."
  • The right to due process which led to Trial by Jury
  • Taxes - No taxes except the regular feudal dues were to be levied, except by the consent of the Great Council, or Parliament
  • The Church - The Church was to be free from royal interference, especially in the election of bishops
  • Weights and Measures - All weights and measures to be kept uniform throughout the realm
    • Shira H
      Shira H on 20 Mar 12
       
      Great site for quest 9 has lots of information.
    • Livi E
      Livi E on 21 Mar 12
       
      This part is good for question four on blog nine.
  • imposes taxes on the Barons in his attempts to regain the lost land
  • quarrels with the Barons over his methods of ruling England
  • make him govern by the old English laws that had prevailed before the Normans came.
  • Barons took up arms against King John
  • captured London
Garth Holman

The Third Crusade - 2 views

www.middle-ages.org.uk/the-third-crusade.htm

Quest 8 Saladin King Richard Cursades

shared by Garth Holman on 15 Mar 12 - Cached
  • Saladin a leader
  • ery devout in prayers and fasting, fiercely hostile toward unbelievers, and full of the pride of race.
  • kindliness and humanity not surpassed,
  • ...17 more annotations...
  • Third Crusade was caused by the capture of Jerusalem in 1187 by Saladin, the sultan of Egypt.
  • Saladin united the Moslems of Syria under his sway and then advanced against the Latin Kingdom of Jerusalem
  • rout of their army and the capture of their king.
  • Even the Holy Cross, which they had carried in the midst of the fight, became the spoil of the conqueror.
  • The cry for another crusade arose on all sides. Once more thousands of men sewed the cross in gold, or silk, or cloth upon their garments and set out for the Holy Land.
  • King Philip Augustus of France, King Richard I of England, and the German emperor, Frederick Barbarossa assumed the cross,
  • King Richard I of England
  • Lion-hearted," in memory of his heroic exploits in Palestine
  • He raised money for the enterprise bythe persecution and robbery of the Jewsthe imposition of an unusual tax upon all classesthe sale of offices, dignities, and the royal lands
  • he would sell the city of London, if he could find a purchaser."
  • English and French kings finally mustered their forces beneath the walls of Acre, which city the Christians were then besieging.
  • knightly virtues
  • knightly adventures and chivalrous exploits
  • Richard was sick with a fever, Saladin, knowing that he was poorly supplied with delicacies, sent him a gift of the choicest fruits of the land. And on another occasion, Richard's horse having been killed in battle, the sultan caused a fine Arabian steed to be led to the Christian camp as a present for his rival.
  • , but could not capture Jerusalem.
  • King Richard and Saladin finally concluded a truce by the terms of which Christians were permitted to visit Jerusalem without paying tribute, that they should have free access to the holy places,
  • The king regained his liberty only by paying a ransom equivalent to more than twice the annual revenues of England.
Aryeh C

Charlemagne's Biography - 0 views

www.chronique.com/...charlemagne.htm

holman worldhsitory 7th grade charlemagne biography

shared by Aryeh C on 14 Dec 11 - Cached
  • Aryeh C on 14 Dec 11
     
    The greatest of medieval kings was born in 742, at a place unknown. He was of German blood and speech, and shared some characteristics of his people- strength of body, courage of spirit, pride of race, and a crude simplicity many centuries apart from the urbane polish of the modern French. He had little book learning; read only a few books- but good ones; tried in his old age to learn writing, but never quite succeeded; yet he could speak old Teutonic and literary Latin, and understood Greek.
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