Topic: Charlemagne’s Europe

Target group

5th‑grade students of elementary school

Core curriculum

III. Medieval Europe. Pupil:

1) places the state of the Franks in time and space;

2) places new countries in Europe in time and space.

General aim of education

The student will learn about the rise of the Carolingian empire and what the significance of Charlemagne was.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• how did the Carolingian dynasty come into power;

• who was Charles Martel and what were his achievements;

• when did the state of the Franks become an empire;

• who was Charlemagne and why is he considered a model of a perfect ruler;

• what was the significance of his reforms for the Carolingian Renaissance.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• exposing

  • film.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. Students remember who was and what areas inhabited the Franks. They watch the movie from the textbook section: Europe of Charles the Great - „Dlaczego króla nazywamy królem, czyli o mocy Karola”.

Introduction

1. The teacher determines the subject and purpose of the class and sets criteria for success together with the students.

2. The teacher, referring to previous lessons, asks students what the Franks were and what we know about them. Students should mention the lands of the left‑bank Rhine as their headquarters and Chlodwig - the founder of the Frankish state from the Merovingian dynasty.

Realization

1. The teacher introduces students to the fate of the Merovingian dynasty, which eventually lost real power to the majordomo. Students perform Task 1. Then the teacher tells about the beginnings of Karoling's power - Charles Martel and Pepin the Short. He focuses on building a cohesive state and the authority of the ruler. Students perform Task 2. The teacher makes sure that the task has been carried out correctly and then provides feedback.

2. Then the teacher asks students where the names come from: the emperor and the king - the students in reference to the homework (the movie they were supposed to see) should know the answer to this question („king” from Charles the Great). Referring to the answer, the teacher begins the discussion, asking the students the question - what kind of ruler must have been Charlemagne, that from his name comes the word meaning the ruler. Students perform Exercise 1. The teacher makes sure that the task has been correctly performed and provides feedback.

3. The teacher divides students into groups (3‑5 depending on the size of the class), and then explains to the students that today they will try to answer the question put in the film by prof. Przemysław Wiszewski - „W czym wielki był Karol Wielki?” Then he assigns to each group a field in which reforms and achievements were made by the ruler of the Franks - foreign policy, administration and functioning of the state, army, education, language and art / culture (issues can be combined, e.g. education + language).

4. The students present their tasks and then answer the question - „W czym wielki był Karol Wielki?”.

Summary

1. In conclusion, the teacher explains the essence and significance of the coronation of Charlemagne in the year 800, and then asks that the students do Exercise 2, and then answer the question: Did Charles want to rebuild the Roman Empire?.

2. Students perform Exercise 3, which they discuss with the teacher, and then Exercise 4. The teacher makes sure that the tasks have been correctly performed and gives feedback..

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Make at home a note from the lesson, for example using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Charlemagne’s Europe

The Franks have been brought to the territories on the left bank of the Rhine by the Romans, valued for their bravery. For centuries, they were faithful and loyal subjects of the Emperors and their commanders. Only the collapse of the Western Roman Empire and its slow dissolution led to the Merovingians – first Childeric, then Clovis – taking the power. They did not sever their ties with the Roman elites, instead collaborating with them and creating a stable society, which, in turn, led to the Franks establishing a stable and cohesive state.

Unfortunately, the subsequent Merovingian rulers failed to maintain the state’s unity. Despite their position, they exercised no real authority in many areas of their country; it remained in the hands of the secular and clerical aristocracy. This reinforced the decentralization of the state, and the power in the provinces was seized by the Mayors of the Palace – high‑ranking royal officials. The progressing dissolution of the monarchy was stopped by Mayor of the Palace Pepin II. His work was continued by his son – Charles Martel, who not only managed to maintain the unity of the state, but also expanded it into new territories. His fame and authority grew even more after his victory in the Battle of Poitiers in 732, where he stopped a Muslim invasion. His reputation as the defender of Christianity strengthened the prestige of the Carolingian dynasty. Even though, nominally, he was not the King of Franks, he was considered their de facto ruler. After his death, his son, Pepin the Short, took over. He deposed the last Merovingian ruler – Childeric III – and, with the support of the Church and the magnates, gained authority over the Franks, bringing back the monarchy’s prestige. Thus, he ushered in the Carolingian Empire, which reached its peak under the rule of Charlemagne (768‑814), owing to his consistent actions, the unification of administration, centralization of authority, and, above all, creating a cultural community of the state’s elite. A shrewd ruler and politician, he started the construction of the state by creating pan‑national administration based on obedient and co‑dependent officials, at the expense of the power of the aristocrats in their respective counties. He was also aware that the stability of such a vast, culturally and ethnically diverse country could only be achieved by adopting shared models that would be understood and accepted by all of his subjects. He appealed, therefore, to the Christian religion and the traditions of Ancient Rome, culminating in Charlemagne’s crowning as Emperor in Saint Peter’s Basilica in 800, which emphasized the universal character of the Carolingian monarchy. The ruler did not forget about the development of culture and education either, bringing some of the greatest minds of the Western World at the time to his court. It is thanks to him that Latin became the universal language of the Church and science. The development of art and literature during his reign is known as the Carolingian Renaissance.