This is a two part assessement for FLVS (high school) not very detailed please.
I have copied the actual questions but the required assessment is at the end. A- F has to be answered for the question and the part 2 is to pick three of the six and write a thesis with into, body and conclusion. The pictures would not copy but the name of the document is on the word.
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
- What time period does The American Cyclopaedia use to explain the “Dark Ages”?
- Does “intellectual depression” refer to the people of the “Dark Ages” or historical knowledge of the time?
- 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
- How does this painting show the influence of religion on politics?
- Do you think the painter of this picture viewed Joan of Arc as a heroine? Explain.
- 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.
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Document Analysis
- How did religion influence the Magna Carta?
- How did the Magna Carta limit the power of King John?
- 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
- Do you think the style of the book suggests anything about its value? Explain.
- When was the edition in this image published? How does that relate to its original publication?
- 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
- How do you think the Crusades may have influenced the trade routes shown on this map? Explain.
- 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.
- How might trade have affected the culture of people living in the areas shown along the trade routes?
© Source: World History for Us All ![]()
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
- Based on this excerpt, do you think trade was instrumental in the spread of Buddhism to Japan? Explain.
- Summarize the trade relations described in this excerpt. Do you think the geographic locations of Japan, China, and Korea contributed to this trade? Explain.
- 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:
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…“
