East Meets West: Effects of the Crusades Grade Seven

Transcription

1 Ohio Standards Connection: People in Societies Benchmark A Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures. Indicator 2 Explain how the Silk Road trade and the Crusades affected the cultures of the people involved. Social Studies Skills and Methods Benchmark C Present a position and support it with evidence and citation of sources. Indicator 2 Compare multiple viewpoints and frames of reference related to important events in world history. Lesson Summary: This lesson focuses on how the Crusades affected the cultures of the people involved. Students will investigate how the Crusades allowed for the spread of cultural practices, products and perspectives between Europe and the Middle East. This lesson contains a brainstorming activity for the pre-assessment, a graphic organizer for guided research and an essay for the post-assessment. Estimated Duration: Five to six hours Commentary: During this lesson, students will experience both smallgroup and large-group instruction and collaborative research. The post-assessment challenges students to organize the information they acquired during the research phase of the lesson to produce a three paragraph essay. One of the teachers who field tested the lesson commented, I think the lesson caused the students to think and realize the history of the Middle East. Pre-Assessment: Distribute Attachment A, Pre-Assessment. Instruct students to brainstorm a list of everything they know about life in Europe and the Middle East prior to the Crusades. Instruct students to answer the three focus questions: What were the Crusades? Why did Christians and Muslims fight? How did the Crusades affect the cultures of Europe and the Middle East? Allow students ten minutes to think through their answers. Divide students into heterogeneous groups of three or four, and allow five to ten minutes for them to share ideas and create a combined list of information. Ask each group to share one idea from their list. Move from group to group, with each sharing only those ideas that have not already been shared by the other groups. Record student ideas on chart paper titled: Government, Education, Religious Beliefs and Trade. Write each response under the proper heading. Discuss the three focus questions. 1

2 Display the record of student ideas on chart paper. These brainstorming ideas will be revisited during the lesson to include the new learning. Scoring Guidelines: Collect the brainstorming papers to assess the needs of individual students and to adjust the lesson as necessary. See Attachment B, Pre-Assessment Suggested Answers. Post-Assessment: Have students write a two-paragraph essay describing the effects of contact between Christians and Muslims during the Crusades. Students may use their notes and other available resources. Directions for the post-assessment are given in Attachment C, Post- Assessment. Scoring Guidelines: A rubric is provided in Attachment C. Instructional Procedures: Day One 1. Complete the pre-assessment activity. 2. Assign a textbook reading, or distribute an article or picture trade book, that portrays life during the Crusades in Western Europe A.D. to half of the class. 3. Assign a textbook reading, or distribute an article or picture trade book that portrays life during the Crusades in the Middle East A.D. to the other half of the class. 4. Working in partners, have students read the same article and make a list of information learned. 5. Conduct a class discussion of information found in the articles. 6. Discuss student findings using the following guiding questions: Why did these people fight during the Crusades? Were their reasons alike or different? How did the Crusades affect their lives? 7. Return to the pre-assessment worksheet and ask students to make any needed adjustments to their answers. Have students use a different color pen or pencil for the adjustments. Day Two 8. Discuss the concept that whenever people of two cultures interact, changes may occur. This may lead to diffusion of ideas from one culture to another. In order to draw a parallel, ask students what happened when Columbus came to the Western Hemisphere. (Changes occurred in Europe and in the Americas.) What kind of changes occurred to the European culture as a result of this contact? (Example: people began eating new foods like corn and tomatoes.) What kind of changes occurred in the Western Hemisphere? (Example: people were introduced to Christianity, horses and new weapons.) 9. Explain to students that changes also occurred in the cultures of those who experienced the Crusades. The next activity will focus on discovering these changes. 2

3 10. Divide students into two groups. One group will research European cultures, and the other will research Middle Eastern cultures. 11. Divide each of the groups into eight working teams, assigning one of the following areas of research to each team: political system(s) belief system(s) education art trade science mathematics medicine 12. Give each group a large sheet of chart paper to gather notes and make illustrations that present to the class the information they have gathered. 13. Provide students access to books, textbooks and pre-selected Web sites where related information can be found. This activity should be finished in one class period. Instructional Tip: Teachers may refer to Attachment E, Research Matrix Suggested Answers, for background information and to help select appropriate resources for the students research. Attachment G, Life in the East, and Attachment H, Life in the West, can also be used as resources. Day Three 14. Distribute two copies of Attachment D, Research Matrix, to each student. Create a large version of the research matrix for sharing of student information. 15. When the research teams have completed their work, have them post their work so that it is organized like the matrix. Students can be given note cards to write on and attach to the chart, or they can write their notes directly onto the chart. Remind them to write large enough and clearly so that the class can read and copy their information. 16. Have students complete their section of Attachment D, Research Matrix, describing the culture they researched before and after the Crusades. Explain how to use the matrix and record information in the appropriate boxes. 17. Have each team share its results orally, allowing two minutes per group. 18. Instruct students to complete their matrices with notes from the large class matrix containing all of the research. Day Four 19. Guide students in a discussion of what they have discovered about the effects of the Crusades on the cultures of the people involved. 20. Instruct each research team to write three pieces of information, or clues, regarding their area of research on separate note cards. 3

4 21. Create two large T-charts on the board. Title one European Culture and one Middle Eastern Culture. Label one side of each Before the Crusades and the other side After the Crusades. European Culture Middle Eastern Culture Before the After the Before the After the Crusades Crusades Crusades Crusades 22. Collect the clues. Read related clues to the class. Have students decide to which culture each clue refers and whether each statement belongs under the column titled Before the Crusades or After the Crusades. Attach each note card to the large chart in the appropriate column. Clarify any statements that students do not understand. Day Five 23. Distribute Attachment F, Results of the Crusades. Have students work in teams to complete the questions. Allow students to use their Research Matrix and any other resource materials available. Remind students to include details and examples in their answers. 24. Conduct a discussion of questions six and seven about the differing points of view. Guide students to an understanding of how Muslims and Christians would have had differing perspectives of the Crusades. Ask students to explain why their points of view were different. 25. Encourage students to read aloud their responses to questions six and seven. Have them use first person and speak as if they were historical characters. Day Six 26. Assign the post-assessment on Attachment C. Review the instructions and scoring guide with students. Allow students to use their Research Matrix as a reference during the postassessment. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Have students work individually, in pairs or in heterogeneous groups. Provide resource materials on a wide range of reading levels. Have students share research so that all students will have an opportunity to obtain the needed information. Provide copies of the research findings for students as needed. Complete post-assessment responses orally, in writing or through the use of artwork. 4

5 Extension: Have students research the effects of another example of contact between culture groups. Have students create projects that demonstrate the effects on each of the culture groups involved. For example, students could research the effects of Spanish exploration, Marco Polo s travels or European colonization. Have students research the distinctive characteristics of art forms during the Middle Ages in both the Middle East and Europe. Homework Options and Home Connections: Have students write news headlines highlighting the events and results of the Crusades. Interdisciplinary Connections: English Language Arts Writing Applications Benchmark D: Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and explanations. Indicator 4: Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources, and create an organizing structure appropriate to the purpose, audience and context. Research Benchmark B: Locate and summarize important information from multiple sources. Indicator 2: Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internetbased resources). The Arts: Visual Art Historical, Cultural and Societal Contexts Benchmark A: Compare and contrast the distinctive characteristics of art forms from various cultural, historical and social contexts. Indicator 1: Use multiple sources to research various art forms used for social, cultural or political purposes. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. 5

6 For the teacher: Chart paper, markers, access to research materials and note cards. For the students: Paper, colored pencils, trade books, encyclopedias and access to research materials and Web sites. Vocabulary: Crusades crusader Muslim Christian Islam Christianity feudalism empire sultan caliph knight Koran Bible culture Technology Connections: Use the Internet to supplement research materials. Have students create a slide-show presentation showing the effects of the Crusades and post it on the school s Web site. Research Connections: Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, Alexandria, VA: Association for Supervision and Curriculum Development, Cooperative-learning has a powerful effect on student learning. This includes: Positive interdependence; Face-to-face promotive interaction; Individual and group accountability; Interpersonal and small group skills; Group processing. 6

7 General Tips: The following benchmarks are related to People in Societies, Benchmark A, Indicator 2, and could be included in planning a unit of instruction: History, Benchmark C, Indicator 4 People in Societies, Benchmark C, Indicators 3 and 4 Geography, Benchmark D, Indicator 5 Government, Benchmark C, Indicator 2 Attachments: Attachment A, Pre-Assessment Attachment B, Pre-Assessment Suggested Answers Attachment C, Post-Assessment Attachment D, Research Matrix Attachment E, Research Matrix Suggested Answers Attachment F, Results of the Crusades Attachment G, Life in the East Attachment H, Life in the West 7

8 Attachment A Pre-Assessment Name: Directions: Complete the chart and questions with information you know about the cultures of Europe and the Middle East before the Crusades. Europe Before the Crusades Middle East Before the Crusades Government: Religious Beliefs: Trade: Art: Mathematics, Science, Medicine: 1. What were the Crusades? 2. Why did Christians and Muslims fight? 3. How did the Crusades affect the cultures of Europe and the Middle East? 8

9 Attachment B Pre-Assessment Suggested Answers The following are suggested answers. Student answers should not be limited to those provided; accept logical and accurate student responses. Government: Religious Beliefs: Europe Before the Crusades Feudal system: Governed by kings and lords. Laws were based on Christian religious beliefs. Hierarchal structure. Under siege by the Vikings. Most people were Christians who were Catholic and looked to the Pope as their leader. There were also some Jews. Middle East Before the Crusades Had been ruled by the Byzantine Empire, which was under attack by Seljuk Turks and Muslims from the south. As the Muslims gained territories, the conquered lands were ruled by the Muslim caliphs (religious and political leaders). Laws were based on Islamic beliefs. Most of the people were Christian or Jewish until the spread of Islam with the invasions of the Muslims. Muslims were followers of Muhammad. Trade: Most trade was limited to close towns or villages. Center for trade with regions to the east and south. Items traded include: furs, hides, grain, wine, spices, gems, silk, ivory, glassware, enamel, grapes, olives and wheat. Art: Most art was based on Christian subjects. Some Christian art, but also calligraphy. Mathematics, Science, Medicine: 1. What were the Crusades? 2. Why did Christians and Muslims fight? 3. How did the Crusades affect the cultures in Europe and the Middle East? Based on Roman and Greek scholars. No significant progress in science, math or medicine Scholars studied the works of the ancient Romans, Greeks and people from the Far East. Advanced new theories in math, science and medicine and recorded the information. The Crusades were a series of religious wars fought between 1096 and 1270 A.D/C.E. The wars were fought by Christian and Muslim soldiers. The Christians fought to free the lands where Biblical events took place from Muslim control. Their leaders wanted to establish control over the region for religious reasons and access to resources and trade routes. The Muslim soldiers fought to protect the land they controlled and defend the beliefs of Islam. Europe: Trade expanded and towns boomed. Crusaders wanted the same civic improvements they saw in the Middle East. They brought back luxury goods like silks, spices and pearls. Interests in poetry and music grew. Advances in math, science, medicine and new military technology were brought back to Europe. The Crusades strengthened church leaders desire to spread Christianity. During the Crusades, Jews in Europe were treated as infidels or heretics. They were persecuted in both Eastern and Western Europe. Middle East: Trade increased. Muslims were introduced to European architecture (castles) and laws. They made trade alliances with Genoa, Venice and Pisa. 9

10 Attachment C Post-Assessment Directions: Write a two-paragraph essay describing the changes in culture that resulted from the Crusades. The essay must be written using appropriate grammar conventions. Use your Research Matrix as a resource during your writing. 1. Paragraph One: Describe three changes in culture. Include changes in: Government Art Belief systems Trade Education Math and science 2. Paragraph Two: Compare the views of the Europeans and the Muslims concerning the Crusades. Explain their views and why they took part in the conflict. Essay Rubric Changes in Culture 4: Exceeding the Standard Accurately describes three changes and includes relevant details and examples. 3: Meeting the Standard Accurately describes two changes and includes relevant details and examples. 2: Approaching the Standard Describes one change and includes some relevant details and examples 1: Attempting the Standard Description of changes is inaccurate or incomplete. Comparing Viewpoints Thoroughly explains the views of both groups. Adequately explains the views of both groups. Explains the view of either group. Does not explain the view of either group. Writing Conventions Uses appropriate English conventions with few errors. Uses appropriate English conventions with some errors. Uses appropriate English conventions with several errors. Errors in English conventions impede understanding. 10

11 Name: Attachment D Research Matrix Directions: Complete one chart for your assigned region, and then fill in another chart during class presentations. This information will help you complete your post-assessment. Europe or Middle East Political System(s) Before the Crusades After the Crusades Belief System(s) Education Art Trade Science Mathematics Medicine 11

12 Attachment E Research Matrix Suggested Answers The following are suggested answers. Student answers should not be limited to those provided; accept logical and accurate student responses. Political System(s) Belief System(s) Europe Before the Crusades After the Crusades Kings ruled through a feudal Kings consolidated power in a system. stronger national government. Kings ruled based on Christian beliefs. Most of the people were Christian, with few Jews. Most of the people were Christian. The Jews were persecuted. Education Education concentrated in monasteries. Some upper class males were educated. Art Artists focused on Christian subjects. Trade Trade was limited to close towns and villages. Renewed interest in classical, secular learning. Less emphasis on theological study. Artists showed a new interest in a variety of art subjects, influenced by ancient Romans and Greeks. Trade expanded as demand increased for goods from the Far East, Middle East and Africa. Science Little work was done in science. The Church discouraged investigation and experimentation. Mathematics Little interest in new mathematic ideas. Renewed interest in science. They tried to build on knowledge from the Middle East. Renewed interest in the works of the ancient Greeks and Romans. They were also interested in advances from the Middle East. Medicine Little interest in medicine. Renewed contact with classical ideas sparked new inquiry into medicine and advancement in the treatment of diseases. 12

13 Attachment E Research Matrix Suggested Answers (continued) The following are suggested answers. Student answers should not be limited to those provided; accept logical and accurate student responses. Middle East Political System(s) Belief System(s) Before the Crusades Byzantine Empire based on Christian beliefs. Seljuk Turks ruled based on Muslim beliefs after conquering the region. Christianity and Judaism widespread. Islam spread rapidly from about 600 C.E. Education Koranic and classical knowledge emphasized. Education primarily of the wealthy males. Higher literacy than in Europe. Government supported schools and libraries. Art Calligraphy, music, textiles and poetry. Trade Actively engaged in trade with the Far East. Science Interest rose about works of the Greeks, Romans, Indians and Chinese. Mathematics Interest in work of the ancient Greeks and Romans, as well as ideas from the Far East. Advances in algebra, geometry, trigonometry. Medicine Interest in the works of the ancient Greeks and Romans, as well as ideas from the Far East. After the Crusades Byzantine Empire reduced to Asia Minor. Destabilization of Muslim controlled areas. Most of the people were Muslim with a few Christians and Jews in urban areas. Education continued after the Crusades. The Koran became more important. Male education was the still the norm. Continuation of calligraphy, music, textiles and poetry. Expanded trade with Eastern and Western Europe. Traded goods from the Far East, Middle East and Africa. Scholars made advances in biology and astronomy. Continued advances in algebra, geometry and trigonometry. Advances were made and recorded, including new knowledge of the human body and treatment of bone fractures and disease. 13

14 Attachment F Results of the Crusades Directions: Working with your research team, answer the following questions in complete sentences. Use your Research Matrix and resource materials to help you answer the questions, using specific examples and details. 1. What did these cultures have in common before the Crusades? 2. How were these cultures different before the Crusades? 3. What changes occurred in Europe after the Crusades? 4. What changes occurred in the Middle East after the Crusades? 5. After the Crusades, did similarities between these two regions increase or decrease? 6. Imagine you are a Muslim soldier. Describe the importance of the Crusades from your point of view. 7. Imagine you are a Christian crusader. Describe the importance of the Crusades from your point of view. 14

15 Attachment G Life in the East According to the historian Will Durant, the Muslim East flourished from 700 to 1200 A.D./C.E. They led the world in power, order, extent of government, refinement of manner, standards of living, humane legislation and religious tolerance, literature, scholarship, science, medicine and philosophy. They showed mercy to those they defeated and were seldom guilty of brutality. The world of Islam at the onset of the Crusades represented a civilization much more advanced than its Western counterpart. Many Muslims were concentrated in cities unrivaled in their day in both size and splendor. The cities throughout the region were laid out along the same design with a mosque and markets in the center of the town. In the principal cities, the ruler s palace was surrounded by ramparts and crowned by a citadel. These cities were centers for trade. Most of the Muslims were Arabs. Rural Muslims Twenty percent of the Arabs wandered the deserts and trade routes of the Middle East and North Africa. This group was called the Bedouins. They lived in tents, traveled by camel and tended their flocks of camels, sheep and goats. The other eighty percent of the Arabs, however, lived on farms or in cities and engaged in business and commerce. Cities In the Muslim cities, dwellings were usually cramped quarters built of stucco with adjoining walls. Walls surrounded the cities. Streets were unlit, unpaved and dusty. Tribal chiefs ruled the cities. The homes of the rich and powerful in some areas were constructed of solid masonry and featured attached gardens of flowers, shrubs and fruit trees. Each house contained a segregated women s area. Marriages Most Muslim parents arranged marriages for their children. Men were allowed up to four wives, but these wives were to be treated equally. Women were allowed only one husband at a time. Divorce was allowed by mutual agreement. Girls were taught domestic skills and a few chapters of the Koran. Upper class women and males were educated. The girls were married by the age of twelve and were often mothers by thirteen or fourteen. Some girls married even earlier, at nine or ten. The men married as early as fifteen. Clothing The clothing of Muslims varied from one area to another. The wealthy wore white silk and carried swords. Commoners usually wore turbans, shapeless trousers and pointed shoes. Women in the city wore tight bodices, bright girdles and loose fitting, brightly colored skirts. They also wore veils below the eyes to screen themselves from the view of strangers. Only the woman s husband could look upon her face. Women in small towns and rural areas often wore dark robes and covered their faces with shawls. Men often wore long robes called jallabiyahs, with roomy pants and long shirts draped outside and reaching the knees. 15

16 Attachment G (continued) Life in the East Food The people enjoyed a variety of foodstuffs. They included rice, buckwheat, sugarcane, spinach, asparagus and olives. Fruits included pomegranates, cherries, grapes, grapefruits, quinces, strawberries, figs, dates, bananas, oranges, lemons and more. Seafood and meat were eaten with the exception of dead and decaying flesh, blood and pork. They would eat no flesh from strangled animals, those beaten or gored to death, those killed by a fall or mangled by beasts of prey, and those sacrificed to idols. Intoxicating drinks from fermented grapes or dates were forbidden, but moderate amounts of liquor produced by means of honey, wheat, barley or millet was lawful. Entertainment Entertainment included poetry, music, cockfights, rope-dancers, jugglers, magicians and puppets. Sports of all kinds boxing, wrestling, gymnastics, weight lifting, archery and fencing - were enjoyed. The Koran forbade gambling, cards and dice. The wealthy, however, enjoyed horse racing. Religion Most people in the Middle East converted to Islam. Caliphs were both political and religious leaders. After Muhammad s death, land was captured as far north as the Byzantine Empire, along with northern Africa and southern Spain. Christians and Jews also lived in these areas. They were encouraged to convert to Islam, yet if they did not, they were allowed to continue following their own beliefs. However, they were required to pay an extra tax to the ruler. Muslim armies marched to expand control over territory in the north. This led to conflict with the Byzantine Emperor. The Muslim warriors fought for the cause of Allah. They were fighting to keep control over the land that they held sacred. It was sacred since it had many places considered holy because of their connections to the life of Muhammad. This essay is based on information found in the following sources: Durant, W. The Age of Faith: A History of Medieval Civilization-Christian, Islamic, and Judaic-from Constantine to Dante: A.D , Vol.4 of The Story of Civilization. New York: Simon and Schuster, Rice, E. Life during the Crusades. San Diego, CA: Lucent Books, Tate, G. The Crusaders: Warriors of God. Trans. Lory Frankel. New York: Harry N. Abrams,

17 Attachment H Life in the West From A.D. 600 to 1300, life in Europe was based on a feudal society. Feudalism was both a social and political system that established social classes based on land-ownership patterns. The king was at the top of society s pyramid. The king awarded parcels of land to a lord in return for the lord s promise of loyalty and military support in time of need. The lord could award land to vassals. In return, the vassal had use of the land. The manor included the castle or residence of the lord; church; village with dwellings for the peasants, farmers, and village laborers; arable fields; woodlands and pasture lands. The lord had a staff of servants to provide for the needs of the lord s family and to care for the everyday needs of the castle. Usually the number of servants depended upon the wealth of the lord. The lord ruled the manor and was paid a tax by those who dwelled on the manor. The kings ruled as long as they had the strongest army and could withstand attacks from invaders or other kings who sought to expand their kingdoms. This period, known as the Middle Ages in the West, was a period of stark contrasts. When we think of the Middle Ages, we usually think of knights in shining armor, kings and castles. Ninety percent of the people, however, were peasants, farmers or village laborers who were bound to the land. These people were required to work for the lord of the manor a specific number of days a week, pay rent to the lord for their dwelling, and donate a tithe or one tenth of their produce per year to the parish priest for the upkeep of the village church. Homes The manor house or castle was very large and usually surrounded by a wall for protection against the attack of an unfriendly lord. When attacks occurred, the villagers fled to the castle for protection. Castles were often cold, dark and damp. The hearth provided the only heat. The lord s family and knights wore layers of garments often lined with fur in order to keep warm. Curtains surrounded four-poster beds to keep off the chill. The poorer members of society were lucky to have clothing made of wool to shield them from the cold. They lived in small houses and hovels on the manor. The peasants built their own homes of wood or wicker daubed with mud and thatched with straw or rushes. Heating and cooking took place by an open fire. The smoke escaped through a hole in the thatched roof. Furniture consisted of a plank table on trestles, a few stools, in some cases a chest, and a loom for the women to make their own cloth. Near every hut was a vegetable patch. Food Three meals a day were served in the castle or manor house. The meals included several courses of a variety of meats, vegetables and white bread. The last course consisted of fruits, nuts, cheese, wafers and spiced wine. On special occasions, the menu expanded to include an even greater selection of wild game, such as boars heads, venison, peacocks, swans, suckling pigs, cranes, plovers and larks. The food for the peasants was limited to porridge; turnips; dark bread made of rye, barley or wheat; and beer or ale. 17

18 Attachment H (continued) Life in the West Occasionally, they might have oatmeal cakes, fish, cheese curds, mead or cider. Spices were heavily used to cover the taste of spoiling meat. Role of Women The lady of the manor, the wife of the lord, had the job of overseeing the education of her children and the general running of the castle. The mistress of the peasant household made all the family s clothing, most of which was made of linen, wool or leather. Peasants wore leather shoes in the winter, but generally wore wooden clogs or went barefoot in the summer. Entertainment The lord and his family enjoyed minstrels, acrobats, contortionists and story tellers. Tales were put to music and sung by the minstrels as they moved from village to village. The lord enjoyed hunting or games of chess. Knights held tournaments to test their fighting skills. Peasants enjoyed activities such as singing, dancing and playing rough games of football, hockey, wrestling, weight throwing and cockfighting. Education Education was generally limited to members of the lord s family, priests and monks. Books were very scarce since they had to be copied by hand. Monks copied the Bible and other texts. Few people could read and write. Religion Most people in Western and Eastern Europe were Christians. Many areas in the region of Palestine were considered sacred to Christians since it was the region where Jesus lived and worked. Many Christians journeyed to visit these sacred places. Prior to the rise of Islam, the area was under the rule of the Byzantine Emperor. As the rule of the Caliphs expanded northward, this land came under Muslim rule. Consequently, the Byzantine Emperor wrote to the pope in the West requesting help to fight the Muslims. The pope appealed to the kings in the West to join in a holy war or crusade. The response of these rulers was to raise armies to reclaim the region for Christians. This essay is based on information found in the following source: Rice Jr., Earl. Life During the Crusades. San Diego, CA: Lucent Books,