R03e_The Black Plague and Labor (14th C., Scotland and England)

R03e_The Black Plague & Labor (14th C., Scotland & England)

Note: This document should be read and analyzed in conjunction with R03e_Jean Venette and The Black Death. Mr.V has edited the document for clarity and brevity.

[1] ‘In the same year there was a great plague of sheep everywhere in the realm, so that in one place there died in one pasturage more than 5,000 sheep and so rotted that neither beast nor bird would touch them. And there were small prices for everything on account of the fear of death, for there were very few who cared about riches or anything else. A man could have a horse which before was worth 40s. for 6s. … .. Sheep and cattle went wandering over fields and through crops, and there was no one to go and drive or gather them, so that the number cannot be reckoned which perished in the ditches of every district for lack of herdsmen; for there was such a lack of servants that no one knew what he ought to do…. Many crops perished in the fields for want of someone to gather them. . .

[2] The Scots, hearing of the cruel pestilence of the English, believed it had come to them from the avenging hand of God, and – as it was commonly reported in England – took for their oath when they wanted to swear, “By the foul death of England.” But when the Scots, believing the English were under the shadow of the dread vengeance of God, came together in the forest of Selkirk with purpose to invade the whole realm of Englandthe plague () came upon them and the sudden and awful cruelty of death winnowed them, so that about 5,000 died in a short time. Then the rest, some feeble, some strong, determined to return home, but the English followed and overtook them and killed many of them….

[3] At the same time priests were in such poverty everywhere that many churches were. . . lacking the divine offices, masses, matins, vespers, sacraments, and other rites. . . Within a short time a very great multitude of those whose wives had died in the pestilence flocked into orders, of whom many were illiterate and little more than laymen except so far as they knew how to read, although they could not understand.

[4] Meanwhile the King sent proclamation into all the counties that reapers and other laborers should not take more than they had been accustomed to take, under the penalty appointed by the statute. But the laborers were so … obstinate that they would not listen to the King’s command, but if anyone wished to have them he had to give them what they wanted and either lose his fruit and crops, or satisfy the … wishes of the workmen..

[5] Afterward, the King had many laborers arrested and sent to prison; many withdrew themselves and went into the forests and woods; and those who were taken were heavily fined. Their ring-leaders were made to swear that they would not take daily wages beyond the ancient custom then they were freed …….

[6] After the aforesaid pestilence many buildings, great and small, fell into ruins in every city, borough, and village for lack of inhabitants; likewise many villages and hamlets became desolate, not a house being left in them, all having died who dwelt there; and it was probable that many such villages would never be inhabited again.’

Question:

How is The Black Death weakening feudal bonds?

Source: The Human Adventure: Readings in World History Vol.1, 5. Eisen and M. Filler, edu., New York, Harcourt, Brace, Javanovich, 1964, pp.148-149.

TL03de_Timeline of the European Middle Ages

P01_The Founding Documents

Fall HUS Research Project Tasks
P01_The Founding Documents

I. The purpose of this research project is to…
– Practice academic research skills.
– Sharpen skills with computer applications in the gathering, analysis, and presentation of findings (data).
– Expand our understanding of the historical value of the nation’s foundational documents.

II. The project will be divided into phases.

Each part will be part of a larger, overall, research effort into an understanding of foundational documents from the first 120 years of US History.

A. The Founding Documents

Part One: The Declaration of Independence

Part Two: The Articles of Confederation

Part Three: The United States Constitution

Purpose: Through an analysis of the document’s content, structure, and context, students will reveal the nature of the founders’ concerns and their justification for action.

B. Instructions

Given:
1. Students will access copies of the respective Founding Document using the Research Primer mindmap prepared by Mr.V. If the research primer does not lead to a good working copy of the document, students can continue to search using the vetted sources provided in the Sources and Guidance mindmap prepared by Mr.V.

2. Digital copies of Chapters from *The Americans* course textbook.

3. The research primer mindmaps created by Mr.V and containing links to academic resources. Students are not restricted to these resources while completing the project. But, any other source must be properly vetted and submitted for approval to Mr.V.

To Do:
1. One student within each group starts a new mind map on Mindmeister.com. That student, who now becomes owner of the map, shares that map with his/ her group members and Mr.V. Everyone must be given “Can Edit” privileges when sharing is being setup, including Mr.V. (To share a mindmap with Mr.V, use **avalent5(at)schools.nyc.gov**)

2. A basic organizational skeleton for the mindmap must be created. As the map grows in size and content, students within the groups should decide how best to structure the map for efficiency, clarity, and content needs.

a. Label the Central (Node) Idea: P01_Name of Founding Document-Group#.
Example: P01_Declaration of Independence-03 (Where ‘P01’ means “Project Unit 01”, The Founding Document name, and Group #3.)

b. Create three child nodes off the central idea. Label each of the three nodes respectively: Time, Place, Circumstance. These nodes will contain relevant contextual data surrounding the document.

 

AN01d_Ch.04: America’s Beginnings Up to 1783- A Developing Conflict

FQ: How does the end of the French and Indian war aggravate the relationship between Colony and Mother Country?

I. The French and Indian War (1756 – 1763)
The final Colonial War was the French and Indian War, which is the name given to the American theater of a massive conflict involving Austria, England, France, Great Britain, Prussia, and Sweden (the Seven Years War). The conflict played out in Europe, India, and North America. Sweden , Austria, and France were allied to crush the rising power of Frederick the Great, King of Prussia, in Europe. The English and the French battled for colonial domination in North America, the Caribbean, and in India. The English ultimately came to dominate the colonial outposts, but at a cost so staggering that the resulting debt nearly destroyed the English government. It was that debt that caused the escalation of tensions leading to the Revolutionary War. Parliament was desperate to obtain two objectives; first, to tax the colonies to recover monies expended on the battle over North America, and second to restore the profitability of the East India Company in an effort to recover monies spent on the battle over India.

A. The war came to a close in 1763, with Britain victorious in North America and Europe.
B. Treaty of Paris: A negotiated peace agreement was reached, but it did not include the presence or views of the Native American allies of the French or British. The treaty satisfied the colonial powers and angered the native peoples of North America. (http://www.ushistory.org/Declaration/related/frin.htm)

II. Pontiac’s Rebellion
A rebellion led by the Ottawa leader, Pontiac. The rebellion was partially instigated by the promises made, and NOT kept, by the colonial powers to their native allies. With Britain now ruling over once French-control North American territory, native peoples in those areas joined Pontiac’s ranks.
http://www.gilderlehrman.org/history-by-era/essays/american-revolution-1763–1783

III. The Royal Proclamation of 1763
To placate the angered native peoples, and possibly reign-in the activities of the English-American coastal colonies, this proclamation established a demarcation line separating colonial territory (East) from native territory (West). The proclamation asserted that native peoples of North America were under the protection of the British Crown; all colonials were thus forced to abandon residence or claims to those native lands. The effort may have placated some native leaders, like those in Pontiac’s ranks. But, it definitely angered colonials who interpreted this act has an economic blow.
http://www.ushistory.org/declaration/related/proc63.htm

IV. The end of ‘Salutary Neglect’
The debt incurred by the British government during the French-Indian War and the subsequent quelling of native unrest in the former French colonial territory was huge. It was determined that British expense in maintaining the security and well-being of the colonies should be financed by colonial taxation. Here is an abridged timeline of escalating British – Colonial confrontation, ranging from tax legislation to protest actions, and finally armed conflict.

A. 1765: Stamp Act (http://www.ushistory.org/declaration/related/stampact.htm)

B. 1765: Sons of Liberty (http://www.ushistory.org/declaration/related/sons.htm)

C. 1767: Townshend Acts (http://www.ushistory.org/declaration/related/townshend.htm)

The Townshend Acts were actually a bundle of several acts. Core acts within this package included: the Revenue Act of 1767, the Indemnity Act (1767), the Commissioners of Customs Act (1767), the Vice Admiralty Court Act (1768), and the New York Restraining Act (1767).

The purpose of the Townshend Acts was to raise revenue in the colonies to pay the salaries of governors and judges so that they would remain loyal to Great Britain, to create a more effective means of enforcing compliance with trade regulations, to punish the province of New York for failing to comply with the 1765 Quartering Act, and to establish the precedent that the British Parliament had the right to tax the colonies.

D. 1770: Boston Massacre (http://www.ushistory.org/declaration/related/massacre.htm)
E. 1773: The Tea Act & Boston Tea Party (http://www.ushistory.org/declaration/related/teaact.htm)

The principal objective was to reduce the massive amount of tea held by the financially troubled British East India Company in its London warehouses and to help the struggling company survive. A related objective was to undercut the price of illegal tea, smuggled into Britain’s North American colonies.

V. Time to Punish the Child
The Boston Tea Party was the last straw for a British government trying to control it’s colonies. Now, the royal government believed it needed to punish the colonial culprits by restricting their ability to self-govern. The Massachusetts Bay Colony became the target of British anger.

A. 1774: The Intolerable Acts (http://www.ushistory.org/declaration/related/intolerable.htm)

The Intolerable Acts were the American Patriots’ term for a series of punitive laws passed by the British Parliament in 1774 after the Boston Tea party. They were meant to punish the Massachusetts colonists for their defiance in throwing a large tea shipment into Boston harbor. In addition, the acts took away Massachusetts’ self-government and historic rights.

In Great Britain, these laws were referred to as the Coercive Acts.

B. 1775: Battle of Lexington & Concord (http://www.ushistory.org/us/11c.asp)

VI. No Turning Back
At the end of Para.#2 in our working version of The Declaration of Independence…
“The history of the present king of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over the States. To prove this, let facts be submitted to a candid world”.

AN01bc_Amerca’s Beginnings to 1783-Transplanted Rivalries

AN01bc_Ch.02,03: Americas Beginnings To 1783- Transplanted Rivalries

FQ: How did ‘Old World’ rivalries transplant themselves in the ‘New World’ after 1492?

I. Colonization of ‘New World’ by Europeans. (15th – 17th C.)
A. Spain/ Portugal: Spanish Viceroyalties/ Brazil (1494-Treaty of Tordesillas)
B. English: Jamestown VA., Puritan New England.
C. Dutch: New York Coast, Northern coastal area of South America.
D. France: Mississippi mouth, future Canadian territory.

The manner and methods of colonization reflected and aggravated religious & commercial rivalries existing in Europe at the time.

II. Religious Rivalry
A. Protestant Reformation (Worms, 1521- Martin Luther Excommunicated by Pope Leo X).
B. Catholic Reformation (1540, Ignatius Loyola and the Jesuit Order)
C. La Reconquista: 1492, one of two successful (major) Crusades since the 11th C.
D. Nature-based faiths of Africa and Native America.

III. Commercial Rivalry (15th – 17th C.)
A. Mercantilism
B. Joint Stock Company (East India Company)
C. Labor Supply: Shortage results from poor treatment and disease (small pox).
– Encomienda System
– Repartimiento
– Slavery (Spain & Portugal=> Dutch=> English=> Smugglers)
– Indentured Servitude

IV. Political Rivalry
A. France vs. Britain=> Conflict over the thrones of England & France leads to an American expression of the European conflict=> French & Indian War (1754)
B. Dutch Gain Independence from Spain=> Dutch Revolt, mid-16th to mid-17th C.

V. Environmental Impact: The Columbian Exchange
Wide variety of fauna and flora are exchanged between ‘Old’ and ‘New’ Worlds.

VI. Colonial Development
A. Colonies mature into societies reflecting European social norms, geography, Renaissance ideals (Enlightenment).
B. Northern Colonies: Manufacturing and Sea Trade
C. Southern Colonies: Plantation Cash Crops, Food crops
D. Western Lands (Interior): French and Native American Allies dominate.

Resources:

• Chapter 1-3: The Americans. Houghton Mifflin Harcourt, 2012.
• Presentation: Pr01abc (https://www.icloud.com/keynote/01rpf9P7JckAnlQ88mz1BPGvw#Pr01abc)
• Socrative (Online assessment tool). http://www.socrative.com

AN01a_America’s Beginnings Up to 1783: Three Worlds Collide

AN01a- America’s Beginnings Up to 1783: Three Worlds Collide

FQ: How did conditions in the Western and Eastern hemispheres contribute to an eventual ‘Collision’ of three worlds starting in 1492?

I. “1492, Columbus Sails the Ocean Blue”
Native America + West Africa + Western Europe proceed on a collision course resulting in a major shift in human historical development.

II. Native America
A. Populating the Americas via the Berings Strait land bridge. ~40,000 BP.
B. Inhabit a diverse terrain. Adaptations lead to a variety of cultures. A few are…
1. Plains: Lakota Sioux
2. Woodlands: Iroquois
3. Central Mexican Valley: Mexica (Aztec)
4. Yucatan Peninsula: Maya
5. Mississippi River Valley: Mound Builders (Mississippian Culture)

III. West Africa
A. Songhai: West African Trading Empire
1. High population Density
2. Wealth accumulated via trade (Ex. Gold – Salt)
B. The Trans-Saharan Caravan Trade feeds the accumulation of wealth and knowledge. Cultural diffusion is powerful influencer.

IV. Europe
The Renaissance fuels change in a variety of areas within society.
A. Intellectual Revolution- “Asking the tough questions”
B. Political Revolution- The birth of the “Nation-State” and modern political thought.
C. Religious Revolution- Protestant Reformation, Catholic Reformation.
D. Commerical Revolution
Inter-Oceanic Travel (C. Columbus, V. DaGama) and the birth of Pre-modern Capitalism -> Mercantilism.

A01_HUS-American Beginnings to 1783 (Ch.01 – Ch.04)

A01_HUS-Unit 01: American Beginnings to 1783 (Ch.01-Ch.04)

Purpose:
Along with class lessons and activities, these assignments for Chapter 01 to Chapter 04 will help us understand the time, place, and circumstances contributing to the formation of the United States.

The Essential Question is…

How did the convergence of ‘New World’ peoples, environment, and resources with ‘Old World’ economic needs, Renaissance/ Enlightenment concepts, and rivalries set the stage for the birth of a new nation and its experiment in governance?

Themes:
– Science & Technology
– Immigration & Migration
– Diversity & National Identity

Given:
Use the The Americans textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.

Task:
We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.

The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. YOU DO NOT HAVE TO INDIVIDUALLY DEFINE THE TERMS.

These notes (as Cornell Notes) are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.

There are four chapters within Unit01. The chapter vocabulary listed below are divided into their respective sections. Your notes (as Cornell Notes) should be compiled for each section. Example: Your first reading Assignment will be from Unit01, Chapter01(a) Section01. We call this first assignment A01aS01. Therefore, you should compile notes (as Cornell Notes) for each section and label that file accordingly. Submit each assignment as separate files. Label each submitted file in the format 2-digit Pd#_LastNameFirstName-FileLabel (Example: 09_SmithJohn-A01aS01). In this example 9th period student, John Smith, submitted his notes (as Cornell Notes) for A01aS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

A01a (Ch.01)

Three Worlds Meet 1200 BCE – 1500 AD

Terms, Names, Phrases

S01

– Aztec
– Anasazi
– Inca
– Mississippian
-Nomadic
– Olmec
– Maya

S02
– Iroquois
– Division of Labor

S03
– Plantation
– Savanna
– Songhai

S04
– Prince Henry
– Renaissance
– Crusades
– Reformation

S05
– Colonization
– Columbian Exchange
– Treaty of Tordesillas

A01b (Ch.02)
The American Colonies Emerge 1492 – 1681

Terms, Names, Phrases

S01
– Hernán Cortés
– Conquistador
– New Spain
– Encomienda
– Mestizo

S02
– John Smith
– Joint-Stock companies
– Jamestown
– Indentured servant
– Royal colony

S03
– Puritans
– John Winthrop
– Separatist
– Plymouth Colony
– Massachusetts Bay Colony
– Roger Williams
– Anne Hutchinson
– Pequot War
– King Philip’s War

S04
– William Penn
– New Netherland
– Quakers

A01c (Ch.03)
The Colonies Come of Age 1650 – 1765

Terms, Names, Phrases

S01
– Mercantilism
– Parliament
– Navigation Acts
– Dominion of New England
– Glorious Revolution
– Salutary Neglect

S02
– Cash Crop
– Slave
– Triangular trade
– Middle Passage
– Stono Rebellion

S03
– Enlightenment
– Benjamin Franklin
– Great Awakening

S04
– New France
– George Washington
– French and Indian War
– William Pitt
– Pontiac
– Royal Proclamation of 1763
– Sugar Act

A01d (Ch.04)
The War for Independence 1765 – 1783

Terms, Names, Phrases

-S01
– Stamp Act
– Samuel Adams
– Townshend Acts
– Boston Massacre
– Committees of Correspondence
– Boston Tea Party
– King George III
– Intolerable Acts
– Martial Law
– Minutemen

S02
– Second Continental Congress
– Olive Branch Petition
– Common Sense
– Thomas Jefferson
– Declaration of Independence
– Patriots
– Loyalists

S03
– Valley Forge
– Trenton
– Saratoga
– Inflation
– Profiteering

S04
– Yorktown
– Friedrich von Steuben
– Marquis deLafayette
– Charles Cornwallis
– Treaty of Paris
– Egalitarianism

A05_HGS-Absolute Monarchs in Europe 1500 to 1800 CE (Ch.21)

Purpose

Along with class lessons and activities, this assignment will help us address this essential question…

• What were the causes and effects of absolute monarchies in Europe from 1500 until 1800?

Theme

• Economics
• Power and Authority
• Revolution

Given

• Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
• Refer to the course calendar to acquire due dates and other instructions.

Task

We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.

The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. Your notes should focus on the historical significance of the vocabulary term.

These notes are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.

The vocabulary listed below are divided into their respective sections. Your notes should be compiled for each section and submitted as separate assignments.

To see an example of how to label and submit the file containing your Cornell Notes, refer to the instructions for A03.

A05a (Section 01)
Spain’s Empire and European Absolutism

Terms, Names, Phrases

• Philip II
• Absolute Monarch
• Divine Right

A05b (Section 02)
The Reign of Louis XIV

Terms, Names, Phrases

• Edict of Nantes
• Cardinal Richelieu
• Louis XIV

A05c (Section 03)
Central European Monarchs Clash

Terms, Names, Phrases

• Thirty Years’ War
• Frederick the Great
• Seven Years’ War

A05d (Section 04)
Absolute Rulers of Russia

Terms, Names, Phrases

• Ivan the Terrible
• Boyar
• Peter the Great
• Westernization

A05e (Section 05)
Parliament Limits the English Monarchy

Terms, Names, Phrases

• Charles I
• English Civil War
• Oliver Cromwell
• Restoration
• Glorious Revolution
• Constitutional Monarchy

AN03e_Ch.14- England and France Develop as ‘Nations’

AN03e_Ch.14-Formation of Western Europe: England and France Develop as ‘Nations’

Timeline: 11th – 16th C.
FQ: How did strengthening monarchies ‘chip-away’ at the feudal system and put Europe on the path toward nationhood?

Main Idea: As agricultural production fuels a commercial resurgence, monarchs and nobles realize that the old feudal source of wealth and power, land, is being supplanted. Feudal bonds of vassalage are not able to withstand changes in other sectors of society. Feudal values, upon which feudal loyalties were based, are changing along with everything else.

The Nation-State, as a political entity, is ‘born’ during this period. The social forces that produced challenges to the Church, an investigation of nature and Man’s place in it, and the desire to replicate the beauty of the ‘natural’ world, now tackled another area of human existence- the rule of Man. In one of our case studies, ‘La Reconquista’ (The Reconquest), the nation-state of Spain was united by faith, geography, language, and a strong central government. This historical event defined the Spanish national identity. Nearby, the kingdoms of England and France began to develop into nations, with certain democratic traditions evolving.
 
CCSS/ NYSS…

Collaborative Analysis: Word Cloud of Lincoln Town Charter, Magna Carta

I. Political Developments- Overview
A. Towns could acquire a charter from the landholder. Charters granted autonomy in return for payment or other aid of value. Monarch and subjects become increasingly bound by a common identity.
B. Serf populations on Manors dropped. This undermined the feudal order.
C. The king becomes increasingly powerful as he gains wealth from commercial use of his land. The nobility (Aristocracy: Lords & Knights) lose ‘status’ and power as their feudal role is undermined. The horse, long a status symbol in feudal Europe, becomes affordable for other levels of society.

II. Political Developments- England & France

A. William, Duke of Normandy (France & England: 1028-1087)
1. Claims the throne of England after the death of his cousin (King Edward). He enforces his claim by invading England in 1066 and is later known as  William the Conqueror.
2. Reserves 20% of land he conquers as personal property. He disburses the rest as fiefs to loyal Normans and the Church.
3. He awards religious offices to loyal followers and thus re-enforces a monarch’s right to make such appointments (Lay Investiture).

B. King Henry II (England: 1133-1189)
1. First of the Plantagenet family monarchs (Great-Grandson of William the Conqueror)
2. Combines the land holdings of the Duke of Normandy, Duke of Anjou (via his parents), and Aquitaine (wife was Eleanor of Aquitaine)
3. Founder of the Angevin Empire
4. Established royal courts of law: Introduced a ‘Jury’ of 12 to help decide disputes. These courts gradually replaced the courts held by the aristocracy. The body of legal decisions accumulates over time to become English Common Law.

C. King Richard I (Lion Heart) (England: 1157-1199)
1. Son of Henry II
2. Spent much time as a warrior during the Third Crusade
3. Defended England’s territories in France (including Aquitaine) against the Capetian monarchs.

D. King John (England: 1166-1216)
1. Brother of Richard I
2. Poor military leader. Lost much of the Plantagenet land holdings in France to Capetian monarch Phillip II (Phillip Augustus).
3. English and French identity begins to form as landholders must decide to hold land in England or France, but not both.
4. Loses support of aristocracy in England partially because of burdensome taxes.
5. Magna Carta: “Great Charter”. A document signed in 1215 by King John. The king was forced to sign if he wanted to avoid a rebellion by the aristocracy. Though the document was originally intended to safeguard the privileges of the nobility, its great historical impact comes centuries later; Clauses limiting the power of the king were interpreted to protect all men.

E. Edward I (England: 1239-1307)
1. Grandson of King John
2. Reestablishes royal power over nobility by depending increasingly on the support of subjects and towns.
3. Contributes to the birth of Parliament (late 13th C.). Parliament, as a taxation authority, becomes a source of revenue for the king without the feudal tradition of convening a gathering of nobles.

F. Capetian Dynasty of France
1. Founder of this dynasty was chosen by a group of nobles after the last Carolingian monarch died in 987 (officially ending the Frankish Kingdom).
2. Nobles intended to control this first king, and they did for several generations.
3. Capetian family holdings, including Paris, proved commercially valuable. The family tightened their control over that commerce and their wealth grew.
4. Increasing wealth permitted Capetian monarchs to shake-off control by the aristocracy and unite all feudal territories under one ruler.
5. Challenged the claims of English monarchs to lands in France.
6. Royal courts of justice supplant those held by the aristocracy.
7. The Estates General is born under the Capetian kings. (Church leaders, Nobles, Middle Class)

III. Political Developments- Italy
A. Some towns of Northern Italy, like Sienna, had to acquire and defend their independence with military action. Civic pride and citizenship replaces feudal bonds of loyalty.
B. The Church, largest landholder in feudal Europe, had conflicts with towns attempting to acquire charters.
C. Some northern Italian cities become city-states.
D. Northern Italians exchange their title as ‘Subjects’ for ‘Citizens’.

IV. Summary:  Why it matters now.
Modern concepts of jury trials, common law, legal rights, and national pride developed during this period.

Resources:
– National Flags
– El Cid; Excalibur, DVD/ Warner Brothers, 1981; Joan of Arc, VHS/ F-H-E (Family Home Entertainment), 1999.
– World History: Patterns of Interaction.
– Sam Houston State University ([http://www.shsu.edu/%257ehis\_ncp/charters.html](http://www.shsu.edu/%257ehis_ncp/charters.html))
– National Archives & Records Administration ([http://www.archives.gov/exhibits/featured\_documents/magna\_carta/translation.html](http://www.archives.gov/exhibits/featured_documents/magna_carta/translation.html))

R03e_Chipping Away at the Feudal System

R03e_Chipping Away at the Feudal System

Reading #1
Charter of Henry II to the City of Lincoln.

Henry, by the grace of God, king of England, duke of Normandy and Aquitaine, count of Anjou, to the bishop of Lincoln, justiciars, sheriffs, barons, officers and all his faithful, French and English, of Lincoln, greeting. Know that I have conceded to my citizens of Lincoln all their liberties and customs and laws, which they had in the time of Edward and William and Henry, kings of England; and their gild merchant of the men of the city and of other merchants of the county, just as they had it in the time of our aforesaid predecessors, kings of England, best and most freely. And all men who dwell within the four divisions of the city and attend the market are to be at the gilds and customs and assizes of the city as they have been best in the time of Edward, William and Henry, kings of England. I grant to them moreover, that if anyone shall buy any land within the city, of the burgage of Lincoln, and shall have held it for a year and a day without any claim, and he who has bought it is able to show that the claimant has been in the land of England within the year and has not claimed it, for the future as before he shall hold it well and in peace, and without any prosecution. I confirm also to them, that if anyone shall have remained in the city of Lincoln for a year and a day without claim on the part of any claimant, and has given the customs, and is able to show by the laws and customs of the city that the claimant has been in existence in the land of England and has not made a claim against hilu, for the future as in the past he shall remain in peace, in my city of Lincoln, as my citizen. Witnesses, E., bishop of Lisieus; Thomas, chancellor; H., constable; Henry of Essex, constable. At Nottingham.

Reading #2
Magna Carta (A Translation of an excerpt)

[1] [Preamble] Edward by the grace of God King of England, lord of Ireland and duke of Aquitaine sends greetings to all to whom the present letters come. We have inspected the great charter of the lord Henry, late King of England, our father, concerning the liberties of England in these words:

[2] Henry by the grace of God King of England, lord of Ireland, duke of Normandy and Aquitaine and count of Anjou sends greetings to his archbishops, bishops, abbots, priors, earls, barons, sheriffs, reeves, ministers and all his bailiffs and faithful men inspecting the present charter. Know that we, at the prompting of God and for the health of our soul and the souls of our ancestors and successors, for the glory of holy Church and the improvement of our realm, freely and out of our good will have given and granted to the archbishops, bishops, abbots, priors, earls, barons and all of our realm these liberties written below to hold in our realm of England in perpetuity.

[37] Scutage furthermore is to be taken as it used to be in the time of King H(enry) our grandfather, and all liberties and free customs shall be preserved to archbishops, bishops, abbots, priors, Templars, Hospitallers, earls, barons and all others, both ecclesiastical and secular persons, just as they formerly had.*

[Last] We, holding these aforesaid gifts and grants to be right and welcome, conceed and confirm them for ourselves and our heirs and by the terms of the present (letters) renew them, wishing and granting for ourselves and our heirs that the aforesaid charter is to be firmly and inviably observed in all and each of its articles in perpetuity, including any articles contained in the same charter which by chance have not to date been observed. In testimony of which we have had made these our letters patent. Witnessed by Edward our son, at Westminster on the twelfth day of October in the twenty-fifth year of our reign. (Chancery warranty by John of) Stowe.

Teacher Note:
Scutage (or “Knight’s Fee”): The equivalent monetary value of the military service that a vassal (Knight or Lord) is required to render to a king under the bonds of vassalage. That monetary value is equal to the value of a fief’s contribution to the support of a Lord, his family, and military equipment/ training. Therefore, a vassal can ‘pay his way out’ of a feudal obligation that was formerly established via the investiture ceremony. In this instance, the fief remains in the Lord’s/ Knight’s hands, until the next time the king calls.