VISION STATEMENT

Mr. Partees 11th Grade American History

Community
The classroom is your community! You will often work together for projects to promote
a collaborative classroom environment. Collaboration is important in the modern workplace and you will begin to
develop those skills now. Another aspect of community is
the parents, administration,
and people outside of the
classroom. All these people
are important to fostering a
quality education.

Research
Asking questions is an important aspect of learning! You will
have the opportunity to research topics in history they
find interesting that might not
be covered in the textbook.
Research is also done everyday in class. You are expected
to use Google to answer any
questions that the teacher is
unsure of.

Teaching Philosophy
There is an abundance of information in this subject we call history! In order to get through everything for the entire year, we
will lecture half of the time. The other half we will spotlight different historical topics, delving deep into the specifics of the topic. During these spotlights, you will have the opportunity to collaborate, do research projects, conduct debates, and other forms
of teaching methods.
Content Area Goals
History is made with each passing second! My goal is for you to
understand the impact of historical events on todays society, as
well as the future. You should gain the ability to look at historical
topics through the eyes of someone from that time period and
themselves today.

Communication Letters
Introduction letter to principal
Dear Mr. Principal,
My name is Michael Partee, and I am in my last year at Arizona State University. I will
be graduating with a bachelors degree in Secondary Education with an emphasis in Social
Studies, in May. I have looked over your schools website, and I strongly feel that I would be
a great addition to the History department at your school. I will have my certifications in
American and world history, as well as, economics and government.
I focus my classroom on research. I want Students to be able to locate sources through
technology and answer questions that may arise in the classroom. Parents are expected to
be apart of the educational process. I will send an email to every parent, every Friday, to
summarize the week we had in class and to address any issues that may be present. Parents are expected to read and respond to these emails.
My email is mjpartee89@gmail.com and I am extremely excited to hear back from you.
Sincerely,
Michael Partee
Introduction letter to parent
Dear Parents, My name is Michael Partee and I will be teaching your childs 10th grade
World History class. This will be my first year teaching and I am extremely excited to apply
the things I learned in college. I graduated from Arizona State University with a degree in
Secondary Education with an emphasis in Social Studies. I will do anything and everything
in my power to help your child succeed. I will be available thirty minutes before school and
thirty minutes after school to help students and answer questions. I will email you every Friday, with a update you on your student's progress weekly. Please feel free to email me at

mjpartee89@gmail.com with any questions that you may have throughout the year. I look
forward to working with you in making this a successful your for the students.
Sincerely,
Michael Partee
Letter to parent addressing student effort in class
Dear Mr. and Mrs. Smith,It has been a pleasure having Johnny in my American History class
this year. He has very insightful questions and is always participating. Lately, Johnny has
been more talkative during times where it is not appropriate. I love his enthusiasm about the
topics being discussed, but I am trying to relay to him that during lecture time it is not appropriate to discuss the topic with other students. I have told him that if he has a question then
he can ask me, but to not distract other students. When Johnny talks during lecturing, he is
making it difficult for the students around him to concentrate. I have had this discussion with
Johnny on three separate occasions, yet the problem still occurs. I am asking that you have
a discussion with Johnny about his behavior during lectures. Please feel free to email me at
mjpartee89@gmail.com with any concerns about this incident. I look forward to moving on
from these incidents and continuing a great semester with Johnny.
Sincerely,
Michael Partee

World History
High School Name
Course Information Year: 20XX-20XX
Mr. Partee

Classroom Phone number and

extension
School Phone number

Conference Hours 1 hour before

school, upon appointment

Room 100

Teacher email that is provided by the district

Class Website

Course Description & Goals

The World History course is designed to help students become skilled researchers of history
and promote inquires of the world around them. By their research and reading in this course,
students should become aware of the interactions among the peoples of the world and the affects that those interactions had on key events around the globe. The goals of the World History course are for students to understand the impact of historical events on todays society, as
well as the future. Students should gain the ability to look at historical topics through the eyes
of someone from that time period and themselves today.

Required Texts
Students will be issued one textbook to be used throughout the school year:
o Book citation

Required Supplies
o 1 inch 3 ring binder with 10 dividers
o Black and/or dark blue ink pens and pencils
o 3x5 index cards and highlighters
o College ruled notebook paper
o USB Flashdrive

Types of Assignments
o Readings Textbook, DBQs, Online Sources
o Essays Research
o Journals/Response logs Reflections
o Group Projects Cooperative Learning, Group Presentations
o Portfolios Collection of all notes and assignments

Attendance Policy
It is important to attend class and participate in class discussions and activities. Please make
sure you follow the district attendance policy in order to earn credit for the course.

Tardy Policy

You must be in class before the bell rings. There will be consequences enforced for all tardiness: 1st Tardy = verbal warning, 2nd Tardy = parent contact, 3rd tardy = 30 minute before
school detention, 4th tardy = office referral, 5th + tardy = administrative action

Assignment/Make Up Policy
o I AM NOT REQUIRED TO ACCEPT LATE WORK! However, I do understand that
emergency situations may prevent a student from turning in an assignment on time. In
these emergency situations, a student may submit a daily assignment no more than 2
days late. An assignment turned in one day late may not receive credit higher than a 80.
An assignment turned in two days late may not receive credit higher than a 70. On the
third day, the assignment will no longer be accepted. For major assignments, students
have ample time to complete and no late work will be accepted. If there are extenuating circumstances, the student must speak to me privately and I will discuss with him/
her on a one to one basis.
o MISSED ASSIGNMENTS ARE YOUR RESPONSIBILITY! If you have an excused
absence that keeps you from either turning in an assignment or receiving instructions
for an assignment, it is your duty to talk to me about the assignment as soon as you return. You may also email me or call the classroom phone and leave a message.
o MAKE UP WORK is designated for students who have excused absences. If you are
absent and it is excused, you must speak to me about any make up work the day you
return. You will have only as many days as you were out to submit the assigned work. I
am available during conference hours to discuss assignments missed. Please see me
privately to discuss your assignments. Otherwise, there will be no opportunity to make
up assignments not turned in on time.

Plagiarism/Cheating
Please read carefully and sign, along with your parents, the attached consent form regarding
academic integrity. Plagiarism and/or cheating will not be tolerated. There are severe consequences for those involved with academic dishonesty.

Resources
o Class website on Weebly will be the most important resource for you this school year.
Locate the Weebly class page for handouts, reminders on assignments, and websites
that may help you throughout the school year.
Technology Expectations
o When in the computer lab, students are expected to stay on task and not browse the
internet in any other way than directed by the teacher for that day.
o If students are found to be off task in any way, computer privileges are suspended for
the day.
o Upon severity of the offense, administration may be involved if technology is misused
in the classroom in an egregious way.

Academic Integrity Consent Form

Course:
Term:

Teacher:

DIRECTIONS: (1) Read through this statement carefully. (2) Ask questions if there is anything
you do not understand. (3) Return it to your teacher.
I have heard the teacher's discussion of plagiarism, and I understand that I must use research conventions to cite and clearly mark other people's ideas and words within my paper. I understand that plagiarism is an act of intellectual dishonesty. I understand it is academically unethical and unacceptable
to do any of the following acts:

To submit an essay written in whole or in part by another student as if it were my own.

To download an essay from the internet, then quote or paraphrase from it, in whole or in part,
without acknowledging the original source.

To restate a clever phrase word-for-word from another writer without acknowledging the
source.

To paraphrase part of another writer's work without acknowledging the source.

To reproduce the substance of another writer's argument without acknowledging the source.

To take work originally done for one instructor's assignment and re-submit it to another
teacher.

To cheat on tests or quizzes through the use of crib sheets, hidden notes, viewing another student's paper, revealing the answers on my own paper to another student, through verbal or textual communication, sign language, or other means of storing and communicating information,
including electronic devices, recording devices, cellular telephones, headsets, and portable
computers.

To copy another student's homework and submit the work as if it were the product of my own
labor.

I understand that the consequences for committing any of the previous acts of academic dishonesty
can include a failing grade for the assignment or quiz with no opportunity for make-up, failure in the
class as a whole, and possible removal from the course in extreme/repeat offenses. I understand that
my enrollment in this course will help me develop skills necessary for college-level thinking. Therefore, I will not plagiarize or cheat.

Assignment Policies
Course:
Term:

Teacher:

DIRECTIONS: (1) Read through this statement carefully. (2) Ask questions if there is anything
you do not understand. (3) Return it to your teacher.
I have heard the teacher's discussion of the policies that will be enforced in the World History course,
and I understand that I must be aware of due dates and submit my assignments at the time they are
due. I understand that if I have an excused absence, it is my responsibility to ask for my make up
work the day I return to class. If I forget to ask for my make up work, I understand I will miss my opportunity to complete the assignments I missed while absent. I further understand that if I need additional explanation or help with any assignments, I can seek tutorials from my teacher. I have read and
agree to abide by the policies set forth by my 10th grade World History course instructor:

All assignments must be submitted at the time they are due, if not earlier. If an assignment is
one day late, it may not earn a grade higher than a 80. If an assignment is two days late, it may
not earn a grade higher than a 70. On the third day, the assignment will not earn credit.

If there are extenuating circumstances preventing a student from submitting an assignment on

time, the student must speak privately with the teacher to explain the circumstances surrounding a late assignment beforehand. The teacher will discuss private issues with students on a
one-to-one basis only.

When a student shows proof of an excused absence from the attendance office, it is his/her responsibility to ask for make up work or missed assignment on the day he/she returns to class.
As per district guidelines, the student will have as many days as he/she was absent to submit
make up work. (For example, if a student was absent two days, he/she would have two days to
turn in assignments).

If a student does not show proof of an excused absence from the attendance office, the student
will not be able to complete make up work or turn in any work that was due on the day the
student was absent. Make up work is available for students who have excused absences only.
Student must take care of his/her make up work within 2 days of absence.

If a student is going to be absent for a school related function, it is the responsibility of that
student to turn in any assignments before leaving for the function. Otherwise, the assignment
may be considered late and receive penalties.

As the World History course teacher, I make myself readily available to any student who needs
additional explanation or help getting started on assignments. If a student contacts me, I will
make myself available for tutorials as soon as possible.

10th Grade World History

I have read course information, academic integrity consent form, and assignment policies for the
World History course. My signature below indicates that I understand the requirements and policies
for this course and agree to adhere to them throughout the school year. I am aware of the high expectations and my enrollment in the class indicates that I am prepared to meet those expectations.
I understand the academic integrity consent statement and agree to its conditions throughout the
school year. Furthermore, I understand the assignment policies and agree to abide by them.
Student
Name:___________________________________Signature:_____________________________
To Parents:
Dear Parents,
My name is Michael Partee and I will be teaching your childs 10th grade World History class.
This will be my first year teaching and I am extremely excited to apply the things I learned in college.
I graduated from Arizona State University with a degree in Secondary Education with an emphasis in
Social Studies. I will do anything and everything in my power to help your child succeed. I will be
available an hour before school to help students and answer questions. I will email you every Friday,
with a summary of what the students worked on in class. This email will also include any behavioral
problems that may have happened throughout the week.
My goal is simple to help my students be successful. In order to do this, I have set high expectations and requirements for this class. It is important that I have your support. I am aware that I
cannot do my job well without your help. Please read this course information packet and sign below
indicating that you agree to become my partner in your childs education. I am always available if you
feel the need to check on your childs progress. The fastest way to contact me is via email: Teacher
email that is provided by the district. I can also be reached on my classroom line: Classroom Phone
number and extension. (Keep in mind my conference hours are one hour before school.) Thank you
in advance for your support and I look forward to working with you in making this a successful year
for the students!
Parent
Name:________________________________Signature:________________________________
What is the best phone number to reach you? ________________________________________
If you have an email address: _____________________________________________________
Citation: http://moody.ccisd.us/download.axd?file=da1cc960-3d26-4dbb-916d-e185f817f7c3&dnldType=Resource.

Professional Growth Plan

First Year Goals

Stay consistent with the classroom rules and expectations I set on the first day of school
Implement different delivery methods throughout the year
Lecture, DBQs, class discussions, student presentations, etc
Be apart of the track and field program
Attend key sporting events for students in my classes
Start taking online course towards Masters Degree
Five Year Plan
Finish Masters program and be on the path towards getting a Doctorate Degree
Have a, well detailed, library of PowerPoints and activity descriptions for the subjects I
teach

Teach night classes at a local community college

Be apart of my subject areas department at my school
Professional Organizations (Local & National)
National History Education Clearinghouse
California World History Association
American Historical Association
A.V.I.D.
National History Day

M.A.I.N. Causes of WWI and United States Involvement in WWI

Seventh Grade Social Studies
Unit Plan
STAGE I GOALS
Unit Overview:
This Unit will cover what lead up to World War I, the different outcomes of the war the rise of totalitarianism in Europe following the war, and the United States involvement late in the war. The content
will consist off the M.A.I.N. causes of World War I, the spark that lead to war, different aspects of the
war such as trench warfare and new technologies introduced, United States involvement, the rise of
totalitarianism in Europe, and the conclusion of the war. Students will engage in group activity, individual work, and appropriate assessment throughout the unit, culminating with a document-based essay.
Enduring Understanding:
Countries around the world engage in conflict for multiple reasons, with consequences having an effect on millions of people.
Essential Question:
What key factors lead to World War I? What was the outcome of World War I? How did the rise of
totalitarianism effect Europe following World War I? How did United States involvement effect the
end of World War I?
Key Concepts:
Militarism
Building up and maintaining a strong military UK, GER, RUS, AUS-HUN, FRA, ITA
Cause a rise in paranoia and tension in Europe
Alliances
Agreement between two or more nations to support each other in war causes a domino effect of
declarations of war in Europe
Allies vs. Central Powers
Imperialism
Acquiring and holding colonies for resources, trade routes, land, and power US, UK, GER, RUS,
AUS-HUN, FRA, ITA
causes conflict between countries competing for foreign land
Nationalism
Extreme patriotism and belief in superiority over other countries

 popular idea all over the world at the time

encouraged unity within nations, but also encouraged nation vs. nation attitudes
Powder Keg
Archduke Franz Ferdinand assassination
Trench Warfare
What was it like in the trenches?
New Technologies introduced during World War I Tanks
Flamethrower
Poison Gas
Aviation
Naval
Small Arms & Artillery
X-Ray & Air Traffic Control
United States involvement in World War I

Treaty of Versailles

United States Economy after World War I

Additional people and events:

Wilhelm II
Prince Max von Baden

Archduke Franz Ferdinand

Gavrilo Princip

Tsar Nicholas II

Woodrow Wilson

Arthur Zimmermann

Standards:
Arizona Standards for Social Studies:

(7.SS.S2.C1.PO1) Construct charts, graphs, and narratives using historical data.

(7.SS.S2.C1.PO2) Interpret historical data displayed in graphs, tables, and charts.

(7.SS.S2.C1.PO7) Analyze cause and effect relationships between and among individuals and/
or historical events.

(7.SS.S2.C8.PO1) Explain how the following world movements led to World War I:
Militarism, Alliances, Imperialism, Nationalism

(7.SS.S2.C8.PO2) Summarize the outcomes of World War I: Treaty of Versailles, Economic

Issues
National Standards for U.S. or World History or Common Core Standards:

(6-8.RH.7) Integrate visual information with other information in print and digital texts.

(6-8.WHST.6) Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and efficiently. Objectives:
SWBAT
1.

analyze militarism

2.

examine alliances

3.

investagate imperialism

4.

analyze nationalism

5.

outline the powder keg event that sparked the war

6.

list new technological advancements prior, during, and immediately after WWI

7.

explain what lead the United States into WWI

8.

discuss United States involvement at the end of the war

9.

outline the conclusion of the war and the conditions in the Treaty of Versailles

10. describe the conditions in the trenches

11. construct a presentation on WWI technologies
12. compare the M.A.I.N causes of the war in groups
13. Discuss political cartoons
14. Examine the effects of WWI on the American people
STAGE II ASSESSMENTS
Achievement Test Description:
There would be (3) achievement tests for the unit. The first test would come at the end of the first
week. The information covered for the first test would be analyze militarism, nationalism, alliances,
and imperialism; analyze the powder kegevent; analyze new technological advancements. The second test would be towards the middle of the unit. The information covered in the test would be analyze what lead up to the United States entering World War I and analyze the United States involvement in the war. The last test would be at the end of the unit. The information covered in the last test
would be everything covered in the unit so far and analyze the conclusion of World War I. All (3) of
the achievement test would be a combination of multiple choice and free response. There would be no
more than two free response questions for each test. The number of multiple choice questions would
vary.
Sample Free Response Question:
Give (2) reasons each for how the M.A.I.N causes (militarism, alliance, imperialism, nationalism)
contributed to World War I starting.
Performance (Authentic) Assessment Description:
The performance assessment for this unit would be a unit portfolio. The portfolio would be a collection of all notes, completed student work, and any prior quizzes and tests. The student would have the
opportunity to make corrections to student work and quizzes to improve those grades. For example,
every correction for a quiz would result in the student earning half of a point back towards their final
grade. The portfolio also teaches students organization skills and will keep information easily available to students to study. This performance assessment would cover all of stage ones concepts and
objectives. The goal of the task is to allow students to make corrections to prior work, while having a

a source to study from for the unit exam. The role of the student would be to complete all notes, work,
and quizzes. The student role could also be defined as keeping all work organized and readily available. The audience would be the student themselves and me as the teacher. They would be doing the
portfolio for their use and for me to grade. The situation when students would use the portfolio would
be to study for the unit exam. They could also use it to evaluate their work over the course of the semester, in order to find
areas they can improve. The product would be the portfolio itself and a specific standard that can be
connected with creating a portfolio would be (7.SS.S2.C1.PO1). This standard calls for students to
construct charts, narratives, and graphs using historical data.
STAGE III LEARNING ACTIVITIES Unit Calendar:
Day
Unit Objective(s)
Activities
Assessments
Day 1
2
WWI alliance simulation
Participate in group activity
Exit ticket
Day 2
5
Summarize events in Europe that lead to conflict & competition
Label map of Europe Quiz on videos
Day 3
1,2,3,4,12
Analyze the different causes to WWI
Participate in M.A.I.N. causes of WWI activity
Day 4

6,11
New technologies introduced during WWI
Tech. Assignment Test
Day 5
10
Life in the trenches
News broadcast on trench warfare
Day 6
7
Understand the reasons why the United States entered the war
Participate in Socratic seminar
Portfolio check
Day 7
8,13
Ways in which the United States prepared for WWI
Political cartoon bell work
Day 8
14
Summarize the effects of WWI on the American people and their way of life
Personal letter of soldier coming home from war
Day 9
9
Outcome and results of WWI
Review game for test
Day 10

1-14
Unit test
Unit test
Unit portfolio
Catalog of Lessons:
Day 1
Lesson title: Allience simulation
Unit objectives: SWBAT examine alliances
Activities: Choose six students to come to the front of the class, assign them a country (A-F), and give
them one of six alliance cards. Students should read the cards and arrange themselves into two
"teams." The teams should end up as A,C,E ("Allies") & B,D,F (Axis). Make one side of the room
"The Allies" & the other side of the room "The Axis. Students choose a side of the room based on
information on the card. The teacher will present the scenario that Country D wants revenge for the
assassination of an important person by Country E and asks Country B if it will back them up. Ask
each country what they would do.
Assessment: Exit ticket on how alliances might effect relationships around the world
Day 5
Lesson title: Life in the Trenches
Unit objectives: SWBAT describe the conditions in the trenches
Activities: Students will research the life in the trenches for soldiers during WWI. What were the conditions of the trenches? What obstacles did soldiers encounter in the trenches? Christmas in the
trenches?
Assessment: Construct a news report informing citizens about the life in the trenches
Day 6
Lesson title: Understand the reasons why the United States entered the war
Unit objectives: Explain what lead the United States into WWI
Activities: Students will discuss the pros and cons of entering the war. The Socratic seminar will be
conducted like a three person mock trail.
Assessment: Exit ticket on what you learned from Socratic seminar
CITATIONS (APA Format)
Duffy, M. (n.d.). The Causes of World War One. Retrieved March 16, 2015, from http://
www.firstworldwar.com/origins/causes.htm
What are the M.A.I.N. Causes of World War I? (n.d.). Retrieved March 17, 2015, from http://
www.cpalms.org/Public/PreviewResource/Preview/61731
World War I. (n.d.). Retrieved March 16, 2015, from http://en.wikipedia.org/wiki/World_War_I

ATTACHMENTS (Required if you reference attachments in the unit)

WWI Alliance Cards
Country A
You have made an alliance with Country C and are competing with Country F for overseas holdings.
You despise Country B.
Country B
You have a rivalry with Country C and have made an alliance with Country F to try to stop Country
Cs aggressive overseas expansion.
Country C
You are bordered by Countries D & F and have made an alliance with Country A for security purposes. You would like to protect and even annex Country E.
Country D
You control Country E and have made an alliance with Country B to secure your borders and balance
the competing alliance between Country A & C.
Country E
You have good relations with Country C. You are controlled by Country D but desire sovereignty (to
govern yourself). Radical elements of your pro-sovereignty movement assassinate Country Ds future
leader.
Country F
You make alliances with Countries B & D because you are competing with Country A for overseas
holdings.

Lesson Plan (Direct Instruction)

Teachers: Mr. Partee

Subject: 10th Grade World History

Standard:

S2C3-PO4: Describe the interaction of European and Asian civilizations from the 12th to the 16th
centuries:

a. Effects of the Crusades (i.e., increase in trade, religious intolerance, weakens feudalism, increase in power of King, rise in education, decrease power of Pope)

b. commerce and the Silk Road

c. impact on culture
Objective (Explicit):

SWBAT discuss the effects of the Crusades as a whole

SWBAT identify the importance the Crusades had on commerce and the Silk Road

SWBAT distinguish the Crusades impact on culture

Key vocabulary:
Feudalism
Biotic
Crusades
Cultural Diffusion

Materials:
Crusades video
Crusades PowerPoint
Guided Notes
Crusades DBQ

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

To introduce the topic, I will show a short Youtube video that briefly talks about the
Crusades. The students will not be responsible for taking notes during the film, because all the information will be presented in the lecture in more detail.
Link to video: https://youtu.be/X0zudTQelzI
In
st
ru
cti
o
na
l
In
p
ut

Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral expectations?
Is there enough detail in this section so that
another person could teach it?

Student Will:
What will students be doing to actively capture and
process the new material?
How will students be engaged?

Lecture with the aid of a PowerPoint presentation. Hand

out guided reading to students for help with note taking.
During the lecture, I will be asking students questions
like, What can you tell me about the Crusades? and
How might the Popes statements at the Council of
Clermont affect public opinion of the Crusades?

During lecture, students are taking notes on their guided

notes.

G Teacher Will:How will you ensure that all students have mul- Student Will:How will students practice all knowledge/skills retiple opportunities to practice new content and
quired of the objective, with your support, such that
ui
skills?
they continue to internalize the sub-objectives?
d
What types of questions can you ask students
How will students be engaged?
as you are observing them practice?
e
How/when will you check for understanding?
How will you elicit student-to-student interaction?
d
How will you provide guidance to all students as
How are students practicing in ways that align to inthey practice?
P
dependent practice?
How will you explain and model behavioral exra
pectations?
Is there enough detail in this section so that
ct
another person could facilitate this practice?
ic
e Before students read all the sources, we will After the lecture, the students will read multiple
go over the first source together, so that the
students understand the expectations.

Will:
In TeacherHow
will you plan to coach and correct during this
practice?
d
How will you provide opportunities for remediation
e
and extension?
How will you clearly state and model academic and
p
behavioral expectations?
e
Did you provide enough detail so that another person
could facilitate the practice?
n
d
e
nt
P Walk around and observe each group to
ra make sure they are on task and working
ct efficiently.
ic
e

sources out of a DBQ about the Crusades.

Student Will:
How will students independently practice the knowledge
and skills required by the objective?
How will students be engaged?
How are students are practicing in ways that align to assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?

Students will read the DBQ on the Crusades.

After each source, there are 2-3 questions for the
students to think about and answer. Students will
work in groups of four, and turn in once copy per
group.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

In closing, students will assume the role of either a Crusade knight or a Muslim soldier and write a letter to a family member describing their experiences at war. What
they do not finish is homework.

Guided Notes
Crusades
- The Crusades
- What can you tell me about the Crusades?
Early Crusades
- Byzantine emperor
aggressive Seljuk Turks in

asks for assistance, from the Pope, in fighting the

.

- Seljuk Turks were

people that had control of Asia Minor.

- Pope Urban II, and many other Christian believers, viewed the Muslim Turks as infidels - or
.
- The immediate goal of the Crusades was to guarantee pilgrims access to the holy
sites in the
under Muslim control.
the Eastern and Western branches of Christen- The long-term goal was to
dom, after the split in 1054, with the
as head of the united Church.
- Council of Clermont - South France, 1095

calls for Christians to take up their weapons and join the holy war.

Pope Urban II promises that all who die shall have immediate

of sin.

- How might the Popes statements at the Council of Clermont affect public opinion of the
Crusades?
Peoples Crusade
- Peter the Hermit and Count Emicho lead
1096.

peasants towards Jerusalem in

, units of Crusaders engaged in the

- Arriving in Germany in the Spring of
Rhineland massacres - A series of killings where Crusaders went city to city killing
thousands of Jews.
This event is seen as the
history

occurrence of anti-Semitism in modern Jewish

Once Catholic bishops where informed of the intent of Peter and Emicho, they instructed all Jews be
.
Early Crusades
- Early Crusade knights were motivated by
Religious fervor
Adventure and a chance to fight

Possible title (power)

- Byzantine becomes doubtful

 Feared Crusading armies might prove

to the Empire.

First Crusade
- Three organized bands of warriors moved east and captured the city of
1098.
- Next, warriors made way down the
the city in 1099.

in

coast towards Jerusalem, reaching

- Jerusalem was taken, but not without massive

- After more conquests, Crusaders organized

of the cities inhabitants.

Latin Crusader states in the East.

Kingdom of Jerusalem controlled by Godfrey de Baillon, A Frankish leader of the

first Crusades.
County of Edessa, founded in 1098 and lasted until 1149
Principality of Antioch, founded 1098 and lasted until 1268
County of Tripoli, founded in 1104 and lasted until 1289
- Four Crusader states surrounded by Muslim controlled areas.
Because of this, four Crusader states had to depend on
as Genoa, Pisa, and Venice, for supplies.
Italian port cities grew powerful because of the

port cities, such

of the Crusader states.

- Not easy for Crusader Kingdoms to maintain power over land in the East.
- By 1140s, Muslims began to stick back.
- Fall of one Crusader Kingdom to Muslims led to calls for another crusade by monastic
leader Bernard of Clairvaux.
Second Crusade
- Bernard managed to enlist
of France and
second Crusade that was not as successful as the first.
- 1187 Jerusalem fell to Muslims, who where under the control of

of Germany for a
.

Saladin was named Sultan of

in 1169 and then became leader of Muslim
offense against the Christian kingdom.
Third Crusade

- After Saladins success, three

leaders agree to begin a third Crusade.

German emperor Frederick Barbarossa

English king Richard I
French king Philip II of Augustus
- Armies arrived in the East by 1189 and encountered early
-

drowned in a local river.

- Richard and Philip arrive by

advance inland.

and capture coastal cities, but where unable to

- Philip returned home, and Richard negotiated a treaty with Saladin that permitted
Christian pilgrims free passage through
.
Later Crusades
- Six years after
sades.

death in 1193, Pope Innocent III initiated the fourth Cru-

- On the journey East, Crusade army got involved in a fight over the
- Venetian leaders used Crusades armies to sack

throne.

in 1204.

- Byzantine was Venices greatest commercial trade competitor.

- The taking of Constantinople added to the division between
Church.
- Western forces sets up Latin Empire

church and

- Not until 1261 did a Byzantine army recapture the city, but the Empire was no longer a
great Mediterranean power.
- Crusading ideal continued in Germany in 1212 with the

Crusade.

Childrens Crusade
- Nicholas of Cologne proclaimed that God told him to do a childrens Crusade to the
Holy Land - Jerusalem.
- Thousands of youth made their way down the Rhine and across the Alps into Italy,
where the Pope told them to
to
.
- Most listened, but a group of
set sail for the Holy Land.

French youth filled seven ships and intended to

- Two ships

at sea in a storm.

- The other five sailed to North Africa, where the youth were sold into
- Next Crusade that invalid adults was lead by King Louis IX of

.
.

- He was defeated by the Sultan of Egypt at the time, Baybars.

- King Louis IX tried again, but died of the
field.

before any victories on the battle-

Consequences of the Crusades

- Crusaders often
the countries they traveled through and, contrary to their
promises, the leaders kept much of this territory rather than returning it to the
.
- Lead to widespread attack on the Jews
Christians believed that fighting
Jews, ran free at home was wrong.

while the people who killed Jesus, the

Jews would be the subject to further attacks and expulsions.

Impact of the Crusades
- Helped break down
Nobles joined Crusades, selling lands and freeing
As nobles lost power, kings created

central government.

- The Crusades paved the way for powerful Nation-States.

Spain

France
- All emerged as great powerful Western States in Europe.

The Crusades through Primary Sources:

Name: ______________________________
Period: ______
Directions: After reading each primary source, answer related questions using your interpretation of
the information in the sources as well as your notes. The last two questions in this warm up should be
answered after the classroom lecture on the Crusades (part of your homework if we run out of time!)

Primary Source #1: Gregory VII: Call for a "Crusade", 1074

(In Migne, Patrologia Latina, 148:329 trans. Oliver J. Thatcher, and Edgar Holmes McNeal, eds., A Source Book for Medieval History, (New York:
Scribners, 1905), 512-13)

Gregory VII barely missed the honor of having begun the crusading movement. His plan is clear
from the following letter. The situation in 1095 was not materially different from that in 1074, and it is
probable that Urban II, when he called for a crusade, had nothing more in mind than Gregory VII had
when he wrote this letter.
Gregory, bishop, servant of the servants of God, to all who are willing to defend the Christian faith,
greeting and apostolic benediction.
We hereby inform you that the bearer of this letter, on his recent return from across the sea [from
Palestine], came to Rome to visit us. He repeated what we had heard from many others, that a pagan
race had overcome the Christians and with horrible cruelty had devastated everything almost to the
walls of Constantinople, and were now governing the conquered lands with tyrannical violence, and
that they had slain many thousands of Christians as if they were but sheep. If we love God and wish to
be recognized as Christians, we should be filled with grief at the misfortune of this great empire [the
Greek] and the murder of so many Christians. But simply to grieve is not our whole duty. The example of our Redeemer and the bond of fraternal love demand that we should lay down our lives to liberate them. "Because he has laid down his life for us: and we ought to lay down our lives for the
brethren," [1 John 3:16]. Know, therefore, that we are trusting in the mercy of God and in the power
of his might and that we are striving in all possible ways and making preparations to render aid to the
Christian empire [the Greek] as quickly as possible. Therefore we beseech you by the faith in which
you are united through Christ in the adoption of the sons of God, and by the authority of St. Peter,
prince of apostles, we admonish you that you be moved to proper compassion by the wounds and
blood of your brethren and the danger of the aforesaid empire and that, for the sake of Christ, you undertake the difficult task of bearing aid to your brethren [the Greeks]. Send messengers to us at once
inform us of what God may inspire you to do in this matter.
1.

(based on your notes) What group of invaders is described as a pagan race that had overcome the Christians almost to the walls of Constantinople?

2.

Based on your knowledge of this time period, what Christian (Greek) Empire needs help?

3.

What distracted Gregory VII from dedicating all his efforts to start the Crusades? (see textbook,
p.372, notes on the role of the Church in the Middle Ages, or Warm up #3)

Primary Source #2: Urban II: Speech at Council of Clermont, 1095,

according to Fulcher of Chartres
(Source:From Bongars, Gesta Dei per Francos, 1, pp. 382 f., trans in Oliver J. Thatcher, and Edgar Holmes McNeal, eds., A Source Book for Medieval
History, (New York: Scribners, 1905), 513-17)

Most beloved brethren: Urged by necessity, I, Urban, by the permission of God chief bishop and
prelate over the whole world, have come into these parts as an ambassador with a divine admonition
to you, the servants of God. I hoped to find you as faithful and as zealous in the service of God as I
had supposed you to be
It is so bad in some of your provinces, I am told, and you are so weak in the administration of justice,
that one can hardly go along the road by day or night without being attacked by robbers; and whether
at home or abroad one is in danger of being despoiled either by force or fraud. Therefore it is necessary to reenact the truce, as it is commonly called, which was proclaimed a long time ago by our holy
fathers. I exhort and demand that you, each, try hard to have the truce kept in your diocese. And if
anyone shall be led by his cupidity or arrogance to break this truce, by the authority of God and with
the sanction of this council he shall be anathematized [cursed or declared to be evil or threatened with divine
punishment]."
Question 1. Explain the meaning of the word zealous. (use synonyms in your answer).
Why do you think the Pope hopes that people who are listening to him are zealous?
Question 2: What concerns the Pope about the general situation in Western Europe?
What is his solution to this problem?
After these and various other matters had been attended to, all who were present, clergy and people,
gave thanks to God and agreed to the pope's proposition. They all faithfully promised to keep the decrees. Then the pope said that in another part of the world Christianity was suffering from a state of
affairs that was worse than the one just mentioned. He continued:
"Although, O sons of God, you have promised more firmly than ever to keep the peace among yourselves and to preserve the rights of the church, there remains still an important work for you to do.
Freshly quickened by the divine correction, you must apply the strength of your righteousness to another matter which concerns you as well as God. For your brethren who live in the east are in urgent
need of your help, and you must hasten to give them the aid which has often been promised them. For,
as the most of you have heard, the Turks and Arabs have attacked them and have conquered the territory of Romania [the Greek empire] as far west as the shore of the MediterraneanThey have killed
and captured many, and have destroyed the churches and devastated the empire. If you permit them to
continue thus for awhile with impurity, the faithful of God will be much more widely attacked by
them. On this account I, or rather the Lord, beseech you as Christ's heralds to publish this everywhere
and to persuade all people of whatever rank, foot-soldiers and knights, poor and rich, to carry aid
promptly to those Christians and to destroy that vile race from the lands of our friends. I say this to
those who are present, it meant also for those who are absent. Moreover, Christ commands it.
Question 3: Who (which social class / group of people in Western Europe) is encouraged
to help their brethren in the east by the pope?

"All who die by the way, whether by land or by sea, or in battle against the pagans, shall have immediate remission of sins. This I grant them through the power of God with which I am invested. O what
a disgrace if such a despised and base race, which worships demons, should conquer a people which
has the faith of omnipotent God and is made glorious with the name of Christ! With what reproaches
will the Lord overwhelm us if you do not aid those who, with us, profess the Christian religion! Let
those who have been accustomed unjustly to wage private warfare against the faithful now go against
the infidels and end with victory this war which should have been begun long ago. Let those who for a
long time, have been robbers, now become knights. Let those who have been fighting against their
brothers and relatives now fight in a proper way against the barbarians. Let those who have been serving as mercenaries for small pay now obtain the eternal reward.
Question 4: What is promised to those who decide to go on the Crusade?
Question 5: How does the pope describe the Muslims?

Question 6: Why do you think he has such an opinion about the Muslims?

MICHAEL PARTEE

Summary
Enthusiastic educator seeking full-time 9 12 Social Studies teacher position,
utilizing effective teaching and communication skills. Highly qualified in
professional knowledge, content area knowledge, and interpersonal skills.

619-384-1573
mjpartee89@gmail.com

Education
Arizona State University Bachelors of Arts, Secondary Education, May
2016
Tempe, AZ

32579 Strigel Court

Temecula, California
92127

Teaching Experience
Student Teacher, School; City, State Jan 2016 - May 2016
Information learned during Student Teaching
Information learned during Student Teaching
Student Internship, Seaton Catholic High School; Chandler, AZ Aug 2015
- Dec 2015
Observed Sophomore World History and Junior American History classrooms
Created and implemented a unit plan
Student Internship, Connolly Middle School; Tempe, AZ Jan 2015 - May
2015
Observed 6th and 7th grade social studies classrooms
Crated and implemented lesson plans on various topics
Collaborated with mentor teacher to co-teach various lessons
Student Internship, Tempe Academy Middle School; Tempe, AZ Aug
2014 - Dec 2014
Observed 7th grade social studies classroom
Created and implemented lesson plans on various topics
Collaborated with mentor teacher to co-teach various lessons
Certifications
Fingerprint Clearance Card, State of California
Secondary Teaching (Single Subject) Teaching Credential - CSET
California Basic Educational Skills Test Credential - CBEST
Skills
Highly Motivated
Applications

Excellent Verbal and Witten Skills

Management
References
Available upon request

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Well Organized and Excellent Time