The Revival of Trade and Towns

Transcription

1 Section 1 Standards-Based Instruction Section 1 The Revival of Trade and Towns Standards at a Glance Earlier, students read about the development of feudalism in Europe. This section will explore in more depth the economic life of medieval Europe and the changes taking place in the late Middle Ages. Section Focus Question What caused the revival of trade and towns? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: As population, production, and wealth increased, so did the demand for trade goods. Towns grew largely as centers of trade.) Prepare to Read Build Background Knowledge Introduce the concept of change by writing the words town and farm on the board. Ask: What do you know about life on a farm? About life in a town? (s will vary.) Briefly discuss the fact that rural and urban people each depend on one another; then, explain that in Section 1, students will see that changes in medieval life gave towns a new importance. Set a Purpose Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements true or false. Teaching Resources, Unit 6, Reading Readiness Guide, p. 70 Have students discuss the statements in pairs or groups of four and then mark their worksheets again. Use the Numbered Heads strategy (TE p. T38) to call on students to share their group s perspectives. The students will return to these worksheets later. Reading Skill an animal used to pull things (such as plows or wagons) Universal Access L1 H-SS Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order. E-LA Reading Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. Better farming techniques allowed Europe s food supply and population to increase. E-LA Use Anglo- Saxon Roots Based on your knowledge of the root dra-, what is a draft animal? 442 Chapter 16 A Changing Medieval World English Language Learners Listing Details Ask students to stop each time that they learn of some change that occurred in medieval life. They should write each change on a list. At the end of Section 1, have students share their notes and compile a master list. Using Multiple Learning Styles Have students read the text of Section 1 as they Reading Preview Reading Skill Use Anglo-Saxon Roots Anglo-Saxon word roots can be harder to recognize and use than those of Latin or Greek. Spellings have changed more, and the word parts often do not stand alone. For example, the root dra- means pull. It appears in words such as draft. Once you know this, the word makes sense, but you might not notice the root on your own. High-Use Words surplus (SER pluhs), p. 444 acquire (uh KW R), p. 445 Key Terms and People crop rotation (krahp roh TAY shuhn), p. 443 fallow (FAL oh), p. 443 three-field system (three feeld SIHS tuhm), p. 443 guild (gihld), p. 446 Background Knowledge In the early Middle Ages, the population of Europe decreased. Trade and commerce suffered. Cities shrank, and some towns simply disappeared. In this section, you will see how Europe began to grow again. New Ways of Farming From 1000 to 1300, the number of people in Europe grew steadily. This growth was supported by an increase in food supplies that resulted from improvements in farming. The Plow and the Horse Improved plows contributed to this increase in food. For centuries, peasants had used wooden plows that only scratched the surface of the ground. New plows had iron blades that could cut through thick soils. With the iron plow, people could farm more land. To pull this plow, farmers began using horses instead of oxen. Horses were faster and did more work for the amount of food they ate. To use horses as draft animals, peasants developed a new harness that helped horses pull heavier loads without choking. L1 Less Proficient Readers L1 Special Needs listen to the SE on Audio CD. Pause the CD after each subsection and ask students if they have any questions about what they have read. Encourage them to summarize what they have read. SE on Audio CD, Chapter 16, Section Chapter 16

2 The widespread use of horseshoes helped protect horses soft hooves. Using horses and the new plow, peasants were able to cultivate much more land. Forests were cleared, and new fields were planted. More food was produced. There was enough to feed Europe s rapidly growing population. The Three-Field System Besides the plow and the horse, farmers developed a new system of crop rotation, or changing the use of fields over time. In the early Middle Ages, peasants usually divided their farmland into two large fields. Each year, one field was planted. The other was left fallow, or unplanted. This allowed the soil to recover some of its natural fertility. Later, farmers developed a three-field system of crop rotation. In this system, a third of the land was planted in spring crops, such as wheat. A third was planted in summer crops, such as beans or peas. And the final field was left fallow. The three-field system had two big advantages. First, it increased the amount of land planted each year. Second, it protected farmers from starvation if one of the two crops failed. The Three-Field System Field A Field B Field C Fallow Year 1 Year 2 Year 3 Spring crops (wheat; rye) Summer crops (peas; beans) Summer crops (peas; beans) Fallow Spring crops (wheat; rye) Spring crops (wheat; rye) Summer crops (peas; beans) Fallow This diagram shows how crops were rotated under the threefield system. (a) Read a Diagram How is Field C being used in Year 2? (b) Interpret Diagrams Why does the use of each field change from year to year? The Three-Field System at Work Web Code: mxp-6161 Teach New Ways of Farming H-SS Instruction High-Use Words Before teaching this section, preteach the high-use words surplus and acquire, using the strategy on TE p Key Terms Following the instructions on p. 7, have students create a See It Remember It chart for the key terms in this section. Have students read New Ways of Farming, using the Structured Silent Reading strategy (TE p. T36). Ask: Why was the iron plow an important development in Europe? (It could cut through the soil more easily than a wooden plow and thereby opened up more of Europe s land for farming.) What connection might there be between this fact and a rise in population? (Possible answer: With enough to eat, people lived longer and family sizes grew. Have students confirm this answer on page 444.) Display the transparency for the History Interactive feature, The Three-Field System at Work. Ask: What vegetables are grown here? (peas and beans) What grains are grown? (wheat and rye) How often is a field allowed to remain fallow? (once every three years) Color Transparencies, The Three-Field System at Work Independent Practice Have students begin to fill in the Interactive Reading and Notetaking Study Guide. Interactive Reading and Notetaking Study Guide, Chapter 16, Section 1 (Adapted version also available.) History Background Common Ground In the Middle Ages, the people lived together in their village, which stood in the center of huge fields. Each family owned strips of land in those fields. Because their lands lay so close together, neighbors worked together to plant, tend, protect, and harvest their crops. A farmer could not be lazy about Section 1 The Revival of Trade and Towns 443 weeding his land, when his neighbor s land was separated from his own by only one furrow (usually left unplanted to mark the border). Likewise, if pests attacked one person s land, everyone suffered. Side-byside community farming encouraged productivity and a spirit of teamwork. Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure they understand the effect that new farming methods had on medieval society. s Reading Charts (a) to grow wheat and rye in the spring (b) to guard against crop failure and to increase the amount of land planted Chapter 16 Section 1 443

3 Medieval Trade The Growth of Trade and Towns 10 W 20 W 60 N 0 30 E 20 E 10 E 40 E 50 E H-SS Have students read The Growth of Trade and Towns. Remind students to look for causes and effects as they read. If you wish, set a purpose for students reading by asking them to predict possible effects of the new farming methods. Then, have them read this subsection to see if they were right. (Possible predictions: As farming became more efficient and more food was produced, the population grew healthier and stronger. As farmers produced more crops, they had a surplus for trade. More trade meant a rise in demand for luxury goods, more frequent travel to the towns, and so on.) a Se FLANDERS 50 N ussia To R l Ba ENGLAND E Hamburg W FRANCE Venice Genoa Córdoba Black Se Florence SPAIN Toledo S Bruges GERMANY Paris Barcelona Med i Major trade route t er r a n Tripoli Major trade center 60 E e a n S ea 0 km li To Ma As students read about the goods that were in greater demand, ask: What do these items have in common? (Possible answers: They are more expensive goods; they are luxury items; they are items that never could come from a farm.) For: Interactive map Web Code: mxp-6166 Constantinople To India and China ITALY 40 N KEY a Rome Cádiz 30 N (a) Read a Map How many trade routes passed through Genoa? (b) Draw Conclusions Why do you think places like Venice and Barcelona became important trade centers? t London ATLANTIC OCEAN N ic North Sea PO RT UG AL Instruction Trade routes connected the major cities of medieval Europe with each other and with other parts of the world miles 500 Azimuthal Equal-Area Projection 50 E Effects of New Farming Methods With the new farming methods, the food supply in Europe increased. More food and better diets meant that people were healthier and lived longer. This led to an increase in population. Scholars estimate that the population of Europe nearly doubled between 1000 and 1300, from 39 million to 74 million people. How did medieval farmers increase food production? The Growth of Trade and Towns An increase in population and wealth led to the growth of trade and to the development of banking and guilds. surplus (SER pluhs) adj. over and above what is needed or used Advances in farming helped bring about important changes in commerce. In the early Middle Ages, peasants made most of the things they needed. Trade goods were few, especially among the peasant classes. As population and wealth increased, the demand for trade goods increased as well. Farmers produced surplus crops that they could trade for other goods. Nobles wanted the very best armor and weapons. Their wives wanted fine silk clothes and hand-crafted jewelry. 444 Chapter 16 A Changing Medieval World s (a) three (b) Possible answer: These cities are next to bodies of water, allowing traders to arrive easily by boat. They developed better plowing methods, opening more land for agriculture; they rotated their crops to guard against crop failure, always leaving some fields fallow each season so that the soil could regain nutrients. 444 Chapter 16 Universal Access L3 Advanced Readers L3 Gifted and Talented Depicting a Medieval Fair Have students do some library or online research and work together on a classroom visual display of a medieval town fair. The display can be a poster, a bulletin board, or a threedimensional model. Students time, resources, abilities, and imaginations can dictate the form of the project. The display should show various people who came to the fair and should show or explain what these people did for a living (for example, jugglers, peddlers, pastry cooks, and so on). You might maintain the display in the classroom as a study aid or, if it is portable, feature it in the school library or lobby so that everyone can enjoy it.

4 Specialization and Trade The demand for such goods encouraged specialization and long-distance trade. As more food became more readily available, some areas were able to specialize in crops that grew best. In Spain, olive orchards furnished olive oil for trade. In France, grapes were made into fine wines. As trade increased, people no longer had to use just the goods that their village blacksmith or carpenter could make. Only the wealthy could afford luxuries such as silk clothes or gold cups. But there were other high-quality trade goods that common people could buy, such as leather boots, metal pots and pans, and sharp iron knives. Some places became famous for a special product. For example, the region of Flanders in northern Europe produced fine woolen cloth. Toledo, Spain, was famous for its steel swords. Other goods came from more distant lands. The crusaders who had traveled to the Holy Land acquired a taste for spices, perfumes, silks, and other goods from Asia. Italian traders worked to satisfy these tastes by importing trade goods from Asia in their merchant ships. The Beginnings of a Banking System As trade increased, merchants had to transfer large sums of money. Merchants often traveled long distances to buy and sell their goods. Carrying large bags of gold coins made such journeys difficult and risky. A merchant could lose a fortune through a storm at sea or an attack by robbers. Italian bankers solved this problem by creating a banking system that included letters of credit. You learned in Chapter 4 how Islamic traders used letters of credit. These letters allowed a merchant to deposit money in a bank in one city and withdraw money from a bank in a different city. This saved merchants from having to carry money on dangerous journeys. Growing Towns The revival of trade led to the growth of towns. During the early Middle Ages, towns were often religious centers. Some towns also had weekly markets where people from nearby villages could trade for food and other useful items. In time, merchants and craftworkers such as shoemakers, tailors, and metalworkers set up shops in the towns. In some regions, merchants hired people to manufacture products such as woolen cloth or leather goods. Economic Background acquire (uh KW R) v. to get or gain A Medieval Banker A banker, seated at the table, meets with clients. Critical Thinking: Link Past and Present How do the activities in this scene compare to modern banking practices? Section 1 The Revival of Trade and Towns 445 Instruction (continued) As students read the subsection Specialization and Trade, ask: What effect did the demand for high-quality goods have on artisans? (Possible answers: Their skills were in greater demand; they earned more money.) Ask: Why are banks necessary today? (Possible answers: to keep our money safe; to pay us interest for the use of it; to lend us money) After students have read about the Italian banking system, ask: Why did banks become necessary during the Middle Ages? (People of that era began to need banks as they shifted from a barter economy to a money economy, and as trade over wider areas increased.) Ask: Why would a rise in the population and a revival of trade cause people to move to towns? (Possible answers: As populations increased, the manors became crowded. Craftworkers and artisans left these rural areas to seek better opportunities in the towns, where new markets and trade flourished.) To help students better understand the concept of urbanization, which is important to the understanding of this section, use the Concept Lesson, Urbanization. Provide students with copies of the Concept Organizer. Teaching Resources, Unit 6, Concept Lesson, p. 79; Concept Organizer, p. 6 At this point, display the color transparency A Medieval Town. After students have answered its questions, ask: Why might a person moving to Rochester want to live near the cathedral? (Possible answer: If the person were religious, he or she would find it desirable to be close to the cathedral. In addition, if Rochester were attacked, that part of town would seem better protected because of its walls, and escape into the countryside probably would be easier from that side of town, as opposed to escaping through the town, past the walls, and across the river.) Color Transparencies, A Medieval Town Money Makes Changes The new banking system and the rise in trade that accompanied it made bankers and merchants rich. As a result, many of these people began to live like nobility. Monarchs often granted them noble titles that their families kept in succeeding generations as well. The Earl of Bath and the Duke of Suffolk are two examples of English families whose titles were granted because of their financial success in trade during the Middle Ages. In addition, marriages sometimes took place between impoverished nobles and the daughters of wealthy merchants who had acquired new titles. This was one more aspect of the great changes in society during the 1300s. Link Past and Present Possible answers: People still meet to do business in an office; bankers sit down personally with their clients to transact business; they make written records of the transaction. Chapter 16 Section 1 445

5 Instruction (continued) As students read about the rise of guilds, urge them to think about what it meant to belong to a guild. Invite them also to think about what it meant to do business in a town with active guilds. Then, ask: How do you think guilds improved life in a town? (Possible answers: The guilds created bonds among craftspeople and workers in the same occupations. They fostered the personal relationships that all communities appreciate. They also protected consumers.) Call on a volunteer to read aloud the quotation on page 447. Ask: How was this rule meant to protect local trade? (It tried to ensure that merchants from the town who wanted to buy cloth would have a supply available.) Independent Practice Have students complete the Interactive Reading and Notetaking Study Guide. (Adapted version available.) Monitor Progress Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement. Teaching Resources, Unit 6, Reading Readiness Guide, p. 70 A Medieval Town This medieval street scene shows several busy shops. The shop at the right side of the image is a pharmacy. Critical Thinking: Interpret Images What other kinds of businesses can you identify? By the 1200s, Europe s towns had become bustling centers of trade and industry where people came to buy and sell goods. Some became famous for their great fairs. Merchants from all over Europe brought goods to sell at these fairs. Jugglers, musicians, and animal trainers came as well. People traveled long distances, looking for excitement and rare goods at fairs and seasonal festivals. Guilds As the demand for goods increased, the number of skilled craftworkers in towns grew as well. Artisans with the same skills often banded together to form guilds. A guild is a group of people practicing the same craft, usually in the same city, who have joined together for their common good. Tailors, fishers, and winemakers along with many other kinds of workers all formed guilds. The guild protected and regulated businesses. For example, only those who had been properly trained and tested by the guild could set up their own businesses. Quality was carefully watched by the guild. If a member produced shoddy goods or cheated customers, he was punished by the guild. To prevent competition, the guild set the price for all the goods their members sold. 446 Chapter 16 A Changing Medieval World Universal Access L1 English Language Learners L1 Less Proficient Readers L1 Special Needs Interpret Images Possible answers: tailor or weaver, barber, crafts or woodwork 446 Chapter 16 Understanding Change Discuss some of the key points of Section 1 by having students complete and discuss change sentences such as these. European peasants once farmed with wooden plows pulled by oxen. The people s lives changed when. (they started to use iron plows pulled by horses) Crusaders changed the tastes of many Europeans by. (introducing them to a variety of goods from Asia) Guilds changed the lives of skilled craftspeople because. (by working as part of a guild, a craftsperson found some job and financial protection as well as an assurance of quality that buyers appreciated)

6 The guild also controlled where and to whom a member could sell goods. The rules of the Weavers Guild in Beverley, England, from the year 1209 warned: Weavers... may sell their cloth to no foreigner, but only to merchants of the city. And if it happens that, in order to enrich himself, one of the weavers... wishes to go outside the city to sell his merchandise, he may be very sure that the honest men of the city will take all his cloth and bring it back to the city.... And if any weaver... sell his cloth to a foreigner, the foreigner shall lose his cloth. Beverley Town Documents What was the purpose of guilds? Looking Back and Ahead In this section, you learned how new farming methods and increased trade changed medieval life. You read about the relationship between Europe s population increase and the development of banking and guilds. In the next section, you will learn how the Church also influenced the lives of medieval people. Section 1 Check Your Progress Comprehension and Critical Thinking 1. (a) Recall List three important changes made by medieval farmers that helped increase food production. (b) Draw Conclusions How did these changes lead to an increase in the population of Europe? 2. (a) Explain What changes in medieval life led to the formation of guilds? (b) Evaluate Information How did guilds benefit their members? H-SS: 7.6.3; E-LA: Reading Section 1 Check Your Progress Reading Skill 3. Use Anglo-Saxon Roots Read the first paragraph under the heading The Beginnings of a Banking System. Find words based on the Anglo-Saxon roots rob- and los-. Define them. 1. (a) use of plows with iron blades, use of draft horses, and new systems of crop rotation (b) Possible answer: They led to bigger harvests and more food. People thus could eat better, live longer, and support larger families. 2. (a) Towns grew and the demand for goods increased. (b) Guilds set prices for goods and set a standard for their quality. They regulated members behavior. Decide whether each sentence that follows makes sense. If it does, explain why. If it does not, change the sentence to make it logical. 4. Farmers used crop rotation to grow a variety of crops. For: Self-test with instant help Web Code: mxa Farmers controlled the price of their crops by leaving fields fallow. Writing 6. Suppose that you are going to write a paragraph that expresses your opinion about the role of guilds in medieval towns and cities. Based on the information in this section, what is your opinion? What facts and reasons would you use to support your opinion? Write the first sentence of such a paragraph. Make sure that you state your opinion clearly. Section 1 The Revival of Trade and Towns A robber is a thief, a person who steals. To lose is to have something no longer. 4. Yes: Crop rotation involved a variety of crops, planted in different seasons. 5. No: Fallow means they grew no crops on it that season. This would not directly affect prices. 6. Students sentences should be broad enough to serve as topic sentences and should express an opinion. Assess and Reteach Assess Progress Have students complete Check Your Progress. Administer the Section Quiz. Teaching Resources, Section Quiz, p. 82 To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 16, Section 1 Reteach L1 If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. (Adapted version available.) Extend L3 Have students go online to complete the History Interactive activity, an exploration of the three-field system of crop rotation. Students can supplement this online activity with some library research and make a classroom display of what they have learned. For: History Interactive Web Code: mxp-6161 Writing Rubrics Share rubrics with students before they write their sentence. Score 1 Sentence does not address the specified topic and/or does not express an opinion. Score 2 Sentence is vague; it appears difficult to support. Score 3 Sentence expresses an opinion on the specified topic. Score 4 Sentence expresses a clear opinion on the specified topic and suggests that support for the opinion will follow. A guild provided for members needs, protected and regulated businesses, punished those members who cheated or produced poor-quality goods, and set prices for goods. Chapter 16 Section 1 447