By High Middle Ages towns were growing again Improvement in agriculture; Farmers were clearing forests; Adopting better farming methods; creating surplus of crops to sell in town markets Revival of trade in seaport towns – Venice, Genoa re-established ties with the East Best way to travel was by river – many towns established by rivers making trade easier Merchants became permanent residents Craft or trades people also settled in towns Towns became wealthier with specialization 1st generally part of DOMAIN - feudal lord Growth led to independence – A CHARTER led to free towns - mayor GUIDE TO READING NOTES CH 4 Read Section 4.2 on p.44 and answer the questions below. Then, before each group’s performance in
Pretend to withdraw some coins from a wooden box to make change for one of your visitors. “Here is your Change.” Trader3 - One of you, acting as a grocer, pretends to sell your visitors “Here is some cabbage and an eel, would you like anything else?” Trader4 - Show your visitors a bill of sale from a transaction. Have one of them help you place a “wax seal” upon the document to make it official. Trader5 - Have one of your visitors pretend to use a balance scale to weigh two types of coins. Tell your visitors that “most merchants carry balance scales to weigh coins to determine their value.” Host-Ask your visitors if they “have any questions”, and answer them. “Thank you for coming”, and say goodbye using the Dutch words tot ziens (pronounced TOHT-zeens) Student Handout 4.5 - Preparing an Interactive Dramatization about Homes and Households Work with your group to create an interactive dramatization about homes and households. Follow the steps below. Have your teacher initial each step as you complete it. ____ Step 1: Review the roles. Your teacher will assign you a role. With your group, read the information below. Make sure everyone understands his or her responsibilities. Historian: You will lead the during Step 2. Make sure everyone understands and uses key historical information about homes and households in the dramatization. Director: You will lead the during Step 3. Make sure the dramatization includes all of the required elements and that everyone is equally involved.
Examine your visitors and pretend to identify their various ailments - including a fever, a bruise, a rotten tooth, and persistent cough. Ask the visitor with a “fever” “what astrological sign he or she was born under?” Then explain why “you will consult a star chart before treating him or her. “ Pretend to place a poultice (a paste made of herbs) on the “bruise” that one of your visitors has. Explain how “you use herbs such as marjoram to make poultices. “ Offer to pull out the “rotten tooth” that one of your visitors has. If they refuse to have this done, pretend to create solution of vinegar, oil, and sulfur. Explain that “this may relive some of the pain. “ Pretend to place a leech on the forearm of the visitor with the “persistent cough.” Explain why “doctors use the technique of bloodletting to _____________________________________ . “ Offer your visitors “some wormwood (a strong-smelling plant) to place on their clothes to repel fleas. “ Host-Ask your visitors if “they have any questions?”, and answer them. Thank them for coming, and say goodbye using the Spanish word adios (pronounce ah-dee-OHS). Student Handout 4.7 - Preparing an Interactive Dramatization Crime and Punishment Work with your group to create an interactive dramatization about crime and punishment. Follow the steps below. Have your teacher initial each step as you complete it.
the word salvete (pronounced SAHL-way-tay). Explain that “you have gathered here to administer the law in an English city and that you are speaking in Latin because it is the official language used in legal matters. “ Have your visitors pretend to “read from a court record that describes some serious crimes and how they are punished.” One of you, acting as a person accused of stealing, throw yourself at the feet of the king’s justice (judge) & explain “why you are innocent.” One of you, acting as the king’s justice, pretend to interview the accused person “about the crime he or she is accused of committing.” Ask your visitors “to determine the accused person’s innocence or guilt.” Take your visitors outside & show them the stocks. Explain that “the stocks are used to punish people of crimes as drunkenness and cursing.” Have your visitors pretend to pick up pieces of rotten vegetables. Tell them that “while trapped in the stocks, a person is exposed to a jeering crowd and pelted with rotten vegetables.” Take your visitors to your town’s gallows, where condemned criminals are hanged. Describe “some of the ways in which those who committed serious crimes are punished were: _______________________________________________________________ Host-Ask if your “visitors have any questions” and answer them. them for coming, and say goodbye using the Latin word valete (pronounced WAH-lay-tay).
Student Handout 4.8 - Preparing an Interactive Dramatization Leisure and Entertainment Work with your to create an interactive dramatization about leisure and entertainment. Follow the steps below. Have your teacher initial each step as you complete it. ____ Step 1: Review the roles. Your teacher will assign you a role. With your group, read the info below. Make sure everyone understands their responsibilities. Historian: You will lead the group during Step 2. Make sure everyone understands and uses key historical information about leisure and entertainment in the dramatization. Director: You will lead the group during Step 3. Make sure the dramatization includes all of the required elements and that everyone is equally involved. Props Master: You will lead the group during Step 4 as it organizes and gathers costumes and props. You are responsible for making sure the dramatization is as realistic as possible. Host: You will lead the group during Step 5 as it rehearses its dramatization. During the presentation, you will invite audience members to participate and answer any questions they have. ____ Step 2: Learn about leisure and entertainment. Carefully examine Transparency 4G: A Medieval Mystery Play to see what the image reveals about leisure and entertainment. Then take turns reading aloud the information about leisure and entertainment in Section 4.8. Afterward, the Historian should lead a group discussion of the questions below. Use the discussion to complete the corresponding section of Reading Notes 4.8 in your Grey Workbook. What were some games that were popular with children in medieval Europe? What were some leisure activities enjoyed by adults in medieval Europe? What was the difference between mystery plays and miracle plays? How did the church’s attitude toward mystery and miracle differ from that of most townspeople?