not a long assesment but lengthy in order to explain

02.10
Module Project: Objectives

Thinking
Like a Historian

Movies and TV shows where a detective
is trying to solve a crime or other mystery are popular. In many ways, a
historian’s work is like that of a detective. Historians carefully try to put
together the pieces of history by looking at primary and secondary sources.
This is similar to the way detectives look at evidence when trying to solve a
case. In this assessment, you will have an opportunity to work like a true
historian. You will study evidence and develop a logical conclusion based on
sources presented to you.

In this assessment, you will respond
to a document-based question. A document-based question tests your ability to
analyze primary and secondary sources. In addition to analyzing the sources,
you will also have to use information that you learned in this module to
support your response to the prompt.

You will first be expected to
analyze six documents that deal with the medieval period in Europe and Japan.
Then you will choose at least three of these documents to discuss in your work
in an attempt to defend your thesis. A thesis is an academic term used to refer
to the claim or point you are trying to prove.

Your thesis will directly answer the
question:

“Is ‘the Dark Ages’ an appropriate
term to describe the Middle Ages?”

Your body paragraphs will support
the thesis that you have developed.

Before you complete the assessment,
you will be provided with tips that will help you understand how to analyze
sources and use them to respond to a prompt.

The paragraphs of your essay should accomplish the following:

Introduction
Start the first paragraph with an opening line that catches the reader’s
attention. It could be a quotation or an interesting fact about your subject.
Next, add a sentence or two with background information to set the stage. This
should be followed by a thesis statement, which conveys the main claim you will
make in the essay. Then briefly state the three main points (one from each
document) that you will use to support the thesis.

Body Paragraphs
The body paragraphs should open with a transitional phrase that connects with
the previous paragraph. Then state the points that support your thesis. These
points should be backed by one or more pieces of evidence. Use your analysis of
the documents that you evaluated as evidence. Be sure to identify the document
when you present evidence. For example, you could write something like
“Document H shows that peasants were the largest but least powerful social
class in feudal Europe.”

Conclusion
This paragraph should restate your thesis and briefly summarize how you proved
that your thesis is valid. The last sentence of the conclusion should contain a
powerful last thought that will stick with your reader

Doc 1Document A: Dictionary Entry for “The Dark Ages”

In its original use, the term “Dark
Ages” referred to the Early Middle Ages in Europe. It meant that little
evidence about the time was available. Historians did not know much about this
time and so the period was “in the dark.” Yet over time, people began using it
as a term to describe the overall Middle Ages. Also, the term gained a negative
connotation. Instead of focusing on the lack of information, historians assumed
people and life at that time were “dark.” They thought they lived without
learning or innovation. They used the term to describe the time as one of
ignorance and miserable living. As historians have uncovered more documents
from that time, however, it is not nearly as “dark” now. Modern historians do
not often use the term anymore because more is known about the early Middle
Ages and because of the negative meaning it gained. Some do use it today,
though, as it was originally intended.

Document Analysis

1. What time period does The American Cyclopaedia use
   to explain the “Dark Ages”?
2. Does “intellectual depression” refer to the people of
   the “Dark Ages” or historical knowledge of the time?
3. Does this definition resemble more the original meaning
   of the “Dark Ages” or the meaning it gained over time?

“The Dark Ages is a term applied in
its widest sense to that period of intellectual depression in the history of
Europe from the establishment of the barbarian supremacy in the fifth century
(400 CE) to the revival of learning at about the beginning of the fifteenth
(1400 CE), thus nearly corresponding in extent with the Middle Ages.”

—The American Cyclopaedia: A Popular
Dictionary of General Knowledge, 1883

Document
B: Magna Carta, Excerpt of Primary Source

During the 1100s, King John of
England began to abuse his power against nobles. At the time, the king had
almost unlimited power, and John took advantage of this by demanding large
amounts of money without consulting nobles and deciding court cases according
to his personal whims. Soon the nobles began to resent John’s actions. After
John lost a battle against France, the king had to make sure he had the support
of his nobles. As a result, he agreed to sign a royal charter created by the
nobles to protect their rights. This charter was called the Magna Carta.

Document
C: Joan of Arc, Painting

Joan of Arc (1412-1431), a national
heroine of France, claimed to hear voices from God that called her to help the
French drive the English out of France. Indeed, she led a French army in a
victory over the English at Orleans. Later, a French court with English
sympathies sentenced her to death. By her acts of bravery and by helping to
unite the French, Joan contributed to the formation of a French national
identity. Indeed, most French people view her as a symbol of national
consciousness.

This miniature painting was created
around 1450, during the late Middle Ages. European painting at that time
started to show some of the naturalistic influence of the ancient Greek and
Roman artists. However, these works retain some of the flatness that
characterized medieval art.

Document Analysis

1. How does this painting show the influence of religion
   on politics?
2. Do you think the painter of this picture viewed Joan of
   Arc as a heroine? Explain.
3. How does this painting combine the style of the ancient
   Greek and Roman artists with that of the artists of the Middle Ages? Give
   examples.

Document Analysis

1. How did religion influence the Magna Carta?
2. How did the Magna Carta limit the power of King
   John?
3. How did the Magna Carta lay the foundation for
   democracy?

…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.

Article 1: In the first place we grant to God and confirm by this our present
charter for ourselves and our heirs in perpetuity that the English Church is to
be free and to have all its rights fully and its liberties entirely. We
furthermore grant and give to all the freemen of our realm for ourselves and
our heirs in perpetuity the liberties written below to have and to hold to them
and their heirs from us and our heirs in perpetuity.

…Article 29: No freeman is to be taken or imprisoned or disseised of his free
tenement or of his liberties or free customs, or outlawed or exiled or in any
way ruined, nor will we go against such a man or send against him save by
lawful judgement of his peers or by the law of the land. To no-one will we sell
or deny of delay right or justice. — Magna Carta, 1215

Unless otherwise noted, © 2

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02.10: Module Project

Document D: Kokin Wakashū anthology

“Tanka” or “Waka” is a type of Japanese poetry. It developed during the
Middle Ages. The Kokin Wakashū is a collection of about 1,000 of these
poems. Emperor Daigo, who reigned from 897-930 CE, ordered poets to compile the
book. Therefore, it was an official collection. Inclusion in it was a great
honor. The book included not only the poems but also information about the
poets and their inspirations when available. The compilers divided the poems
into sections by topic such as the seasons, traveling, and love.

Document Analysis

1. Do you
   think the style of the book suggests anything about its value? Explain.
2. When was
   the edition in this image published? How does that relate to its original
   publication?
3. What do
   the types of poems in this collection tell you about Japanese society at
   this time?

© Public Domain

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Document
E: Major Trade Routes of Afroeurasia c.1300 CE, Map

This map shows overland and sea
trade routes during the late Middle Ages in Europe.

Document Analysis

1. How do you think the Crusades may have influenced the
   trade routes shown on this map? Explain.
2. Which cities shown on the map do you think were most
   affected by ideas from foreign lands?
   Which cities were least affected by ideas from foreign lands? Explain.
3.  How might trade have affected the culture of
   people living in the areas shown along the trade routes?

© Source: World History for Us All

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02.10: Module Project

Document F: Excerpt for Secondary Source

This excerpt describes Japanese trade with China during the feudal period.
Trade between these countries varied, depending on the political relations at
the time. For example, during the Mongol raids of Japan, trade between Japan
and China lapsed. However, peaceful relations between these countries caused
trade to flourish.

Document Analysis

1. Based on
   this excerpt, do you think trade was instrumental in the spread of
   Buddhism to Japan? Explain.
2. Summarize
   the trade relations described in this excerpt. Do you think the geographic
   locations of Japan, China, and Korea contributed to this trade? Explain.
3. How do
   you think people in Japan, China, and Korea were affected by the trade
   described here? Explain.

The History of Japan by Louis G. Perez, Greenwood Press, 1998, page
42.

“Trade goods from China and Korea were silk, brocades, cotton, tea, books,
copper coins, and porcelain. Japanese wares were swords, folding fans, sulfur,
copper, and silver. Japanese priests on religious pilgrimages often went along
on these journeys as well. Chinese and Korean artists, potters, and priests
also made the journey to Japan. . . . Japanese merchants ranged far afield in
Southeast Asia as well. Whole communities of Japanese merchants set up shop in
the Philippines, Siam, Taiwan, and the other islands.”
— Louis G. Perez, The History of Japan,
Chapter

Assessment

In this lesson, you learned how to
analyze primary and secondary source documents and synthesize the information
from those documents in response to a prompt. For your assessment, you will put
what you have learned into practice.

Part 1:

• Review the six sources on the previous screens. For
  each source, complete the steps to analyze the information presented in
  the source.
• Respond to each question that follows the background
  information about the source.
• Think about which sources you might use to support your
  essay in response to the following prompt—

  “Is ‘the Dark Ages’ an appropriate term to describe the Middle Ages?”

  Your body paragraphs will support the thesis that you have developed.

Part 2:

• Select three of the six primary and secondary source
  documents to support your response to the prompt.
• Using details from the documents for support, write a
  three- to five-paragraph essay in response to the prompt.
• Submit both the analysis questions for your three
  selected documents and your essay to your instructor for grading.

Tip: In your essay, be sure to reference
the specific document used for support. For example, you might say
“According to the Magna Carta…“