Chapter 3 Life in the city. 1P

• Geschiedenis
• Middelbare school
• mavo, havo, vwo
• Leerjaar 1

Chapter 3 Life in the city.

Recap

• Students know what new agrarian advancements were made from 1000 AD onwards.
• Students can explain how agrarian surplus led to the rise of cities and urban-agrarian societies.
• Students know what the Hanseatic League was and how it functioned.

Homework

1. Read chapter 2 completely
   
2. Mark all the important sentences
   
3. A: 1 up to 5 & 7 up to 10.
   
4. M: 1, 2, 3, 5, 7 & 8

Goals

• Students can explain why the people in the city wanted city rights.
• Students know what advantaces and disadvantnced these city rights had.
• Students can explain what important buildings you could find in a medieval city and what life was like in these cities.

City rights

• The cities were still part of a domain or demesne.
• The nobles or clergy who owned the domain made
  the rules.
• The city people, especially merchants, did not like this.
• The lords usually had littleunderstanding of commerce
  and trade.
• Worse, they treated the city folk like  serfs

City rights

• That is why the city merchants started to lobby for special
  rights and privileges. --> city rights.
• The citizens were called burghers.
• Together, they formed a new and powerful social class
  called the medieval bourgeoisie.

Disadvantages &  advantages of city rights

Disadvantages:

1. The burghers had to pay taxes.
2. They also had to support their lord during wartime.

Advantages:

1. The burghers had the right to build city walls and defences.
2.  They elected men from their own ranks as government officials.

The government officials.

• The schepenen:  elected men from the Burghers.
• Their decisions were overseen by two burgomasters, who were in charge of the town council.
• The schout: He was appointed directly by the lord and acted in his name. 
• The schout was responsible for administrative tasks, as well as for public order and justice.

In a city in the Late Middle Ages (1000-1500), you had laws (keuren). Did you not obey the law? Then you could face corporal punishment. Drag the 10 corporal punishments to the right place:

cutting off the ear

lashing

beheading

hack off

Hanging

Burning at the stake

waterproef

skinning alive

oog uitsteken

radbraken

Get to work!

1. Read lesson 3 up to 'What did the medieval city look like?'
2. Mark all the important sentences
   
3. Make exercises 1 up to 5
   

Goals

• Students can explain why the people in the city wanted city rights.
  
• Students know what advantaces and disadvantnced these city rights had.
  
• Students can explain what important buildings you could find in a medieval city and what life was like in these cities.

A medieval city

First read What did the medieval city look like? of lesson 3. Based on this information and the information from lesson 2 you have to make the exercise.

You are going to draw a map of a medieval city on an A4 sheet, taking into account:

1. The city's location (in what places do cities arise?)
   
2. The security of the city (how did medieval people ensure safety?)
   
3. The layout of the city (where were the important buildings located?)

You make it alone!

What was life like in a medieval town? 

Read 'What was life like in a medieval town?'

Write an piece of an diary of a baker living in a medieval city.

In this diary you need to implement the following keyterms: merchants, guilds, masters, apprentice, journeyman, masterpiece, charity and Black Death.

Done?

1. Read lesson 3 completely
2. Mark all the important sentences
3. Make exercises 6, 9, 10, 11, 12, 13, 14 & 15

Goals

• Students can explain why the people in the city wanted city rights.
  
• Students know what advantaces and disadvantnced these city rights had.
  
• Students can explain what important buildings you could find in a medieval city and what life was like in these cities.