Idle Crusaders

An Alternate History Assignment for 6^th Grade

Background

            The crusades were a series of holy wars that began when Europeans tried to recapture the holy land, Jerusalem, from Islamic Turks in the name of Christianity.  For hundreds of years before Christians made pilgrimages to visit Jerusalem.  In addition to taking over Jerusalem, the Turks had taken over much of the Byzantine Empire in Eastern Europe.  When the leaders of the Byzantine Empire appealed to Pope Urban II for assistance, the Pope called on Christians to assist the Byzantine Empire and retake the city of Jerusalem for Christians.  This was the first in a series of crusades lasting from approximately 1095 to almost 1400.

What Really Happened

            Christian crusaders fought for their religious beliefs and for their nobles.  They were promised relief from debt and tax as well as entrance into heaven for their service.  Fought in the name of Christianity, the crusades at times veered from their original aim of retaking Jerusalem and focused on defeating a number of non-Christian peoples.

            The crusades significantly changed life for a great number of Europeans.  Many died in the name of Christianity.  Being exposed to new cultures changed Europe in a number of other ways as well.  In part because of the power of the Catholic Church during the crusades, the feudal system in Europe started to break down.  Individual kings desired more power, wealth, and land, and therefore the formation of the modern nation started.

            In addition, contact with the Islamic world brought many ideas back to Europe.  There was renewed European interest in learning stemming from the ideas of science, medicine, and architecture that were acquired during the crusades.  These ideas helped lead to the Renaissance, a rebirth of learning in Europe.  Europeans were also exposed to goods such as spices, sugar, lemons, rugs, and tapestries during the crusades.  As demand for these new items grew, Europeans opened new trade routes.  These trade routes led to exploration for new and faster trade routes, which eventually led to the colonization of the Americas.

Point of Divergence

            When the leaders of the Byzantine Empire approached Pope Urban II for help in stopping the invasion of the Turks, the Pope agreed.  Although he asked Christians to assist the Byzantine Empire, he did not ask them to help take Jerusalem from Turkish control.  Therefore, after Christians came to the aid of the Byzantine Empire, the crusades were over.

Questions to be Answered

·        What would happen to Jerusalem?

·        When, if ever, would Europeans be exposed to Islamic culture?  How?

·        When, if ever, would feudalism in Europe start to break down?  How?

·        When, if ever, would the Renaissance in Europe begin?  How?

·        When, if ever, would Europeans begin to expand their world through trade?  How?

Connections to New York State Intermediate

Social Studies Standards

Idle Crusaders

Standard 2—World History

1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

Students:

• Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

Students will explore the differences between life in Europe and the Arab world during the crusades.

• Students know some important historic events and developments of past civilizations.

Students will learn about European and Arab civilizations during the time of the crusades.

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

• Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

Students will study the effect that the crusades had on European culture, including a rebirth of learning, developing new trade routes, and searching for unknown trade routes.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

• Students investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.

Students will pose analytical questions, hypothesize cause-effect relationships, and form conclusions about life in the Middle Ages given a different set of circumstances.

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)

• Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

Students will develop conclusions about possible alternatives for Europeans creating new trade routes.

2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

• Students develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions.

Students will develop conclusions about how Europeans could have further developed their trade economy without the existence of the crusades.